Primary Year 4 SK SOW-2

TBOOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for

personal information (questions, all persons): Where are you
from? I’m from… ; Nationalities: I‘m…

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of pre-lesson tasks or use your own short You could create a Differentiate learning
evious lesson in a fun, active way. worksheet(s) according to the needs
ew vocabulary for the lesson. and/or use pupil- of your pupils and
made materials for class. Please see the
which helps pupils develop the main and this lesson. seven differentiation
guage/grammar given for this lesson. strategies listed in the
iting words accurately and developing introduction. Please
people are from. Pupils may use other also consider the
aking, Listening). Activities could include following:
rybody get to know each other better.
Pupils may differ a lot
m the list, for example from the tasks in their writing skills
g in this sequence of lessons (post-lesson competence. Be sure to
plan support (e.g.
models and extra time)
for less proficient pupils
as well as extension for
more proficient pupils.

38

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Langua

TOPIC: Holiday Memories (Poem) CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Carry out Steps 1 and 2 of Activity 1 (pa
Literature (CCL) Teaching Guidebook.
Language Arts Language Arts Note: Make copies of pictures on pages 8

5.3 5.3.1 Lesson delivery
2. Group work: Continue Steps 3 to 7 of Ac
Express an Respond imaginatively Note: Teacher facilitates pupils’ reading of
imaginative and intelligibly through intonation.
response to creating simple picture 3. In the same group, take pupils through S
literary texts stories, simple poems, CCL Teaching Guidebook.
and cartoon stories. Note: Make copies of Worksheet 1 (page
4. Recite poems (with the added line) in re
Other imaginative Post-lesson
Complementary responses as 5. Have pupils show a smiley face to repre
Skill
appropriate.

Reading Complementary Skill

3.3 Reading

Read 3.3.1
independently
for information Read and enjoy A1
and enjoyment fiction/non-fiction print
and digital texts of
interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

age Arts THEME: World of Self, Family and Friends

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Tenses (Simple Past)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
age 7) of Contemporary Children’s
8-11 in the CCL Teaching Guidebook. Anthology of Differentiate learning
Poems according to the needs
ctivity 1. of your pupils and
f poems, checks on pronunciation and Contemporary class. Please see the
Steps 3 to 5 of Activity 2 (page 13) of Children’s seven differentiation
14) of CCL Teaching Guidebook. Literature strategies listed in the
espective groups. Teaching introduction. Please
Guidebook (BPK) also consider the
esent their feelings of the lesson. – Poetry following:

Some pupils might not
be able to read
independently. Teacher
will then have to lead
the reading, or model
read a few times before
asking pupils to do so.

Or

If your class is mixed
ability, have the more
proficient pupils lead
the reading.

(Strategy 2)

39

WEEK: __ LESSON: 6 (Listening 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Listen

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Choose a suitable activity from the list o
Listening Listening activity to review key learning from the pre

1.2 1.2.2 Lesson delivery

Understand Understand with 2. Begin the lesson with a matching activit
meaning in a support specific nationalities.
variety of familiar information and
contexts details of longer 3. Follow instructions for Activity 4 (CD 1 -
simple texts
Note: Some pupils may have difficulty with
Complementary Complementary changes between country and nationality.
Skill Skill support pupils who have difficulty in pronou
Give feedback and encourage pupils to pra
Listening Listening
Post-lesson
1.1 1.1.1
4. Choose a suitable activity from the post
Recognise and Recognise and consolidates learning from this lesson.
reproduce target reproduce with
language sounds support a wide
range of target
language
phonemes

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ning THEME: World of Self, Family and Friends

EMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for personal
information (questions, all persons): Where are you from? I’m
from… ; Nationalities: I‘m…

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
of pre-lesson tasks or use your own short
evious lesson in a fun, active way. Get Smart Plus 4 Differentiate learning
according to the needs of
ty where pupils review country and Activity 4 your pupils and class.
Student’s Book Please see the seven
and Teacher’s differentiation strategies
Book page 21. listed in the introduction.
Please also consider the
-Track 8) in the Teacher’s Book. following:

h pronunciation, especially as word stress Monitor carefully while
Provide plenty of drilling activities and pupils are doing the
activity. Support less
ouncing certain phonemes and word stress. proficient pupils as
actise. needed. Note common
problems (e.g. in
t-lesson tasks which reviews and pronunciation or change
from noun to adjective)
and review these with the
whole class before the
post-lesson stage.

40

WEEK: __ LESSON: 7 (Speaking 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a suitable activity from the list of p
2.1 activity to review key learning from the previ
Communicate 2.1.5
simple information Lesson delivery
intelligibly Describe people, and
objects using suitable 2. Play a game to review countries and natio
Complementary statements
Skill 3. Follow instructions for Activity 5 in Teache
Complementary can use the flags they made in previous less
Speaking Skill
2.2 4. Play the CD (Track 9) and ask pupils to lis
Use appropriate Speaking Play it again and ask pupils to repeat.
communication
strategies 2.2.1 5. Explain to pupils how the speaker is using
saying the nationality in response).
Keep interaction
going in short 6. Elicit or give alternative phrases such as ‘
exchanges by: practise the dialogue using open pairs (mod
fun).
using suitable words
7. Introduce the famous people and do a role
(i) to show similar language. Have pupils clarify your in
understanding
Post-lesson
(ii) to ask for
clarification 8. Choose a suitable activity from the post-le
consolidates learning from this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

MENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for personal
information (questions, all persons): Where are you from? I’m
from… ; Nationalities: I‘m… / You’re…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pre-lesson tasks or use your own short Get Smart Plus 4 Differentiate learning
ious lesson in a fun, active way. according to the needs of
Activity 5 your pupils and class.
onalities. Student’s Book Please see the seven
er’s Book (page 21). Note that pupils and Teacher’s differentiation strategies
son(s). Book listed in the introduction.
sten and follow the text with their finger. Please also consider the
If possible following:
g words to show understanding (by pictures of famous
people or popular You could ask pupils to
‘Really? So, you’re Brazilian’. Then characters from tell you the names of
dify voice, volume, etc., to make it more different countries. famous Malaysian and
non-Malaysian people
e-play activity based on these using Pupil-made flags they know and/or like, or
nstructions before beginning the activity. from previous you could have them
lesson(s) choose their own people
in Stage 5. This will give
individual pupils
ownership of the activity
and increase motivation.

esson tasks which reviews and

41

WEEK: __ LESSON: 8 (Reading 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Choose a suitable Pre-lesson task from the
in a fun and active way (e.g. miming everyday
3.2 3.2.3
Lesson delivery
Understand a Guess the meaning
variety of linear of unfamiliar words 2. Give pupils the title of the text(s). Using the
and non-linear from clues provided skater and chess player.
print and digital by title and topic 3. Have pupils read the text to find the meanin
texts by using Book (Page 8), topic: ice-skate and ice-skatin
appropriate Complementary 4. Follow instructions for Activity 1 (Track 11)
reading strategies Skill 5. Follow instructions for Activity 2 in Teacher

Complementary Reading Post-lesson
Skill
3.2.2 6. Choose a suitable activity from the post-les
Reading personalises learning.
Understand specific
3.2 information and
details of simple
Understand a texts of one or two
variety of linear paragraphs
and non-linear
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

g THEME: World of Knowledge

MENT: Values LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency to
describe routine: e.g. I always + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart Plus 4 Differentiate learning
according to the needs of
e list which introduces the lesson topic Activities 1-2 your pupils and class.
y activities) Student’s Book Please see the seven
and Teacher’s differentiation strategies
e pictures, elicit the meaning of figure Book listed in the introduction.
Please also consider the
ng of the key vocabulary (see Student’s Pictures of the following:
ng rink). children from
Student’s Book Some pupils may find
reading a longer text
) in Teacher’s Book (page 22). challenging. For the first
reading (Stage 3), you
r’s Book (page 23). could give half of the
class one text and the
sson tasks which extends and other half use the other
text. Pupils can then
make pairs and share
their answers before
feeding back as a whole
class. This will allow
pupils to support each
other and work
collaboratively.

42

WEEK: __ LESSON: 9 (Writing 2) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a suitable activity from the list of pre-le
review key learning from the previous lesson in a
4.2 4.2.3
Lesson delivery
Communicate Describe basic 2. Follow instructions for Grammar Box in Teache
basic information everyday
intelligibly for a routines 3. Play a group or pair spelling game which focus
range of lesson. Support pupils in the use of cursive writing
purposes in print 4. Follow instructions for Activity 3 (Track 12) in T
and digital media
Note: Remind pupils to focus on accurate spelling
Complementary Complementary and provide models using cursive writing if neces
Skill Skill 5. Follow instructions for Activity 4 (Track 13) in T

Writing Writing 6. Have pupils write sentences about their day in

4.1 4.1.2 Note: Remind them to use cursive writing and to
letters in words so that their writing is legible.
Form letters and Use cursive
words in neat writing in written 7. Ask pupils to compare their sentences with som
legible print work large group activity).
using cursive
writing Note: They should try to find another pupil with th

Post-lesson

8. Choose a suitable activity from the post-lesson
recent learning.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency
to describe routine: e.g. I always + verb

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

esson tasks or use your own short activity to Get Smart Plus Differentiate learning
fun, active way. 4 according to the
needs of your pupils
er’s Book (page 22). Activities 3-4 and class. Please see
sses on the spelling of adverbs in this Student’s Book the seven
g if necessary. and Teacher’s differentiation
Teacher’s Book (page 23). Book strategies listed in the
g and to use cursive writing. Support pupils introduction. Please
ssary. also consider the
Teacher’s Book (page 23). following:

their notebooks. Give pupils a
take care when forming and joining the minimum number of
sentences to write in
me others in the class (as a mingling or a Stage 5 (e.g. two).
Less proficient pupils
he same (or very similar) sentence as theirs. can write two
sentences, while other
n tasks which asks pupils to reflect on their pupils can write more.

Depending on your
pupils’ proficiency
level, you may need to
review vocabulary for
everyday activities
and times. You could
use mime and a
model clock.

