Primary Year 4 SK SOW-2

TBOOK BASED LESSON (Unit 6)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary (words of
encouragement)

G OUTLINE MATERIALS / DIFFERENTIATION
encouragement.
y. REFERENCES STRATEGIES

ctivity. The King of Kites Differentiate
and Worksheet 10(b) (page 63). learning according
Contemporary to the needs of your
whole class feedback. Children’s pupils and class.
ptional activity (role play) 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.

138

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Lang

TOPIC: Getting around CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
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 main skill and 2. Follow the instructions in the Teacher’s
complementary complementary skill also use the Optional activity in the Teache
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 teaching this unit. The information could in
Content and Learning Standards interacting in classroom activities and their
Learning in DSKP curriculum Plan activities which focus on language pra
Standards in document. 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 6)

guage Awareness THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 6

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Warm up activity.
Get Smart Plus 4 Differentiate learning
Book for Activities 1 to 3. You could according to the needs of
er’s Book. Revision 6 your pupils and class. Please
n to develop language skills Student’s Book see the seven differentiation
use information about your pupils’ (page 70) and strategies listed in the
rmative assessment strategies while Teacher’s Book introduction. Please also
nclude your observation of pupils (page 106) Self- consider the following:
r performance in written activities. assessment
ractice in a meaningful, fun and worksheet *Most pupils will be able to
complete the self-
and performance in this unit. They assessment worksheet with
heet (see below and note in just a little support. Continue
to explain the criteria to
review them to note pupils’ pupils so they understand
ern, prepare a review of these in them clearly.

Support pupils where
needed and allow pupils to
write in their own language if
necessary. You could then
help them to express
themselves in English.

139

How did I do in Unit 6? Put ✔ next to Great, OK, or A little.

In English, I know how to…
…talk about street safety
…tell the time Great ____ OK ____
…talk about transport and vehicles Great ____ OK ____
…talk about prices and schedules Great ____ OK ____
Great ____ OK ____

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

Primary Year 4 SK Scheme of Work



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

_____________ very well.

______ better / more.

140

WEEK: __Unit 7 SCHEME OF WORK: TEXTBO

LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listen
TOPIC: Helping out CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Introduce the topic of ‘helping out’ using
tasks.
1.2 1.2.2
Lesson delivery
Understand Understand with 2. Follow the instructions in the Teacher’s
meaning in a support specific 20).
variety of familiar information and
contexts details of longer 3. Follow the instructions in the Teacher’s
simple texts
Complementary 4. Ask pupils to find the words ‘give you a
Skill Complementary text in the Student’s Book. Pupils decide o
Skill the context of the song.
Reading 5. Follow instructions in the Teacher’s Boo
Reading
3.2 6. Follow instructions in the Teacher’s Boo
3.2.3
Understand a Post-lesson
variety of linear Guess the meaning
and non-linear of unfamiliar words 7. Choose a post-lesson task to review an
print and digital from clues provided
texts by using by title and topic
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Transitive verbs: e.g. help +
object pronoun me/him/her/etc.

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

g one of the activities from the pre-lesson Get Smart Plus 4 Differentiate learning
Book for Warm up and Vocabulary (Track according to the needs of
Activity 1 your pupils and class.
Student’s Book Please see the seven
(page 71) and differentiation strategies
Teacher’s Book listed in the introduction.
(page 108) Please also consider the
following:
Book for Activity 1 (Track 21).
Some pupils will need
hand’, ‘hurry up’ and ‘getting dark’ in the guidance with the
on the meaning of these words, based on complementary skill for this
lesson. Remember to vary
ok for the TPR activity. your questions so that you
ok for the Optional 2 activity. can support the
understanding of less
nd consolidate learning. proficient pupils, and ask
more proficient pupils to
help explain this reading
strategy.

141

WEEK: __ LESSON: 98 (Speaking 19) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Play the song from Lesson 97 (Track 21
listen. They can sing along with the song if
2.1 2.1.5
Lesson delivery
Communicate Describe people,
2. Review vocabulary by following instructi
simple information and objects using Optional 1 activity.

intelligibly suitable statements 3. Follow the instructions in the Teacher’s

Complementary Complementary 4. Follow instructions in the Teacher’s Boo
usage of Present Continuous Tense.
Skill Skill
5. Have pupils do a speaking activity in pa
Speaking Speaking an experience of helping someone. For ex
to a group, who guess what they did – e.g.
2.1 2.1.2 opportunity to review some vocabulary from

Communicate Find out about and Post-lesson
simple information describe
intelligibly experiences in the 6. Review and/or reflect on learning using
past

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Transitive verbs: e.g. help +
object pronoun me/him/her/etc.; Past simple review; Present
continuous review

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
1) again and have pupils mime as they
f they wish. Get Smart Plus 4 Differentiate learning
according to the needs of
ions in the Teacher’s Book for the Activity 2 your pupils and class.
Student’s Book Please see the seven
Book for Activity 2 (Cursive Writing). (page 71) and differentiation strategies
ok for Activity 3 (Track 22) to review the Teacher’s Book listed in the introduction.
(pages 108 – 109) Please also consider the
airs or small groups where they talk about following:
xample, pupils could mime a short sketch
. You helped him clear the table. Use this Spend time before stage 5
m earlier units, as well as the past tense. of this lesson reviewing key
vocabulary. Some pupils
an activity from the post-lesson tasks. will remember it well, but
others may have more
difficulty. Use the board to
keep a record of the
vocabulary you are
reviewing so that pupils
can refer to it during the
activity.

