Primary Year 4 SJK SOW

OOK BASED LESSON (Unit 5) ding THEME: World of Knowledge EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of (un)countable nouns TLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Get Smart Plus 4 Differentiate learning according to the needs of essons. You can plan a game Project Activities your pupils and class. Please abulary which is relevant to your 1-2 Student’s see the seven differentiation in the Teacher’s Book for Book (page 55) strategies listed in the egory. and Teacher’s introduction. Please also Book (page 87, consider the following: pairs or small groups. They CD1, Track 83) tegory. They don’t need to focus The categorisation of foods iation section for more details. Worksheet with may be challenging to some food categories pupils. Spend plenty of time checking their understanding each food group.. of the different food Book for Project Activity 1, categories and letting them brainstorm more foods in each category. Book for Project Activity 2. . ords in the worksheet earlier. tudent’s Book or teacher can n tasks to review any vocabulary 87

WEEK: __ LESSON: 49 (Listening 15) SCHEME OF WORK: TEXTBO TOPIC: Eating right MAIN SKILL FOCUS: Listen CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Listening Listening 1. Introduce to pupils the concept and the restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fo 1.2 1.2.5 should also introduce the roles of a waiter Understand Understand longer Lesson delivery meaning in a supported questions variety of familiar 2. Follow the instructions in the Teacher’s contexts Complementary questions aloud and practise them orally w Skill order to address the main skill. Complementary Skill Speaking 3. Develop the dialogue so that it is more n clarify understanding (e.g. by repeating a w Speaking 2.2.1 To drink? Yes, please…). 2.2 Keep interaction 4. Provide pupils with the sample menu. F going in short for Activity 4.Pupils can re-use questions f Use appropriate exchanges by: this activity. communication strategies using suitable Post-lesson words 5. Have pupils talk about their favourite res (i) to show experiences of eating out that may be rele understanding (ii) to ask for clarification Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 5) ning THEME: World of Knowledge EMENT: Value LANGUAGE/GRAMMAR FOCUS: Functional language: Would you like…? / Yes, please. I’d like + a/some (un)countable noun G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES vocabulary related to eating at a Get Smart Plus 4 Differentiate learning ork and knife’, ‘table for two’ etc. You according to the needs and a customer in a restaurant. Activities 3-4 of your pupils and Student’s Book class. Please see the Book for Activity 3. Be sure to read the (page 57) and seven differentiation with pupils when checking answers in Teacher’s Book strategies listed in the (page 89) introduction. natural, to include language to show and word: Would you like anything to drink? / An example menu Consider (simple and with a pairing/grouping very Follow instructions in the Teacher’s Book few choices low proficiency pupils from Activity 3 and the example menus for suitable for Year 4 with more proficient pupils) ones, who can support them in the dialogue practice. staurants, what they like to eat and other evant to them. 88