43

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Langu
TOPIC: At the Playground (Poem)
CROSS-CURRICULAR ELE
Values (Safety)

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Review related vocabulary of the poem A
Language Arts Language Arts 1, page 26) of the CCL Teaching Guideboo
5.2 Note: Make copies of pictures on page 27.
5.2.1
Express personal Lesson delivery
responses to Say in simple words 2. Follow Steps 1 to 4 of Activity 3 (page 30
literary texts and phrases how a Note: Teacher needs to make copies of W
text makes them 3. Guide pupils to give reasons for their fee
Complementary feel. Post-lesson
Skill 4. Recite poems with feelings as indicated
Complementary Note: Encourage other pupils to identify th
Speaking Skill words.
2.1
Speaking
Communicate
simple information 2.1.1
intelligibly.
Explain and give
reasons for basic
opinion.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

uage Arts THEME: World of Self, Family and Friends
EMENT: Language /
LANGUAGE/GRAMMAR FOCUS: Vocabulary;
Adjectives

G OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

At the Playground (Steps 1 to 4 of Activity Anthology of Differentiate
ok). Poems learning according
. to the needs of your
Contemporary pupils and class.
0) in the CCL Teaching Guidebook. Children’s Please see the
Worksheet 2 (page 31) for pupils. Literature seven differentiation
Teaching strategies listed in
eling based on the flow map. Guidebook (BPK) the introduction.
– Poetry Please also
consider the
in the flow map. following:
he feelings shown and shout out loud the
Completing the flow
map might be
difficult for some
pupils. Teacher may
want to provide the
necessary
vocabulary, or help
pupils with the
words if they use
L1.

(Strategy 1 and 2)

44

WEEK: __ LESSON: 11 (Listening 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1. Choose or adapt a suitable Pre-lesson ta
Understand focus third person singular of the Simple Pr
meaning in a
variety of familiar 1.2.3 Lesson delivery
contexts
Understand with 2. Using one of the pictures from the story (
Complementary support short simple introduce the characters of the story.
Skill narratives on a
Listening range of familiar 3. Put all four pictures on the board, in an in
1.1 topics
Recognise and 4. Ask pupils to listen to the story and think
reproduce target go in. Play the CD (Track 16).
language sounds
Complementary 5. Check pupils’ answers and play once aga
Skill
6. Ask a few further questions about the pic
Listening of the story (e.g. about karate, China, etc.).
the story.

1.1.1 7. Follow instructions for Activities 1 & 2, Ph
page 98).
Recognise and
reproduce with 7. Ask pupils to work in pairs to find exampl
support a wide They listen to the CD (Track 16) again to ch
range of target
language Post-lesson
phonemes
8. Play a fun game which focuses on disting

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ning THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Sound: /s/ and /z/ for
third person singular of the Simple Present Tense

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ask from the list which can Get Smart Plus 4 Differentiate learning
resent Tense in a fun way. according to the needs of your
Student’s Book pupils and class. Please see
(pages 12-13) and the seven differentiation
Teacher’s Book strategies listed in the
introduction. Please also
(Student’s Book, pages 12-13), Large copies of consider the following:
pictures from story
The focus is on extensive
ncorrect order. listening in this lesson. Some
about which order the pictures pupils may want to see the
story in written form sooner. In
ain if necessary. this case, allow them to read
the story as they listen an
ctures that relate to the focus extra time after stage 5.
Ask pupils what they think of
Depending on your pupils, you
honics 1 (Teacher’s Book, may want to extend or reduce
the focus on pronunciation of
the plural -s using extra, fun
activities, or by leaving out
Activity 2 phonics.

les of /s/ and /z/ in the story.
heck their answers.

guishing /s/ and /z/

45

WEEK: __ LESSON: 12 (Speaking 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking Speaking 1. Choose a suitable activity from the list of pr
activity to review key learning from the previo
2.1 2.1.5 could re-use the flags from previous lessons.

Communicate Describe people, Lesson delivery

simple information and objects using 2. Begin the main lesson with revision (see R
page 30)
intelligibly suitable statements
3. Follow the instructions for Activity 1 (Track

Note: This activity addresses both main and c

Complementary Complementary 4. Ask pupil to make two cards similar to the o
Skill Skill They could draw these or could write the card

Listening Listening 5. Ask pupils to work in small groups. They pl
question and answer forms from this lesson (
1.2 1.2.5 a guessing game.

Understand Understand longer Post-lesson
meaning in a supported questions
variety of familiar 6. Choose a post-lesson activity from the list w
contexts learning from this lesson.

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present continuous

questions in third person: e.g. What is he doing?; and answers:
e.g. He’s ..-ing

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

re-lesson tasks or use your own short Get Smart Plus 4 Differentiate learning
ous lesson in a fun, active way. You according to the needs of
Activity 1, your pupils and class.
Revision box, in the Teacher’s Book, Student’s Book Please see the seven
and Teacher’s differentiation strategies
17) in the Teacher’s Book (page 30). Book listed in the introduction.
complementary skills. Please also consider the
ones in Activity 2 in Student’s Book. Blank cards (2 per following:
ds. pupil)
lay a game using their cards and the Encourage more
(Student’s Book, page 14), for example proficient pupils to use
different vocabulary in
Step 4. When they play
the game in Step 5, they
can peer teach to other
pupils in the group.

which allows you to evaluate the pupils’

