YEAR 3 SOW

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology adjectives; Statements & questions with which

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs
Understand a Understand Student’s Book, of your pupils and class.
variety of linear specific pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98 Please see the seven
and non-linear information and pupils for the lesson. differentiation strategies
print and digital details of short Teacher’s Book, listed in the
texts by using simple texts Lesson delivery p.148–9 introduction. Please
appropriate 2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils also consider the
reading Complementary Picture of the following:
strategies Skill may know a lot but others may not, or they may know it in their first language, but not in Solar System
Reading 3.2.3 English. (e.g. Student’s If you have pupils who
Complementary Guess the Book, p.98) know a lot about the
Skill meaning of 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils topic, you could ask
Reading 3.2 unfamiliar words which ofder they think they come in (in terms of their position from the sun or in terms od their them to tell the class
Understand a from clues sizes). They write their idea in their notebooks, starting with the un. If you have pupils who more about the Solar
variety of linear provided by know a lot about this topic, ask them to let the others in the class give their ideas. You could System and/or the
and non-linear visuals and the set them a task to prepare an interesting fact about the Solar System or planets to tell the different planets.
print and digital topic class later.
texts by using
appropriate 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148.
reading
strategies 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
Book, p.98 or other Solar System picture) and to guess what Solar System means.

6. Ask pupils to read the text to find out whether their answers were correct about the order.
Note that the answer is in the first paragraph. You could have them race to find the answer
perhaps.

7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.

8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.

Post-lesson

9. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.

249

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

WEEK: LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: The world around us
CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology adjectives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, according to the needs
Communicate with draft and write an 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, of your pupils and
appropriate increased range of your pupils’ needs and interests and that will review the topic of the Solar System to p.99 class. Please see the
language form and simple sentences prepare pupils for the lesson. seven differentiation
style for a range of Teacher’s Book, strategies listed in the
purposes in print Complementary Lesson delivery p.149 introduction. Please
and digital media Skill also consider the
Writing 4.3.1 2. Introduce the superlative adjectives using pupils as examples in a similar way (and Worksheet (see following:
Complementary Use capital letters, with similar caution) as Lesson 151. below)
Skill full stops and Consider using a model
Writing 4.3 question marks 3. Follow instructions for Grammar Box on Teacher’s Book p.149. for writing, for one of
Communicate with appropriately in 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer the planets. This could
appropriate guided writing at be added to the
language form and sentence level using a short answer (usually one word) from memory and knowledge, without looking worksheet or you could
style for a range of at the text on p.98. Ask pupils to do this in pairs. write it on the board. Or
purposes in print you could elicit some
and digital media 5. Pupils now read the text on p.98 again to check their answers and extend them into model sentences from
full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, pupils about the
spelling etc. Check the answers and focus on language accuracy as well as the different planets before
content of the answers. the final Writing activity.

6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see Fast writers could write
below). They can use the information in the text or they can find out more information about more than one
using computers, by asking you or by asking other pupils if appropriate. planet and/or could find
Monitor to help with ideas, support language and to check pupils’ progress in Writing. out extra information
about the planet.
Post-lesson
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give

some (positive) comments on it. Note that you will use this work again in Lesson 155.

250

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 153

Name: _____________________

The Solar System.

This is
____________________________.

___________________________________

___________________________________

___________________________________

___________________________________

251

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

WEEK: LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
TOPIC: The world around us LANGUAGE/GRAMMAR FOCUS: Superlative questions
CROSS-CURRICULAR ELEMENT: Environmental
Sustainability

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About Differentiate learning
Language Arts Language Arts Malaysia according to the needs of
5.2 5.2.1 Pre-lesson worksheet on the your pupils and class.
Express Ask and answer 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during next page Please see the seven
personal simple questions differentiation strategies
responses to about ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones If you think that listed in the introduction.
literary texts characters, needed below – tallest, longest, highest, etc. other pupils in
actions and your school would For step 5, provide
Complementary events of Lesson delivery enjoy answering weaker pupils if
Skill interest in a text 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the questions about necessary with a writing
Writing 4.3 the world, you can frame:
Communicate Complementary worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can ask pupils to
with appropriate Skill see in the pictures (e.g. a river, a mountain). compile their Which is the __est ___
language form Writing 4.3.3 3. Explain that their task is to make superlative questions. Do the example for picture 1 questions into a in Malaysia?’
and style for a Plan, draft and together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange quiz. Your pupils
range of write an 106 Building, Kuala Lumpur). could share the Fast finishers can use
purposes in print increased range 4. Ask pupils to write the questions individually and to check their questions with a partner. quiz with pupils in their own ideas to make
and digital media of simple 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the other classes. extra superlatives
sentences on the board. Check their questions with the whole class and the answer to each questions questions.