WEEK: __ LESSON: 50 (Writing 15) SCHEME OF WORK: NON-TEXT TOPIC: Eating right MAIN SKILL FOCUS: Writin CROSS-CURRICULAR ELE CONTENT LEARNING LEARNIN STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Choose a pre-lesson task which lets pup Writing language for the posters in a fun way. Writing 4.1.2 4.1 Use cursive writing Lesson delivery Form letters and in written work words in neat 2. Plan a lesson where pupils work on a po legible print using Complementary should present information about the healt cursive writing Skill be their favourite foods, healthy foods, foo Writing more foods each to put on their posters. Complementary 4.3.2 Skill Spell most high Emphasise to pupils that they should take frequency words work will be displayed. Depending on their Writing accurately in guided pay particular attention to handwriting. Mon 4.3 writing their work in particular. Communicate They will need to research information abo with appropriate you have access to the internet, or pupils c language form before the lesson. Make sure to give plent and style for a look at so that pupils can use the internet s range of purposes Have pupils work collaboratively in the less presenting the posters. Remind them that should take care with handwriting, spelling Post-lesson 3. Ask pupils to think about their learning a far. They then complete the self-assessme able to complete the self-assessment work Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 5) ng THEME: World of Knowledge EMENT: ICT LANGUAGE/GRAMMAR FOCUS: Review of (un)countable structures; Prepositional verbs: be good for NG OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES pils review challenging and/or useful Resources for Differentiate learning posters (paper, according to the oster project in small groups. The posters pens, etc) needs of your pupils th value of foods of their choice. These could and class. Please see ods to avoid etc. They could choose one or Tacks etc for the seven displaying differentiation particular care with their handwriting as their posters strategies listed in the r level, when they draft the text, they could introduction. Please nitor and support pupils with this aspect of also consider the following: out the foods. This could be done in class if could be asked to do this research at home Consider having ty of clear guidance and suggested sites to different pupils play safely. They should do this with an adult. different roles in the son so that they all participate in creating and group (e.g. writer, effort in presentation is important, so they designer, manager, g etc. artist etc). This can allow pupils to work in a way they feel most able. . and performance in this unit and the year so ent worksheet (see below). Most pupils will be ksheet with just a little support. Continue to 89

in print and digital explain the criteria to pupils so they unders media needed and allow pupils to write in their ow help them to express themselves in Englis 4. Collect the worksheets from pupils and there are any areas of concern, prepare a Talk to individual pupils about their progres How did I do in Unit 5? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …talk about food and containers Great …ask and answer questions about food and drink Great …talk about keeping healthy Great …write a health log Great  I’m proud of myself because I ________________________  So far this year, I have been good at __________________  In the next unit, I will _______________________________ Primary Year 4 SJK Scheme of Work

stand them clearly. Support pupils where wn language if necessary. You could then sh. review them to note pupils’ responses. If review of these in upcoming lessons. ss in this first half of the year. ������ ������ ������ ____ OK ____ A little ____ ____ OK ____ A little ____ ____ OK ____ A little ____ ____ OK ____ A little ____ _____________ very well in this unit. ___________________. ______ better / more. 90

SCHEME OF WORK: NON-TE WEEK: __ LESSON: 51 (Language Arts 15) MAIN SKILL FOCUS: Lang TOPIC: The King of Kites CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Pre lesson Main Skill Main Skill 1. Choose an activity from the pre-lesson t moral of the story. Language Arts Language Arts 2. Follow instructions on page 52. Note: Teacher can prepare pictures in the 5.3 5.3.1 Lesson delivery Express an Respond 3. Distribute Task sheet 3 (page 53). imaginative imaginatively and 4. Get pupils to share their responses base response literary intelligibly through texts creating simple Post lesson picture stories, 5. Provide feedback to pupils’ responses. simple poems and cartoon stories. Complementary Complementary Skill Skill Speaking Speaking 2.1 2.1.1 Communicate Explain and give simple information reasons for basic intelligibly opinions Primary Year 4 SJK Scheme of Work

EXTBOOK BASED LESSON (Unit 5) guage Arts THEME: World of Stories EMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary (giving opinions and reasons) G OUTLINE MATERIALS / DIFFERENTIATION task list which introduces the message/ e text with different situations as prompts. REFERENCES STRATEGIES ed on the situations given. The King of Kites Differentiate learning according Contemporary to the needs of your Children’s pupils and class. Literature (CCL) Please see the Teaching seven differentiation Guidebook (BPK) strategies listed in – Short story the introduction. Please also consider the following (Strategy 7): Feedback given to pupils should be varied according to their ability to act on the feedback. 91

SCHEME OF WORK: NON-TEXT WEEK: LESSON: 52 (Project-Based Learning 1) MAIN SKILL FOCUS: Proje __ TOPIC: Teacher to select CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Teachers to select Teachers to select Teachers will need to develop their own le an appropriate an appropriate main resources that they select. Ideas for projec main skill and skill and interests of the pupils. complementary complementary skill skill based on the based on the needs needs and and interest of the interest of the pupils. pupils. Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 5) ect-Based Learning THEME: Teacher to select EMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES essons based on topic/themes and cts should be based on the needs and Teacher to select For differentiation their own strategies, please materials refer to the provided list of differentiation strategies and select appropriate strategy/strategies based on the needs of the pupils. 92