46

WEEK: __ LESSON: 13 (Reading 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Using a picture of a child, play a guessin
3.2.1 nationality, where they’re from, family, hob
3.2
Understand the Lesson delivery
Understand a main idea of simple
variety of linear texts of one or two 2. Explain that the child in the picture sent
and non-linear paragraphs email (Student’s Book, page 11) and tell p
print and digital
texts by using Complementary 3. Pupils read the email and check their an
appropriate Skill
reading strategies 4. Follow the instructions for Activity 1 (Tra
Reading (page 26).
Complementary 3.2.2
Skill Note: Ask pupils to bring (or draw) pictures
Understand specific lesson.
Reading information and
details of simple Post-lesson
3.2 texts of one or two
paragraphs 5. Choose a suitable activity from the post
Understand a consolidates learning.
variety of linear
and non-linear
print and digital
texts by using
appropriate
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ding THEME: World of Self, Family and Friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple to describe
oneself

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ng game about their personal details (age, Get Smart Plus 4 Differentiate learning
bbies etc.) to review key language. according to the needs of
Activities 1-2 your pupils and class.
them an email. Hand out the example Student’s Book Please see the seven
pupils it is the email from this child. and Teacher’s differentiation strategies
nswers (from the pre-lesson stage). Book listed in the introduction.
ack 15) & Activity 2 in Teacher’s Book Please also consider the
An example email following:
s of themselves doing a sport in the next using email in the
Student’s Book as You can make the
t-lesson tasks which reviews or a model content of the example
email simpler or more
Picture of the child challenging by varying
who wrote the vocabulary and length.
email Try not to introduce new
vocabulary or form in this
email, however.

You could create more
than one version of the
email, with different
levels of difficulty, so that
more proficient pupils are
challenged as much as
less proficient pupils.

47

WEEK: __ LESSON: 14 (Writing 3) SCHEME OF WORK: TEXTBO
TOPIC: Where are you from?
MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing Writing 1. Choose a suitable Pre-lesson task from
vocabulary in a fun and active way. You co
4.3 4.3.1 lessons.

Communicate Use capital letters, Lesson delivery
with appropriate full stops, question
language form marks and commas 2. Begin the main lesson with Warm-up ac
and style for a in lists appropriately Book (page 26).
range of purposes in guided writing at
in print and digital discourse level 3. Using the pictures that pupils brought to
media Optional activity in the Teacher’s Book (pa

4. Follow the instructions for Writing Tip in

Complementary Complementary 5. Have pupils write their own email, based
Skill Skill have pupils use computers for this activity
Otherwise, you could create a worksheet t
Speaking Speaking
6. If possible, have pupils send/give their e
2.1 2.1.5
7. Pupils respond informally (orally or in wr
Communicate Describe people,
simple information and objects using Post-lesson
intelligibly suitable statements
8. Choose a suitable post-lesson task whic

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

ng THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple to describe
oneself

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list which reviews key language and Get Smart Plus 4 Differentiate learning
ould re-use the flags from previous according to the needs of
Writing Tip your pupils and class.
ctivity: follow instructions in Teacher’s Student’s Book Please see the seven
and Teacher’s differentiation strategies
o this lesson, follow the instructions for Book listed in the introduction.
age 27). Please also consider the
n the Teacher’s Book (page 26). Pupils bring following:
d on the pictures they brought. If possible, pictures of
themselves Encourage pupils to use
and/or send their email to a classmate. the model email in the
that looks like an email. Student’s Book as much
emails to a friend. or as little as they need
riting) to the email they received. to. Some pupils will need
this support more than
ch asks pupils to reflect on recent learning. others. Encourage more
proficient pupils to write
more.

Monitor carefully and
support all pupils, giving
feedback and helping
them extend their
language to say what
they want to say about
themselves.

48

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Languag

TOPIC: Sounds like Magic (Poem) CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Pre-lesson

Main Skill Main Skill 1. Follow Steps 3 to 5 of Activity 1 (page 38) o

Language Arts Language Arts Lesson Delivery

5.3 5.3.1 2. Follow Steps 1 to 9 of Activity 2 (page 40) o
3. Tell pupils that the theme for today’s lesson
Express an Respond
imaginative imaginatively and 4. In groups, pupils discuss and decide what
response to intelligibly through objects in the poem (seashell, eggshell, hollo
literary texts creating simple
picture stories, 6. Pupils then rewrite any one stanza of the p
Complementary simple poems, and hear.
Skill cartoon stories.
Example: I listened to a coconut
Writing Other imaginative
responses as and thought I could hear
4.2 appropriate.
the sound of a fish swimmin
Communicate Complementary
basic information Skill inside my ear.
intelligibly for a
range of purposes Writing Post-lesson
in print and digital
media. 4.2.4 7. Have pupils recite their new stanza in front

Describe people
and objects using
suitable statements.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

ge Arts THEME: World of Self, Family, and Friends

MENT: Values / LANGUAGE/GRAMMAR FOCUS: Tenses (Simple Past)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
of CCL Teaching Guidebook.
Anthology of Differentiate learning
of CCL Teaching Guidebook. Poems according to the needs of
n is ‘Magic’. your pupils and class.
other sounds they can hear from the Contemporary Please see the seven
ow coconut, teacup). Children’s differentiation strategies
poem, with the new sound that they Literature listed in the introduction.
Teaching Please also consider the
ng Guidebook (BPK) following:
– Poetry
Creating a line to
describe the new sound
they hear may be difficult
for some pupils. Teacher
may have to scaffold this
activity by leading pupils
to list down relevant
vocabulary, and model
write with them.