142

WEEK: __ LESSON: 99 (Reading 19) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.3 1. Introduce the theme of camping using re
Read from the pre-lesson tasks.
independently for
information and 3.3.1 Lesson delivery
enjoyment
Read and enjoy A1 2. Follow instructions in the Teacher’s Boo
Complementary fiction/non-fiction 23).
Skill print and digital
Listening texts of interest 3. Follow the first three instructions in the T
1.2
Understand 4. Ask pupils whether they have any camp
meaning in a they might feel if they were to go camping.
variety of familiar to the story.
contexts
Complementary 5. Follow the remaining instructions in the
Skill change the content of the story (e.g. the ch
sleeping bag/tent).
Listening
6. Divide pupils into groups to act out the s
1.2.3
Post-lesson
Understand with
support short simple 7. Choose a post-lesson task which asks p
narratives on a
range of familiar
topics

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ding THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Questions with Whose..?;
Personal possessive pronouns: e.g. mine/yours

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
ealia (where possible) and/or an activity Activity 1 your pupils and class.
Student’s Book Please see the seven
ok for Warm up and Vocabulary (Track and Teacher’s differentiation strategies
Teacher’s Book for Activity 1 (Track 24). Book (page 110). listed in the introduction.
Please also consider the
Camping realia if following:
possible.
Some pupils will be more
ping experiences. If not, ask them how creative than others in
. Share some ideas about camping related Stage 5. Monitor and
help individual pupils and
Teacher’s Book for Activity 1. Have pupils groups develop their
hildren find a different animal in their ideas and with the
language they need to
express them.

story read. – Activity 2, Teacher’s Book

pupils to evaluate their performance.

143

WEEK: __ LESSON: 100 (Writing 19) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

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

Writing Writing 1. Review the story using a short whole cla

4.3 4.3.1 Lesson delivery
2. Follow instructions in the Teacher’s Boo
Communicate Use capital letters, the text to support this.
with appropriate full stops, question 3. Review the possessive’s (e.g. Mei’s bag
language form marks and commas Focus in particular on punctuation that ma
and style for a in lists appropriately bananas). Include an activity to differentiat
range of purposes in guided writing at 4. Follow instructions in the Teacher’s Boo
in print and digital discourse level capital letters and full stops.
media
Complementary 5. Draw attention to the difference between
Complementary Skill lessons. Plan an interactive reading and/o
Skill
Reading Post-lesson
Reading
3.2.2 6. Choose a post-lesson task to review an
3.2 lesson.
Understand specific
Understand a information and
variety of linear details of simple
and non-linear texts of one or two
print and digital paragraphs
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with Whose..?;

personal possessive pronouns :e.g. mine/yours; possessive
apostrophe ‘s; personal object pronouns: e.g. me/him

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
ass quiz. Activity 3 your pupils and class.
ok for Grammar Box. Use examples from Student’s Book Please see the seven
differentiation strategies
(page 73) and listed in the introduction.
Teacher’s Book Please also consider the
following:
(page 111).
You may need to spend
g) with an explanation and short activity. more time reviewing the
akes it different from the plural s (e.g. three possessive ‘s, and to
te these, if necessary. contrast the pronouns in
this sequence of lessons
ok for Activity 3. Remind pupils to use (mine/his etc.) with those
in the previous one
n the pronouns in this lesson and in earlier (me/him etc.). Plan extra
or writing activity to contrast these. time to help pupils
understand the difference
nd consolidate the language covered in this with these and give
individual support where
necessary.