WEEK: __Unit 6 SCHEME OF WORK: TEXTBO LESSON: 53 (Listening 16) MAIN SKILL FOCUS: Listen TOPIC: Getting around CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING O STANDARD STANDARD Main Skill Main Skill Pre-lesson Listening 1.1 Listening 1. Follow instructions in the Teacher’s Book fo Recognise and 2). reproduce target 1.1.1 language sounds Lesson delivery Recognise and Complementary reproduce with 2. Prepare a set of flashcards to introduce rhy Skill support a wide Speaking range of target 3. Show large-sized pictures 1-6. Have pupils 2.1 language about each picture (e.g. This is dangerous/oka Communicate phonemes Ask pupils to justify why they think it is safe or simple information intelligibly Complementary Note that the focus of this lesson should be on Skill (e.g. hide the song lyrics or ask pupils to close in order to help the pupils to focus on listening Speaking 4. Follow instructions in the Teacher’s Book fo 2.1.4 pupils check their predictions from the previou Give reasons for Post-lesson simple predictions 5. Follow instructions in the Teacher’s Book fo Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 6) ning THEME: World of Knowledge EMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive & negative) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES or Warm up and Vocabulary (CD 2, Track Get Smart Plus 4 Differentiate learning according to the yming words from the song.. Activity 1 needs of your pupils s predict in pairs what the song will say Student’s Book and class. Please see ay/a good idea. I think this is (un)safe.) (page 59) and the seven r unsafe. Teacher’s Book differentiation n listening, so you could adapt the activity (page 92) strategies listed in the e their books when listening the first time) introduction. Please g not reading or writing. Vocabulary (CD 2, also consider the or Activity 1 (CD 2, Track 4), then have Track 2). following: us step. Flashcards to Provide a simple or TPR activity. show rhyming model to give reasons words from song for their predictions, (e.g. Jules-rules; but also encourage Joe-window; pupils to give their handlebars-cars) opinions more freely using as much Large-sized language as they pictures (1-6 in have available to Activity 1) them. Support pupils in saying what they want to say so that each pupil can work at their own level. 93

WEEK: __ LESSON: 54 (Reading 16) SCHEME OF WORK: TEXT TOPIC: Getting around MAIN SKILL FOCUS: Read CROSS-CURRICULAR ELE Language CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Reading Reading 1. Follow the instructions in the Teacher’s 3.2 3.2.2 Lesson delivery 2. Follow the relevant instructions in the Te Understand a Understand specific and play the listening track. Pupils listen a variety of linear information and 3. Follow instructions in the Teacher’s Boo and non-linear details of simple Optional: Ask pupils to think about a schoo print and digital texts of one or two activity where they talk about the trip using texts by using paragraphs appropriate Post-lesson reading strategies Complementary 4. Choose a post-lesson task from the list Skill pupils worked with in this lesson. Complementary Skill Listening Listening 1.2.1 1.2 Understand with support the main Understand idea of longer meaning in a simple texts variety of familiar contexts Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 6) ding THEME: World of Self, Family and Friends EMENT: Values / LANGUAGE/GRAMMAR FOCUS: Prepositions; Question forms G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Book for Vocabulary.(CD2, Track 5) Get Smart Plus 4 Differentiate learning according to the eacher’s Book for Activity 1 (CD2, Track 6) Activities 1&3 needs of your pupils and answer the question. Student’s Book and class. Please see (pages 60-61) and the seven Teacher’s Book differentiation (pages 94-95) strategies listed in the introduction. ok for Activity 3 ol trip they had recently. Plan a speaking g Activity 3 as a guide for what to say. which reviews learning and/or the text 94