Example questions: For step 8, weaker pupils
can use ideas on p.98
Which is the longest river in Malaysia? [ the Rajang River] from the Student’s Book
if necessary
Which is the highest mountain in Malaysia? [ Mount Kinabalu]

Which is the fastest train in Malaysia? [the Electric Train Service (ETS)]

Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin
Abdul Aziz Shah roundabout]

6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.

Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general

knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.

252

Primary Year 3 SK Scheme of Work

253

Primary Year 3 SK Scheme of Work

1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999

Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg

Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

254

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology adjectives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 according to the needs of
Understand Understand a wide 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 your pupils and class. Please
meaning in a range of short suits your pupils’ needs and interests and that will review adjectives to Teacher’s Book, see the seven differentiation
variety of familiar supported questions prepare pupils for the lesson. p.149 strategies listed in the
contexts Pupils’ worksheets introduction. Please also
Complementary Lesson delivery from Lesson 153 consider the following:
Complementary Skill
Skill Reading 3.2.2 2. Ask pupils what they have learned about in the unit so far. Follow instructions If you have pupils who have
Reading 3.2 Understand specific for Activity 3, Teacher’s Book, p.149. a lot of knowledge on this
Understand a information and topic, you could group these
variety of linear details of short 3. Show some of the worksheets from Lesson 153 and ask pupils to remember pupils together so that they
and non-linear simple texts what they wrote, then give them back to pupils. challenge each other with
print and digital the information they know.
texts by using 4. Ask pupils to write one question in their notebooks about the planet that they
appropriate will ask other pupils. They can use the questions on Student’s Book, p.99 as
reading strategies models and for ideas.

5. Pupils work in groups. In turns, they ask the group their question. The others
in the group have to try to guess the answer. They should write it in their
notebooks.

6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.

Feed back by asking pupils what they learned today about the planets.

Post-lesson

7. Learning diaries:

Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

255

Primary Year 3 SK Scheme of Work

 A skill I need to do better in (L/S/R/W)

 Something I feel proud of (about my English)

8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):

What kind of activities did you enjoy most this year? Do you still enjoy
them?

Which skills did you do well in this year?

Which skill(s) do you want to try hard at next year?

What do you feel most proud of this year?

9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.

256

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 according to the needs of
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
simple information and objects using your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 see the seven differentiation
intelligibly suitable words and for the lesson. strategies listed in the
phrases Teacher’s Book, introduction. Please also
Complementary Lesson delivery p.150–151 consider the following:
Skill Complementary
Reading 3.2 Skill 2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your Some pupils may need
Understand a Reading 3.2.2 Introduce and include the adjectives old and young. Ask some pupils about their family support with the Speaking
variety of linear Understand specific families. activity. You could model the
and non-linear information and Dice, one per activity as a class and
print and digital details of short 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group consider providing a written
texts by using simple texts prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as model on the board.
appropriate pupils do this activity and check their use of superlative adjectives in particular. Self-assessment
reading strategies worksheet (see If you have groups that finish
4. Tell pupils they are going to play a game. They will need dice and a counter (they below) the game quickly, they could
can use some paper, a rubber, pencil sharpener etc). Follow instructions for write some new questions to
Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four make it longer.
pupils.

5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).

Post-lesson

6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.

257

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 156 Great! [ ] OK [ ] A little [ ]
Great! [ ] OK [ ] A little [ ]
Self-Assessment worksheet Great! [ ] OK [ ] A little [ ]
How did I do in Unit 10? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
 talk about different animals
 talk about endangered Malaysian animals
 compare different animals
 compare people
 talk about the Solar System

258

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Technology & superlatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare Student’s Book, your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. p.101 Please see the seven
and non-linear from clues provided differentiation strategies
print and digital by visuals and the Lesson delivery Teacher’s Book, listed in the introduction.
texts by using topic p.152-153 Please also consider the
appropriate 1. Tell pupils they will make models of the Solar System and talk about them in this following:
reading strategies Complementary lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of
Skill pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary Listening 1.2.4 for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill Understand a wide match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Listening 1.2 range of short basic the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Understand supported them. per pair let pupils prepare their
meaning in a classroom presentation by writing it
variety of familiar instructions 2. Read the instructions in order and pupils listen to check their answers. Check the Various first if you think they will
contexts instructions by having one or two pupils say them again. Ask questions to check resources (see need this support.
pupils’ understanding of the instructions. Teacher’s Book,
p.152)
3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity.
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.

4. Follow instructions for Activity 2 on Teacher’s Book, p.152.

Post-lesson

5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.