144

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 101 (Language Arts 19) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book
CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson
Language Arts 1. Ask pupils to talk about the front and ba
5.2 Language Arts
Express personal e.g.: the attire, facial expression of the b
responses to 5.2.1 2. Elicit pupils’ understanding from the title
literary texts
Say in simple words Lesson delivery
Complementary and phrases how a 3. Follow the instructions in the Teaching G
Skill text makes them 4. Get pupils to talk about the characteristi
Speaking feel 5. Have pupils guess the relationships betw
2.1
Communicate Complementary Post – Lesson
simple information Skill 6. Have pupils draw their favourite animal(
intelligibly
Speaking 7. Get pupils to share their feelings about t

2.1.5

Describe people,
and objects using
suitable statements

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Vocabulary

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ack covers of the book.
boy and the setting, author, blurb, etc. Year 4 Graphic Differentiate learning
e of the book. Novel – The according to the needs of
Jungle Book your pupils and class.
Guidebook page 27 (Steps 1 – 3). Please see the seven
ics of the animals. Contemporary differentiation strategies
ween the animals. Children’s listed in the introduction.
Literature Please also consider the
(s) that live in the jungle. Teaching following:
their animal(s) Guidebook (BPK)
- Graphic Novel Depending on the needs
and level of your pupils,
you could extend the
vocabulary in this lesson
by asking pupils about
the subjects that they
cover in their weekly time
table.

Strategy 3: Differentiate
by the outcome expected
from pupils

145

WEEK: __ LESSON: 102 (Listening 20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Choose a pre-lesson task to review the

1.2 1.2.2 Lesson delivery

Understand Understand with 2. Review language and grammar focus (P
meaning in a support specific the previous lesson or other similar activiti
variety of familiar information and
contexts details of longer 3. Set the scene for the listening activity an
simple texts the flashcards.

Complementary Complementary 4. Follow instructions in the Teacher’s Boo
Skill Skill
5. Ask pupils to give feedback on the answ
Speaking Speaking explain their answers using descriptive lan

2.1 2.1.5 6. Ask pupils to do a guessing activity in pa
activities in the Student’s Book to ask and
Communicate Describe people, target language. Alternatively, you could p
simple information and objects using for this activity.
intelligibly suitable statements
Post-lesson

7. Choose a post-lesson task to finish the
language.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Self, Family and Friends
EMENT: Language /
LANGUAGE/GRAMMAR FOCUS: Questions with Whose…?
& Which…?; Personal possessive pronouns: e.g. mine/yours;
possessive ‘s

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

camping theme. Get Smart Plus 4 Differentiate learning according to
the needs of your pupils and
Possessive ‘s) from the activity in Activity 4 class. Please see the seven
ies. Student’s Book differentiation strategies listed in
nd review key vocabulary using (page 73) and the introduction. Please also
Teacher’s Book consider the following:
(page 111).
A range of language forms are
ok for Activity 4 (Track 25). covered in this lesson, which may
be confusing for some pupils. If
wers in pairs and ask pupils to some pupils become confused,
nguage. avoid complicated language
explanations and use plenty of
airs using pictures story or pupils’ own ideas to make
answer questions using the example sentences (and
prepare some different materials questions) which clearly show the
difference between the grammar
lesson in a fun way and review points. Use the board and leave
examples of language on the
board. Pair more proficient pupils
with less proficient pupils so that
they can support them in addition
to your support.

146

WEEK: __ LESSON: 103 (Speaking 20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
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 to review voca
notebooks, pens, rulers etc.).
2.1 2.1.5
Lesson delivery
Communicate Describe people,
2. Collect some items from pupils (e.g. pen
simple information and objects using Whose… is this? for pupils to answer It’s m
3. Follow the instructions in the Teacher’s
intelligibly suitable statements

Complementary Complementary 4. Have pupils do a further practice activity
Skill Skill pupils to draw something which is theirs on
group/classmates then have to guess who
Listening Listening
5. Finish the main part of the lesson with a
1.2 1.2.5 have reviewed in this lesson.

Understand Understand longer Post-lesson
meaning in a supported questions
variety of familiar 6. Choose a post-lesson task to consolidat
contexts correction activity.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Questions with Whose…?;
Personal possessive pronouns (e.g. mine/his)

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
abulary for classroom items (e.g.
Get Smart Plus 4 Differentiate learning
ns, notebook, etc.). Use the items to ask according to the needs of
mine. Activity 5 your pupils and class.
Book for Activity 5 (Track 26). Student’s Book Please see the seven
y in pairs or small groups. You could ask (page 73) and differentiation strategies
n a piece of paper. Their Teacher’s Book listed in the introduction.
ose it is. page 111 Please also consider the
an activity to focus on the vocabulary you following:

te learning in this lesson, such as an error Depending on the level of
your pupils, you could
review the question from
Activity 3 (Which..?) in
stage 2, and include this
language in the pairwork
activity. Consider doing
this for all pupils or for
more proficient pupils
only.

147

WEEK: __ LESSON: 104 Reading (20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Read

CROSS-CURRICULAR ELE
Sustainability

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

Reading Reading 1. Introduce the topic of recycling using an
list.
3.2 3.2.1
Lesson delivery
Understand a Understand the 2. Use the flashcard for ‘recycle’ to elicit m
variety of linear main idea of simple pupils what they recycle.
and non-linear texts of one or two 3. Follow the instructions in the Teacher’s
print and digital paragraphs Vocabulary (Track 27) as necessary.
texts by using
appropriate Complementary 4. Show pupils the paragraph headings (Th
reading strategies Skill What is recycling? / What can we recycle?