(Strategy 2)

t of the class.

49

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Lang

TOPIC: Where are you from? CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Language Language Pre-lesson
Awareness Awareness lessons
lessons should be should be 1. Follow the instructions in the Teacher’s
presented and presented and
practised using a practised using a Lesson delivery
main skill and a main skill and a
complementary complementary skill 2. Follow the instructions in the Teacher’s
skill (Listening, (Listening, use the Optional activity in the Teacher’s B
Speaking, Speaking, Reading
Reading or or Writing). Note:
Writing). Teachers Teachers can use
can use Year 4 Year 4 Content and  Plan any further activities for this lesso
Content and Learning Standards your pupils’ needs.
Learning in the DSKP
Standards in curriculum  You can use information about your p
DSKP curriculum document. using formative assessment strategies
document.
 The information could include your ob
classroom activities and their perform

 Plan activities which focus on languag
communicative way.

Post-lesson

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

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 1)

guage Awareness THEME: teacher to complete

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 1

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book for the Warm up activity. Get Smart Plus 4 Differentiate learning
according to the needs of
Book for Activities 1 to 3. You could also Revision 1, your pupils and class.
Book. Activities 1-3 Please see the seven
Student’s Book differentiation strategies
on to develop language skills according to and Teacher’s listed in the introduction.
Book Please also consider the
following:
Self-assessment
worksheet *Pupils will need support
understanding and
pupils’ performance which you collected completing the self-
s while teaching this unit. assessment worksheet,
especially at the
bservation of pupils interacting in beginning of the year.
ance in written activities. Pupils can complete it in
their own language if
ge practice in a meaningful, fun and necessary.

and performance in this unit. They then
(see below) and notes in differentiation

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

50

How did I do in Unit 1? Put ✔ next to Great, OK, or A little.

In English, I know how to…

…talk about countries and nationalities Great ____ OK ____

…talk about what I do every day Great ____ OK ____

…talk about my free time Great ____ OK ____

…write an e-mail to a new friend Great ____ OK ____

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

Primary Year 4 SK Scheme of Work



A little
____
A little
____
A little
____
A little
____
_________________ very well.
______ better / more.

51

WEEK: __ Unit 2 SCHEME OF WORK: TEXTBO

LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listenin
TOPIC: My Week CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening Listening 1. Choose a suitable Pre-lesson task from th
1.2 1.2.2 and active way.
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
contexts details of longer 2. Introduce the subjects vocabulary using th
simple texts their hands to say if they like and/or are good

Complementary Complementary 3. Ask pupils to repeat the words after you.
Skill Skill
Listening Listening 4. Play a matching game/activity where pupi
1.1 1.1.1 words. This activity is leading in to the listeni
Recognise and Recognise and with vocabulary in written form. It can be an
reproduce target reproduce with 4. Follow the instructions in the Teacher’s Bo
language sounds support a wide
range of target Note: The focus of this lesson should be on
language (e.g. hide the song lyrics or ask pupils to clos
phonemes time) in order to help the pupils to focus on li

5. Draw attention to the rhyming words in the
activity which practises this sound.
6. Follow the instructions in the Teacher’s bo

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Expressing likes and
skills (present tense): e.g. I like/love… / I’m good at…

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
he list which introduces the topic in a fun
Get Smart Plus 4 Differentiate learning
he flashcards and ask pupils to raise according to the needs
d at a subject. Activity 1 of your pupils and
Student’s Book class. Please see the
(page 15) and seven differentiation
Teacher’s Book strategies listed in the
(page 32) introduction. Please
also consider the
ils match the pictures to the written following:
ing activity and aims to support pupils Depending on the
optional activity. needs and level of your
pupils, you could
ook for Activity 1 (Track 19). extend the vocabulary
in this lesson by asking
listening, so you could adapt the activity pupils about the
se their books when listening the first subjects that they cover
istening not reading. in their weekly time
table.
e song (too & you). Follow up with an Note that some pupils
may not join in with the
ook for TPR activity. song. In this case, you
could consider having
them say or chant the
words instead.

52

Post-lesson
7. Finish the lesson with an activity from the
consolidates learning.

Primary Year 4 SK Scheme of Work

post-lesson tasks which reviews and
53

WEEK: __ LESSON: 18 (Speaking 4) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
1. Choose an activity from the pre-lesson tas
found challenging in the previous lesson.

2.1 2.1.1 Lesson delivery

Communicate Explain and give 2. Ask pupils to look at their timetable and try
school day.
simple information reasons for basic
3. Have pupils write down three subjects the
intelligibly opinions favourite subject(s) is/are, and elicit basic ide

Complementary Complementary 4. Follow the instructions in the Teacher’s Bo
Skill Skill give reasons for their answer as best they ca

Listening Listening 5. Follow the instructions in the Teacher’s Bo

1.2 1.2.5 Post-lesson

6. Choose an activity from the post-lesson ta
song again and have pupils sing or do a fun

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions (present
simple) to ask about preference: What’s your favourite

[subject]?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sks to review vocabulary your pupils
Get Smart Plus 4 Differentiate learning
y to elicit subjects they learn in their according to the needs
Activity 3 of your pupils and
ey like. Ask some pupils what their Student’s Book class. Please see the
eas for why they like these subjects. (page 15) and seven differentiation
ook for Activity 3. Encourage pupils to Teacher’s Book strategies listed in the
an. (page 33) introduction. Please
ook for the optional activity. also consider the
Pupils’ timetable following:
asks to evaluate learning or play the
task as they listen. If pupils have difficulty
writing the words in
their notebooks, remind
them to check the
spelling in the Student’s
Book.