259

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives

Imagination & comparatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). Teacher’s Book, p.153 according to the needs of
Communicate with draft and write an your pupils and class.
appropriate increased range of Lesson delivery Poster paper Please see the seven
language form and simple sentences differentiation strategies
style for a range of 2. Talk to pupils about the universe, telling them that there are many solar Colour pens and listed in the introduction.
purposes in print Complementary systems in the universe, but we don’t know very much about the other solar pencils Please also consider the
and digital media Skill systems. Tell pupils they will imagine a solar system. You could give an following:
Writing 4.2.4 example of another solar system, an imaginary one, or even have pupils
Complementary Describe people research this, if you have time. More proficient
Skill and objects using groups/pupils can include
Writing 4.2 suitable words and 3. Ask pupils to work in groups of three or four. First they note in their different information about
Communicate phrases notebooks the basic information about the planets in their imaginary solar their solar system, for
basic information system, e.g. how many planets there are, what they are called, how example whether the
intelligibly for a big/hot/cold they are etc. Monitor carefully and help pupils with ideas and planets have life on them,
range of purposes language at this planning stage. moons around them etc.
in print and digital
media 4. Each group makes a poster. They should decide who will write, who will draw
and who will manage the group. The writer(s) should draft the text that will go
on the poster, the artist(s) should plan and draw the solar system on the
poster, the manager should make sure that the information is correct
between the artwork and the text.

5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as
pupils do this.

6. Pupils finish their posters by adding the text to them.

7. Display the posters in the classroom.

Post-lesson

8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.

260

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts according to the needs of
Express personal 5.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.102– your pupils and class.
responses to Ask and answer suits your pupils’ needs and interests and that will review adjectives to prepare 103 Please see the seven
literary texts simple questions pupils for the lesson. differentiation strategies
about characters, Teacher’s Book, p.154– listed in the introduction.
Complementary actions and events Lesson delivery 155 Please also consider the
Skill of interest in a text following:
Reading 3.3 Read 2. Tell pupils they are going to read a fairy story. Ask them whether they know Copies of cut-outs of the
independently for Complementary any other fairy stories (e.g. Sleeping Beauty). Note that many have been made sets of characters in the Ask different kinds of
information and Skill into films by Disney, so pupils may know them. story (one per pair/small questions to different
enjoyment Reading 3.3.1 group) pupils so that you are
Read and enjoy 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. challenging them to a
A1 fiction/non- Tell pupils that many men in the land want to marry the princess, so they have Picture of the princess level where they can still
fiction print and some competitions. Hand out the character sets (the three strong men in from the story reply. This may be
digital texts of picture 2, the three jokers in picture 3, the three running men in picture 4) and related to the type of
interest elicit some adjectives to describe them. Ask pupils to put them in order of how (You could choose a question (higher/lower-
strong/funny/fast they are. different story if it is more level thinking) or the
appropriate to your local language.
4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see culture)
whether they were right. Remind them that they do not need to understand
every word and can use the pictures to help them understand the storyline.

5. Play the CD and have pupils follow along. Follow the instructions for While
reading on Teacher’s Book, p.154–155.

6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s

Book, p.155).

Post-lesson

8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

261

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Sustainability & superlatives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, according to the
Communicate draft and write an 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
with appropriate increased range of pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119 and class. Please see
language form simple sentences animals from Lesson 148. the seven
and style for a Teacher’s Book, differentiation
range of purposes Complementary Lesson delivery p.182 strategies listed in the
in print and digital Skill introduction. Please
media Reading 3.2.2 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of also consider the
Understand camels from following:
Complementary specific 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book,
Skill information and p.119 If you have little time
Reading 3.2 details of short 4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. in this lesson, focus
Understand a simple texts Malaysian on the second part of
variety of linear 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson animals the lesson, which is
and non-linear 148. Return their sentences to them from that lesson, having pupils work in the same pairs flashcards about Malaysian
print and digital if possible. Ask pupils to look at their sentences, to check them and to develop the animals.
texts by using information further, using some superlative adjectives if possible. This will depend on the Pupils’
appropriate animal itself. Encourage pupils to add some information anyway. sentences from
reading strategies Lesson 148
6. Ask pupils to draw their animal in large size on paper and cut it out.
Paper, scissors,
7. At the same time, have different pupils in the group write the sentences on separate pieces glue,
of paper. string/thread

8. Organise the class so that they all stick their pictures on the display board/very large paper. Very large
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to poster paper /
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or display board
Endangered animals around us).

9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.

Post-lesson

10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.

262



Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia

Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,

62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917

http://bpk.moe.gov.my/