Complementary Reading 5. Have pupils read the text about recyclin
Skill the headings.
3.2.2 6. Follow instructions in the Teacher’s Boo
Reading 7. Including examples from the text, follow
Understand specific Book for Grammar Box.
3.2 information and 8. Follow instructions in the Teacher’s Boo
details of simple
Understand a texts of one or two Post-lesson
variety of linear paragraphs
and non-linear 9. Choose a post-lesson task which conso
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ding THEME: World of Knowledge

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Indefinite pronouns: e.g.
someone/ everything

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

n activity from the pre-lesson task Get Smart Plus 4 Differentiate learning
according to the needs of your
materials that can be recycled. Ask Activities 1-2 pupils and class. Please see
Book for Warm up and Student’s Book the seven differentiation
(pages 74-75) and strategies listed in the
These could be as questions, e.g. Teacher’s Book introduction. Please also
? / How can we recycle?) (pages 112 – 113). consider the following:
ng and match the paragraphs to
ok for Activity 1 (Track 28). Sentences (in strips If this topic is not appropriate
w instructions in the Teacher’s or on a worksheet): in your context, you could
ok for Activity 2 (Teacher’s Book). paragraph headings replace this text, or broaden it
for the text so that it addresses issues
local to you and your pupils.

Allow pupils to work in pairs for
reading activities so that they
can share their ideas and
understanding.

If the complete text is too long
for your pupils, consider
modifying the heading
matching task so that pupils
only read one paragraph each
and match it to a heading.

olidates learning in this lesson.

148

WEEK: __ LESSON: 105 (Writing 20) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Writin

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Writing
Writing 4.2.3 1. Choose a pre-lesson task which reviews t
Describe basic
4.2 everyday routines Lesson delivery

Communicate Complementary 2. Have pupils play a spelling game to review
basic information Skill indefinite pronouns.
intelligibly for a Writing
range of purposes 4.3.2 3. Review the target language by repeating s
in print and digital Spell most high instructions in the Teacher’s Book).
media frequency words
accurately in 4. Follow instructions in the Teacher’s Book
Complementary guided writing
Skill 5. Have pupils do an interactive, communica
about their own recycling habits. For exampl
Writing sentences about what, when and how they r
glass bottle I use.) / Everyone in my family p
4.3 the use of present simple for routines. Other
which are true/false.
Communicate
with appropriate 6. At the end of the lesson, follow instruction
language form (Track 29), if time allows.
and style for a
range of purposes Post-lesson
in print and digital
media 7. Talk to pupils more about recycling as an
pupils can do more of to help global or local
This may be in their first language, but try to

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of Self, Family and Friends

EMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Indefinite pronouns (e.g.
someone, everything); present tense review; adverbs of
frequency review

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the theme of recycling. Get Smart Plus 4 Differentiate learning
according to the needs of
w and consolidate the spelling of the Activities 3-4 your pupils and class. Please
Student’s Book see the seven differentiation
steps of Grammar Box (see page 75 and strategies listed in the
Teacher’s Book introduction. Please also
for Activity 3. page 113. consider the following:
ative writing activity where they write
le, pupils could write true and false Plan plenty of support in the
recycle (e.g. I always recycle every writing activity for pupils who
puts bottles in the recycling bin). Note need it. Have pupils work on
their own as much as
pupils read the sentences and decide possible, so that you can
monitor and evaluate their
ns in the Teacher’s Book for Activity 4 language progress, but allow
them to seek help from their
classmates as well as from
you. Encourage them to use
English for this.

environmental concern. Find out what
problems with rubbish and recycling.
include English where possible.

149

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL FOCUS: Lang
__ TOPIC: Graphic Novel – The Jungle Book CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Play sounds of the five animals that they
Arts lesson.
5.2 5.2.1 2. Get pupils to name the animals and mim
Lesson delivery
Express personal Say in simple words 3. Have pupils read Chapters 1 & 2.
responses to and phrases how a 4. Explore the features in the graphic nove
literary texts text makes them
feel

Complementary Complementary 5. Get pupils to sit in groups to retell the pl
Skill Skill Post – Lesson
6. Have pupils predict the storyline in the fo
Speaking Speaking 7. Get pupils to share their predictions and

2.1 2.1.4

Communicate Give reasons for
simple information simple predictions
intelligibly

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Simple Past Tense

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

y have learnt from the previous Language Year 4 Graphic Differentiate learning
mic the sounds. Novel – The according to the needs
Jungle Book of your pupils and
el. (Teaching Guidebook pages 6-12) class. Please see the
lot of the story in Chapters 1 & 2. Contemporary seven differentiation
Children’s strategies listed in the
Literature introduction. Please
Teaching also consider the
Guidebook (BPK) following:
- Graphic Novel
Strategy 2: Differentiate
by the type and amount
of support provided

ollowing chapter. Strategy 3: Differentiate
d state the reason(s). by the outcome
expected from pupils