Provide plenty of
controlled practice of
the question-answer in
this lesson to support
less confident pupils.

54

SCHEME OF WORK: TEXTBO

WEEK: __ LESSON: Lesson 19 (Reading 4) MAIN SKILL FOCUS: Read

TOPIC: My Week CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
1. Follow the instructions for Warm up in t
Reading Reading Lesson delivery
2. Introduce the characters in the story usi
3.3 3.3.1 3. Ask pupils to read the story quietly, on th
4. Ask pupils some questions, e.g. Where
Read Read and enjoy A1 at? Do they have the same timetable or dif
independently for fiction/non-fiction 5. Follow up by asking pupils for their opin
information and print and digital 6. If time allows, play a true-false activity a
enjoyment texts of interest Post-lesson
7. Review the story using a post-lesson tas
Complementary Complementary
Skill Skill

Reading

3.2 Reading

Understand a 3.2.1
variety of linear
and non-linear Understand the
print and digital main idea of simple
texts by using texts of one or two
appropriate paragraphs
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ding THEME: World of Stories

EMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple for talking
about regular actions (school timetable)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
the Teacher’s Book.
Get Smart Plus 4 Differentiate learning
ing pictures. according to the needs of
their own. A story in the your pupils and class. Please
are they? What are they looking Student’s Book see the seven differentiation
fferent timetables?) (page 16) and strategies listed in the
nions on the story. Teacher’s Book introduction. Please also
about the story. (pages 34-35) consider the following:

sk form the list. Pupils may not be used to
reading in this way in
English. Encourage them to
read silently and remind
them they can take as long
as they need to read and
understand the story. Make
sure they are sitting
comfortably.

If you have more proficient
pupils in your class, make
sure to plan for fast finishers
so that they don’t move on to
the next Page. Avoid
rewarding pupils for finishing
quickly, but provide a
meaningful task which will
extend/review their learning.

55

WEEK: __ LESSON: 20 (Writing 4) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.2 4.2.4 1. Choose a pre-lesson task from the list wh
Communicate Describe people and review the vocabulary.
basic information and objects using
intelligibly for a suitable statements Lesson delivery
range of purposes
in print and digital Complementary 2. Re-introduce the story and follow instruct
media Skill
Reading 3. Focus on specific understanding of the te
Complementary 3.2.2 Activity 3.
Skill Understand specific
Writing information and 4. Draw attention to the target language by
3.2 details of simple Grammar box.
Understand a texts of one or two
variety of linear paragraphs 5. Have pupils write more True/False statem
and non-linear pupils.
print and digital
texts by using 6. If time allows, have pupils write (or say) s
appropriate timetable/week at school.
reading strategies
Post-lesson

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

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions in present
simple with How often:. e.g. How often do you have
[subject]?; adverbs of frequency: e.g. Three times a week.

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hich will introduce the lesson Get Smart Plus 4 Differentiate learning according
to the needs of your pupils and
tions for Activity 1 (Track 22). Activities 1-2 class. Please see the seven
ext by following instructions for differentiation strategies listed in
following the instructions for Student’s Book the introduction. Please also
ments as a quiz for other (pages 16-17) and consider the following:
sentences about their Teacher’s Book
(pages 34-35) If some pupils have difficulty
writing true/false sentences,
show the class how to change
words in the sentence (e.g. the
person’s name, the adverb of
frequency, the day) using
models on the board. Leave
models there on the board for
pupils to work from.

Give a minimum number of
sentences to write so that more
proficient pupils can write more.

the list, which asks pupils to
lessons.

56

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Langua
TOPIC: Grandma’s House (Poem)
CROSS-CURRICULAR ELEM
Creativity and Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Note: Ask pupils to bring household item toy
Pre-lesson
Language Arts Language Arts 1. Follow Steps 1 to 4 (page 46) of Activity 1
5.3 5.3.1 Lesson delivery
Express an Respond 2. Follow Steps 6 to 8 (page 46) of Activity 1
imaginative imaginatively and Note: Make copies of Worksheet 1 on page
response to intelligibly through 3. Making a Diorama: Follow Step 2 of Activi
literary texts. creating simple Guidebook.
picture stories, Post-lesson
Complementary simple poems, and 4. Pupils describe their dioramas in at least 4
Skill cartoon stories.

Listening Other imaginative
1.2 responses as
Understand appropriate.
meaning in a
variety of familiar Complementary
contexts. Skill

Listening
1.2.5
Understand a wide
range of longer
supported
questions.

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

age Arts THEME: World of Self, Family and Friends

MENT: Language / LANGUAGE/GRAMMAR FOCUS: Wh-questions

OUTLINE MATERIALS / DIFFERENTIATION
ys. Teacher brings shoe boxes. REFERENCES STRATEGIES

1 in CCL Teaching Guidebook. Anthology of Differentiate learning
Poems according to the needs
1 in CCL Teaching Guidebook. of your pupils and
47. Contemporary class. Please see the
ity 4 (page 55) in CCL Teaching Children’s seven differentiation
Literature strategies listed in the
4 sentences. Teaching introduction. Please
Guidebook (BPK) also consider the
– Poetry following:

Some pupils may need
more time to complete
the dioramas. Teacher
can give them more
time and check with
them the product at a
specified time.