150

WEEK: __ LESSON: 107 (Listening 21) SCHEME OF WORK: TEXTBO
TOPIC: Helping out
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1. Show one of the pictures from Part One
Understand remember about the story.
meaning in a
variety of familiar 1.2.3 Lesson delivery
contexts
Understand with 2. Have pupils put in order the pictures fro
Complementary support short simple story in pairs. Then use instructions from W
Skill narratives on a the story.
Reading range of familiar
3.3 topics 3. If pupils wrote a story ending in Lesson
Read re-read their writing to remember their pred
independently for Complementary ending to the story and give it out to pupils
information and Skill ending. Make sure pupils understand the a
enjoyment stage.
Reading
4. Play the CD of the story. Have pupils lis
story and their predictions.

3.3.1 5. Pupils read the story to check again. Ha
comfortably. Have pupils talk about the sto
Read and enjoy A1 activity – Pupils may use some of their firs
fiction/non-fiction them, helping them to express themselves
print and digital
texts of interest 6. Enhance listening activity by playing the
pupils to answer comprehension questions
are available in the after reading activity in

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ning THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of forms from
recent learning

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e of the story (and find out what pupils Get Smart Plus 4 Differentiate learning
according to the needs of
om Part 1 of the story and retell the Student’s Book your pupils and class. Please
Warm up to fully review part one of (pages 66-67) and see the seven differentiation
Teacher’s Book strategies listed in the
94 for The Lost Boy 1, ask them to (pages 118 – 119) introduction. Please also
dictions. Prepare an alternative consider the following:
s who did not pre-write a story Pictures from
alternative ending before the next story and an Provide support for pupils
alternative story who need it while listening.
sten to find similarities between the ending You could use the pictures
from the story to help pupils
ave them read together while sitting see the basic storyline
ory together. This is a free speaking before they listen or to pre-
st language. Monitor and support teach any important
s in English. vocabulary. Encourage
pupils to close their eyes
while they listen. This will
help some pupils
concentrate, especially those
who are easily distracted.

e CD (Track 32) and then get the

s. Some comprehension questions
n the Teacher’s Book .

151

Post-lesson
7. Follow instructions for the post-reading
Ask pupils to bring empty jars, boxes, plas
to the next lesson.

Primary Year 4 SK Scheme of Work

activity in the Teacher’s Book
stic and other containers from home

152

WEEK: LESSON: 108 (Speaking 21) SCHEME OF WORK: TEXTBO
__ TOPIC: Helping out
MAIN SKILL FOCUS: Spea
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking
2.1 Speaking 1. Review the topic of recycling, emphasis
Communicate make something into something else).
simple information 2.1.3
intelligibly Lesson delivery
Give a longer
Complementary sequence of basic 2. Follow instructions for Warm up in the T
Skill instructions or
Speaking directions 3. Follow instructions for Activity 1.
2.2
Use appropriate Complementary 5. Based on the instructions in the Teache
communication Skill make something new with their containers
strategies this will leave some containers spare. Save
Speaking
6. Have pupils work in groups to present w
2.2.2 book, Activity 3). They should explain the p
wash the container, then (you) paint it.), as
Check steps how to use it now.
needed to complete
short classroom 7. When pupils have finished, they should
tasks check the steps to reuse the containers.

Post-lesson

7. Choose a post-lesson task which evalua
work in this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

aking THEME: World of Self, Family and Friends

EMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Review of imperative verbs

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sing the idea of ‘reuse’ ’ (when we Get Smart Plus 4 Differentiate learning
according to the needs of
Teacher’s Book. Student’s Book your pupils and class. Please
(pages 76 and 77) see the seven differentiation
er’s Book for Activity 2, have pupils and Teacher’s Book strategies listed in the
s. They can work in pairs. Note that (page 116). introduction. Please also
ve them for a later lesson. consider the following:
what they made (based on Teacher’s Empty containers
process of making it (e.g. First, (you) (supplied by you Many pupils will need a
s well as describing what it was and and/or pupils) model of language to present
their work. It is a good idea
ask questions to their friends to Scissors, glue, etc. to prepare something
yourself so that you can
ates and gives feedback on pupils’ model the show and tell
language.

Ask pupils questions about
their work when they
present, so that you ask
simple questions to give
confidence to less proficient
pupils and more complex
questions to those who are
more proficient or confident.

153

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading

TOPIC: Helping out CROSS-CURRICULAR ELEM
Financial Education

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a suitable pre-lesson task to int

3.2 3.2.4 Lesson delivery

Understand a Recognise and use 2, To begin the main lesson, include an ac
variety of linear with little or no using a monolingual dictionary (e.g. a dicti
and non-linear support key lesson).
print and digital features of a simple
texts by using monolingual 3. Find or write a short, simple text about a
appropriate dictionary project in your local area. Focus on the cro
reading strategies i.e. talk about the financial impact as well a
Complementary include a range of different language that h
Complementary Skill earlier units. Ensure that language used is
Skill (avoid using words like entrepreneurship; f
Reading above the level).
Reading
3.2.1 4. Ask two or three gist questions before p
3.2
Understand the 5. Follow up the reading with an activity tha
Understand a main idea of simple asks for pupils’ personal response to the te
variety of linear texts of one or two
and non-linear paragraphs Post-lesson
print and digital
texts by using 6. Choose an appropriate post-lesson task
appropriate learning (language and/or content) in this l
reading strategies

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

g THEME: World of Knowledge

MENT: Entrepreneurship / LANGUAGE/GRAMMAR FOCUS: Review of forms from
recent learning

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

troduce the theme of the lesson. A short, simple Differentiate learning
text. according to the needs of
ctivity which develops pupils’ skills at your pupils and class. Please
ionary race using words needed in the You may need to see the seven differentiation
develop more strategies listed in the
a recycling or another environmental materials for this introduction. Please also
oss-curricular elements in this lesson, lesson, see consider the following:
as entrepreneurship of this project, and learning outline
has been covered recently and in and the learning Differentiate through the
s suitable for pupils’ proficiency level standards. support you give in preparing
financial, sustainability, which are pupils for the reading text
Monolingual and the time you give for
dictionaries reading.

pupils read the text. You could share the words
for the dictionary activity so
at is related to the topic and which that faster pupils check more
ext. words than those who find
dictionaries challenging.
Make sure to check all pupils
understand the dictionary
definitions of the words.

k to review and consolidate or evaluate
lesson.

154

WEEK: LESSON: 110 (Writing 21) SCHEME OF WORK: TEXTBO
__ TOPIC: Helping out
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow the instructions in the Teacher’s
Writing Writing
Lesson delivery
4.3 4.3.1 2. Follow the instructions in the Teacher’s
review other key vocabulary at this stage.
Communicate Use capital letters, 3. Follow the instructions in the Teacher’s
with appropriate full stops, question 4. Follow the instructions in the Teacher’s
language form marks and commas
and style for a in lists appropriately 5. Give each group a board game template
range of purposes in guided writing at writing questions in each space. Remind p
in print and digital discourse level carefully on their board game.
media
Complementary 6. Pupils play their games in their groups.
Complementary Skill
Skill Post-lesson
Reading
Reading 7. Choose a suitable Post-lesson task from
3.2.2 their learning in this sequence of lessons.
3.2
Understand specific
Understand a information and
variety of linear details of short
and non-linear simple texts
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of question forms

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Book for the Optional activity.
Get Smart Plus 4 Differentiate learning
Book for Vocabulary (Track 31) and Student’s Book according to the needs of
Book for Grammar box. and Teacher’s your pupils and class.
Book for Activity 1. Book (page 115). Please see the seven
e. Groups make a new board game by differentiation strategies
pupils to punctuate and use capital letters Board game listed in the introduction.
templates Please also consider the
Student’s Book following:
(page 76).
Some pupils may
Coins dominate group work. Set
the task so that each
pupil should write at least
2 questions (for example)
on the board. This will
ensure each pupil has
practice.

m the list, which asks pupils to reflect on

155

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book
CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD Pre-Lesson
1. Get pupils to recap Chapters 1 & 2 of th
Main Skill Main Skill
lesson.
Language Arts Language Arts 2. Have pupils share their predictions from
Lesson delivery
5.3 5.3.1 3. Have pupils read Chapters 3 & 4.
4. Follow the instructions in the Teaching G
Express an Respond
imaginative imaginatively and Note: Use pictures from Chapters 1 to 4
response to intelligibly through 5. Check the sequence of the pictures.
literary texts creating simple Post – Lesson
picture stories, 6. Provide pupils with four random pictures
simple poems and 7. Get pupils to predict the sequence of the
cartoon stories 8. Have pupils share their predictions and

Complementary Complementary
Skill Skill

Speaking Speaking

2.1 2.1.4

Communicate Give reasons for
simple information simple predictions
intelligibly

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

guage Arts THEME: World of Stories

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Simple Past Tense

G OUTLINE MATERIALS / DIFFERENTIATION
he story from the previous Language Arts REFERENCES STRATEGIES
m the previous Language Arts lesson.
Year 4 Graphic Differentiate learning
Guidebook page 35 & 36. (Steps 1 – 7). Novel – The according to the needs of
4. Jungle Book your pupils and class.
Please see the seven
Contemporary differentiation strategies
Children’s listed in the introduction.
Literature Please also consider the
Teaching following:
Guidebook (BPK)
- Graphic Novel Strategy 2: Differentiate
by the type and amount
of support provided

s from Chapter 5. (The Jungle Book)
e pictures.
state the reason(s).