(Strategy 4)

57

WEEK: __ LESSON: 22 (Listening 5) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Listen
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Listening Listening 1. Play a game to review activities vocabul

1.2 1.2.5 Lesson delivery

Understand Understand longer 2. Review the story from Activity 1 (Track 2
meaning in a supported questions again and respond to questions Why do th
variety of familiar classroom? / Do the girls solve their proble
contexts the end of the story? Why?

Complementary Complementary 3. Provide sentence strips to pupils about t
Skill Skill listened. Ask pupils to sequence the sente
story to show their understanding.
Listening Listening
Post-lesson
1.2
3. Review learning using an activity from th
Understand
meaning in a 1.2.3
variety of familiar
contexts Understand with
support short simple
narratives on a
range of familiar
topics

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ning THEME: World of Self, Family and Friends

EMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions in present
simple with How often:. e.g. How often do you have [subject]?;
adverbs of frequency: e.g. Three times a week.

TLINE MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
lary. Differentiate learning according to the
Get Smart Plus 4 needs of your pupils and class.
22) by asking pupils to listen Activity 1 Please see the seven differentiation
he girls go to the wrong Student’s Book strategies listed in the introduction.
em? / How do the girls feel at (pages 16-17) Please also consider the following:

Sentence strips For Stage 6, provide support for
making these sentences according to
the level of your pupils.

the story that they have read/ Consider extending the speaking
ence strips according to the exchange into a longer dialogue (e.g.
by adding responses such as Oh,
he post-lesson tasks list. lucky you!), depending on the level of
your class or individual pupils. You
could pair more proficient pupils
together for this.

Presenting to a group rather than to
the whole class can support less
confident pupils. It will also help the
pace of the lesson giving time for
pupils to speak more, especially in
large classes.

58

WEEK: LESSON: 23 (Speaking 5) SCHEME OF WORK: NON-TEXT
__ TOPIC: My Week
MAIN SKILL FOCUS: Speak
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Play a game to review school subjects vo
Speaking Speaking
Lesson delivery
2.1 2.1.4
2. Play a game where pupils talk about or m
Communicate Give reasons for subjects (e.g. English / fun)

simple information simple predictions 3. Have pupils look at their timetables (or th
talk about how each day will be, e.g. I think
intelligibly we have maths. Pupils may need a lot of su
Be sure to model it carefully and have pupil
Complementary Complementary before the pair work.
Skill Skill
4. Hand out strips of paper, two (or more) p
Writing Writing on each paper to say what they think about

4.2 4.2.1 5. In groups, pupils put their papers togethe
take a paper in turn, read it, and guess who
Communicate Explain and give if they agree or disagree with the opinion.
basic information reasons for simple
intelligibly for a opinions Post-lesson
range of purposes
in print and digital 6. Review the lesson using an activity from
media

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

king THEME: World of Self, Family and Friends

MENT: Values LANGUAGE/GRAMMAR FOCUS: Will for prediction

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ocabulary. Pupils’ timetables, Differentiate learning
match adjectives and school if available or an according to the needs of your
example timetable pupils and class. Please see
as a worksheet the seven differentiation
strategies listed in the
Strips of paper introduction. Please also
consider the following:

he example one). In pairs, they Be sure to model language
Monday will be great because pupils need and provide
practise before the speaking
upport in forming this sentence. and writing stages. In Stage 4,
ls practise in a drilling activity pupils could have two or more
strips of paper to write on.
per pupil. Pupils write a sentence
a subject and why.

er. They mix them up. Pupils
o wrote the paper. They then say

the post-lesson task list.

59

WEEK: __ LESSON: 24 (Reading 5) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Read
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading Reading 1. Introduce vocabulary in the text using m
instructions for Warm up in the Teacher’s B
3.2 3.2.2 jobs.

Understand a Understand specific Lesson delivery
variety of linear information and
and non-linear details of simple 2. Ask a question for general understandin
print and digital texts of one or two you? Then follow the first two instructions
texts by using paragraphs Book. Have pupils read and listen (Track 2
appropriate
reading strategies Complementary 4. Ask pupils to find and guess the meanin
Skill Remind them to think about the topic of the
Complementary the words.
Skill Reading
5. Follow the remaining instructions for Ac
Reading 3.2.3
Note: pupils do not do the writing task at th
3.2 Guess the meaning lesson.
of unfamiliar words
Understand a from clues provided 6. Follow the instructions for Activity 2 in th
variety of linear by title and topic
and non-linear Post-lesson
print and digital
texts by using 7. Finish with a game to further consolidate
appropriate point (have to) in a personal way.
reading strategies

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ding THEME: World of Self, Family and Friends

EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Questions about
obligation using have to in present simple