156

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Lang

TOPIC: Helping out CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
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 also use the Optional activity in the Teache
skill (Listening, (Listening,
Speaking, Speaking, Reading 3. Plan any further activities for this lesson
Reading or or Writing). to your pupils’ needs. You can use informa
Writing). Teachers Teachers can use which you collected using formative asses
can use Year 4 Year 4 Content and unit. The information could include your ob
Content and Learning Standards classroom activities and their performance
Learning in DSKP curriculum which focus on language practice in a mea
Standards in document.
DSKP curriculum Post-lesson
document.
4. Ask pupils to think about their learning a
complete the self-assessment worksheet (
strategies column).

5. Collect the worksheets from pupils and
If there are any areas of concern, prepare
lessons.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 7)

guage Awareness THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 7

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for the Warm up activity. Get Smart Plus Differentiate learning
4 according to the needs of
Book for Activities 1 to 3. You could your pupils and class. Please
er’s Book. Revision 7 see the seven differentiation
n to develop language skills according Student’s Book strategies listed in the
ation about your pupils’ performance and Teacher’s introduction. Please also
ssment strategies while teaching this Book (page consider the following:
bservation of pupils interacting in 120).
e in written activities. Plan activities *Most pupils will be able to
aningful, fun and communicative way. Self-assessment complete the self-
worksheet assessment worksheet with
and performance in this unit. They then just a little support. Continue
(see below and note in differentiation to explain the criteria to
pupils so they understand
review them to note pupils’ responses. them clearly.
a review of these in upcoming
Support pupils where
needed and allow pupils to
write in their own language if
necessary. You could then
help them to express
themselves in English.

157

How did I do in Unit 7? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about helping people Grea
…talk about what people have (possession) Grea
…talk about recycling and the environment Grea

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

Primary Year 4 SK Scheme of Work



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

_____________ very well.
_ better / more.

158

WEEK: __Unit 8 SCHEME OF WORK: TEXTBO

LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listen
TOPIC: Amazing animals
CROSS-CURRICULAR ELE
Values

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Choose a pre-lesson task to elicit from p

1.2 1.2.5 Lesson delivery

Understand Understand longer 2. Make flash cards to introduce new anim
meaning in a supported questions 1). Stick the pictures on the whiteboard an
variety of familiar about these animals.
contexts Complementary
Skill 3. Point to the picture of the camels. Write
Complementary what this word means and other words rela
Skill Listening ‘strong’, ‘big’, ‘fast’ and ‘small’.

Listening 1.3.1 4. Read aloud the quiz questions from Acti
guess the answers by pointing to the corre
1.3 Guess the meaning add other questions related to the pictures
of unfamiliar words animals. Post-lesson
Use appropriate from clues provided
listening by knowledge of the 5. Choose a post-lesson activity which con
strategies in a topic
variety of contexts

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ning THEME: World of Knowledge

EMENT: Language / LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
pupils the animals they already know.
Get Smart Plus 4 Differentiate learning
mals (use pictures of animals from Activity according to the needs of
nd ask pupils to tell you what they know Activity 1 your pupils and class.
Student’s Book Please see the seven
‘hump’ on the board. Have pupils guess (page 81) and differentiation strategies
ated to the animals such as ‘heavy’, Teacher’s Book listed in the introduction.
(page122)

Pictures of the
animals

ivity 1 on page 81 and get a few pupils to
ect pictures on the whiteboard. You may
s. Focus on the adjectives to describe the

nsolidates vocabulary in this lesson.

159

WEEK: __ LESSON: 114 (Speaking 22) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
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 to review the
the pictures of animals from the previous le
2.1 2.1.5
Lesson delivery
Communicate Describe people, 2. Follow the instructions in the Teacher’s

simple information and objects using 3. Have pupils write animal names on card
check spelling in a dictionary or in the Stud
intelligibly suitable statements

4. Have pupils play a speaking game to co
just made based on the instructions in the

Complementary Complementary Post-lesson
Skill Skill
5. Review areas of learning that pupils had
Writing Writing related to the main or complementary skills

4.3 4.3.2

Communicate Spell most high
with appropriate frequency words
language form accurately in guided
and style for a writing
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

aking THEME: World of Knowledge

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er than; Comparative questions

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

spelling of animal words. You could use Get Smart Plus 4 Differentiate learning
esson in this activity. according to the needs
Activity 2 of your pupils and
Book for Activity 2. Student’s Book class. Please see the
ds. Insist on correct spelling; have pupils and Teacher’s seven differentiation
dent’s Book. Book strategies listed in the
ompare animals using the cards they have introduction. Please
Teacher’s Book for the Optional activity. Pictures of also consider the
animals they following:
d difficulty with in this lesson, especially if learned in Lesson
s. 113 Give pupils plenty of
time to write the words
Blank cards on the cards. If they are
unsure of the spelling,
Monolingual encourage them to
dictionaries check in the dictionary
or the Student’s Book
rather than ask for help.
This is a useful skill for
all pupils. Less
proficient pupils may
write fewer cards than
more proficient ones.