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

mime and by following Get Smart Plus 4 Differentiate learning according
Book. Avoid introducing feed and to the needs of your pupils and
Activities 1-2 class. Please see the seven
ng, e.g. Which child is most like Student’s Book differentiation strategies listed in
for Activity 1 in the Teacher’s (pages 18-19) and the introduction. Please also
25) to the text. Teacher’s Book consider the following:
ng of unfamiliar words in the text. (pages 36-37)
e text and the sentences around Some of the topic content of this
lesson may need adapting to
ctivity 1 in the Teacher’s Book. suit your pupils’ context. Make
he bottom of the Page in this sure to draw connections
between the language, topic and
pupils’ own lives as much as
possible, while reminding them
that children in other countries
have to do different jobs to help
around the house.

he Teacher’s Book.

e understanding of the language

60

WEEK: __ LESSON: 25 (Writing 5) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
1. Do a fun activity with pupils to review spelli
Writing Writing vocabulary relating to helping at home. During
extend phrases for helping at home.
4.3 4.3.3
Lesson delivery
Communicate Produce a plan or
with appropriate draft of one 2. Have pupils list the jobs they do at home a
language form paragraph for a list.
and style for a familiar topic and
range of purposes modify this 3. Use a pre-prepared paragraph as a model
in print and digital appropriately in punctuation. You could have pupils insert the
media response to worksheet prepared before the lesson).
feedback

Complementary Complementary 4. Ask pupils to write about what they have to
Skill Skill question in Student’s book, bottom of reading
the model you have provided for support as w
Writing Writing Student’s Book.

4.3 4.3.1 5. Have pupils exchange their writing with a p
Provide guidance on what to check for as nec
Communicate Use capital letters, giving additional support when needed.
with appropriate full stops, question
language form marks and commas 6. Have pupils re-write their work based on fe
and style for a in lists appropriately
range of purposes in guided writing at Post-lesson
in print and digital discourse level
media 7. Choose a suitable Post-lesson task from th
reflect on their learning in this sequence of les

Primary Year 4 SK Scheme of Work

OOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

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

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ing of two or three most relevant Student’s Book Differentiate learning according to
g feedback, help pupils to (page 18) and the needs of your pupils and
Teacher’s Book class. Please see the seven
and talk to a partner about their (page 36) differentiation strategies listed in
the introduction. Please also
to draw attention to features of Model consider the following:
e punctuation (on a separate paragraph about
you or your Some pupils may find writing a
o do at home (see writing family paragraph challenging. You can
g paragraphs). They can follow provide support through your
well as the paragraphs in the model paragraph, including using
it as an example for length. You
partner to check for mistakes. could ask pupils to sit with a
cessary, and monitor carefully partner, and pair more proficient
pupils with less proficient, so that
they can support them.

If you have fast finishers, ask
them to help you monitor and
support others in the classroom.

eedback from their peers.

he list, which asks pupils to
ssons.

61

SCHEME OF WORK: NON-TEXT

WEEK: __ LESSON: 26 (Language Arts 5) MAIN SKILL FOCUS: Lang

TOPIC: Clap your hands (Poem) CROSS-CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Language Arts
Language Arts 1. Choose a suitable activity from the list o
5.3 short activity to review key learning from th
Express an 5.3.1
imaginative You can also use this stage to introduce n
response to Respond
literary texts imaginatively and Lesson delivery
intelligibly through
Complementary creating simple 2. Follow instructions for Activity 1 in the C
Skill picture stories, 59). Explain the use of imperative verbs in
Reading simple poems and
3.3 cartoon stories 3. Distribute peer-assessment checklist to
Read the CCL Teaching Guidebook-Poetry (pag
independently for Complementary
information and Skill Post lesson
enjoyment
Reading 4. Choose a suitable activity from the post
personalises learning.
3.3.1

Read and enjoy A1
fiction/non-fiction
print and digital
texts of interest

Primary Year 4 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

guage Arts THEME: World of Self, Family and Friends

EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperative verbs

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

of pre-lesson tasks or create your own Anthology of Differentiate learning
he previous lesson in a fun, active way. poems according to the needs
new vocabulary for the lesson. of your pupils and
Contemporary class. Please see the
CCL Teaching Guidebook-Poetry (page Children’s seven differentiation
n the poem. Literature (CCL) strategies listed in the
Teaching introduction. Please
pupils. Follow instructions for Activity 2 in Guidebook- also consider the
ge 60). Poetry (BPK) following:

t-lesson tasks which extends and Peer-assessment Teacher can get pupils
checklist to choose to perform
according to their
learning
preferences/styles.

(Strategy 5)

62

WEEK: __ LESSON: 27 (Listening 6) SCHEME OF WORK: TEXTBO
TOPIC: My Week
MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening
1.2 Listening 1. Review key vocabulary using an activity fr
Understand
meaning in a 1.2.2 Lesson delivery
variety of familiar
contexts Understand with 2. Play a game where pupils listen and ident
support specific house.
Complementary information and 3. Follow instructions in the Teacher’s Book
Skill details of longer target language, and continue grammar focu
Listening simple texts practice activity.
1.2
Understand 4. Follow instructions for Activity 3 (CD1, Tra
meaning in a
variety of familiar Complementary 5. Based on Activity 4 (CD1, Track 37), have
contexts Skill they have to do at home in a fun way.

Listening Post-lesson

1.2.5 6. Play a game or choose an activity from the
consolidate vocabulary and focus on spelling

Understand longer
supported questions

Primary Year 4 SK Scheme of Work