160

WEEK: __ LESSON: 115 (Reading 22) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a pre-lesson task using the pict
and find out what pupils know.
3.2 3.2.4
Lesson delivery
Understand a Recognise and use
variety of linear with little or no 2. Review adjectives and animals by askin
and non-linear support key of the animals. This could be a pairwork ac
print and digital features of a simple two syllables adjectives) and draw attentio
texts by using monolingual on pg.81).
appropriate dictionary
reading strategies 3. Ask pupils to read the text in the Studen
notebooks.
Complementary Complementary
Skill Skill 4. Have pupils check the new words in the
when they are using the dictionary.
Speaking Speaking
5. Follow the relevant instructions in the Te
2.1 2.1.5
Post-lesson
Communicate Describe people,
simple information and objects using 6. Choose or adapt an activity from the pos
intelligibly suitable statements

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ding THEME: World of Stories

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative adjective
forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ture of the dinosaur to introduce the topic Get Smart Plus 4 Differentiate learning
according to the needs
ng pupils to compare the dinosaur to some Activity 1 of your pupils and
ctivity. Focus on short adjectives (one or Student’s Book class. Please see the
on to the –er ending (refer to Grammar Box (page 82) and seven differentiation
nt’s Book and write any new words in their Teacher’s Book strategies listed in the
(pages 124 & 125) introduction. Please
e dictionary. Facilitate and assist pupils also consider the
eacher’s Book for Activity 1. Picture of a following:
dinosaur
Many pupils should be
Animal pictures able to use the
monolingual dictionary
Monolingual independently by now.
dictionaries Have pupils do this
activity on their own
and offer individual
support to pupils who
still need it.

st lesson tasks which reviews the text.

161

WEEK: __ LESSON: 116 (Writing 22) SCHEME OF WORK: TEXTBO
TOPIC: Amazing animals
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing
Writing 4.2.4 1. Play a game to brainstorm adjectives to
Describe people
4.2 and objects using Lesson delivery
suitable statements
Communicate 2. Follow instructions in the Teacher’s Boo
basic information Complementary long comparative adjectives. Include an ex
intelligibly for a Skill benefit from it.
range of purposes Writing
in print and digital 4.3.2 3. Have pupils write a description of an ani
media Spell most high comparative adjective. On the other side, t
frequency words group of pupils can try to guess the animal
Complementary accurately in guided answer on the other side of the card.
Skill writing
4. Optional: Follow instructions in the Teac
Writing
Post-lesson
4.3
5. Finish the lesson with a post-lesson task
Communicate learning in this sequence of lessons.
with appropriate
language form
and style for a
range of purposes
in print and digital
media

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of Knowledge
EMENT: Language
LANGUAGE/GRAMMAR FOCUS Comparative adjective
forms: adjective + -er / more + adjective + than

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o compare animals and dinosaurs. Get Smart Plus 4 Differentiate learning
according to the needs
ok for Grammar Box. Compare short and Activity 2 of your pupils and
xtra activity here if your pupils would Student’s Book class. Please see the
(page 82) and seven differentiation
imal on one side of the paper using a Teacher’s Book strategies listed in the
they write the name of the animal. Another (pages 124 & 125) introduction. Please
al by reading the clue, then checking their also consider the
Animals & following:
cher’s Book for Activity 2. dinosaur
flashcards Some pupils may not
k which asks pupils to reflect on their be aware about
Blank cards syllables in words
before, so introduce the
concept to them. Tell
them that syllables are
parts of a word, the
number of "chunks" that
a word breaks into
when you say it.

162

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 117 (Language Arts 22) MAIN SKILL FOCUS: Lang
TOPIC: Graphic Novel – The Jungle Book
CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-Lesson

Language Arts Language Arts 1. Elicit responses from pupils pertaining to
relationships, feelings, deeds)
5.2 5.2.1
Lesson delivery
Express personal Say in simple words
responses to and phrases how a 2. Have pupils recap Chapters 1 to 4 and t
literary texts text makes them
feel 3. On page 63 of The Jungle Book, in pairs
Complementary would happen to Mowgli next.
Skill Complementary
Skill 4. Get pupils to rearrange the 5 strips of sy
Speaking each strip. (Teaching Guidebook pages
Speaking
2.1 Note: Remove the chapter number of ea
2.1.1 Post – Lesson
Communicate
simple information Explain and give 5. Have pupils share their thoughts and fee
intelligibly reasons for basic
opinions

Primary Year 4 SK Scheme of Work