WEEK: __ LESSON: 55 (Reading 17) SCHEME OF WORK: TEXTBO TOPIC: Getting around MAIN SKILL FOCUS: Read CROSS-CURRICULAR ELE Sustainability / Values CONTENT LEARNING LEARNIN STANDARD STANDARD Main Skill Main Skill Pre-lesson Reading Reading 1. Follow the instructions in the Teacher’s Boo 3.2 3.2.2 Lesson delivery Understand a Understand 2. Put the pictures of the three vehicles on the variety of linear specific away detail from the texts). and non-linear information and print and digital details of simple 3. Divide the class into three groups. Assign p texts by using texts of one or has the text on tuk-tuks, one on gondolas, the appropriate two paragraphs which picture their text refers to by reading the reading strategies 4. Follow instructions in the Teacher’s Book fo Complementary for the vehicle they have read about. Complementary Skill Skill 5. Invite pupils to describe their experiences w Speaking whether they’d like to go on any of them. Note Speaking accordingly. 2.1.5 2.1 Post-lesson Describe people, Communicate and objects 6. Choose an activity from the post-lesson tas simple information using suitable response to the text and/or what they rememb intelligibly statements Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 6) ding THEME: World of Knowledge EMENT: Global LANGUAGE/GRAMMAR FOCUS: Gerunds (Noun + ing) NG OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ok for Warm up and Vocabulary (CD2, Track 9). Get Smart Plus Differentiate e board and ask some questions (avoid giving 4 learning according to the needs of your Activity 1-2 pupils and class. Student’s Book Please see the (page 62) and seven differentiation Teacher’s Book strategies listed in (pages 96-97) the introduction. Please also pupils in each group a different text (one group Large-sized consider the e other on snowmobiles). Ask pupils to decide pictures of following: eir text quietly. vehicles on page 62 If some pupils have or Activity 2. Note that pupils give answers just had experience of the vehicles in the with these vehicles, if they have any, and/or **Remind pupils texts but are unable e pupils’ progress and plan future support to bring their to talk about it in research about English, allow them buildings to the to use their first next lesson. language to tell the class. Help them sks which asks pupils for their personal say some words ber about what they have read. and phrases in English as well. 95

WEEK: __ LESSON: 56 (Writing 17) SCHEME OF WORK: NON-TEXT TOPIC: Getting around MAIN SKILL FOCUS: Writin CROSS-CURRICULAR ELE Creativity and Innovation / IC CONTENT LEARNING LEARNING OUT STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Choose a pre-lesson task to reintroduce Writing Writing to incorporate the pictures of the buildings 4.3 4.3.3 Lesson delivery Communicate Produce a plan or 2. Plan a lesson where pupils write about a with appropriate draft of one language form paragraph for a In lesson 84, in pairs, they chose a building and style for a familiar topic and about it, based on Activity 2. At home, they range of purposes modify this information and found a picture. You will h in print and digital appropriately in this homework in the previous lesson so th media response to Have some material prepared for pupils wh feedback research or have forgotten to bring their ho Complementary Complementary In this lesson, pupils use the information to Skill Skill They will then write a first draft individually review both their writing and formulate a si Writing Writing 3. Pupils present their final draft along with 4.2 4.2.4 Post-lesson Communicate Describe people basic information and objects using 4. Have pupils review each other’s work an intelligibly for a suitable statements another and/or choose a suitable Post-less range of purposes asks pupils to reflect on their learning in th in print and digital media Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 6) ng THEME: World of Knowledge EMENT: Patriotism / LANGUAGE/GRAMMAR FOCUS: Review of descriptive CT language TLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES e the theme of buildings. Try from lesson 84. Get Smart Plus 4 Differentiate learning according to the needs of your pupils and a famous building. CLILL 3 Student’s class. Please see the seven g and planned what to write Book (page 131) (for differentiation strategies listed in y will have researched more reference) Teacher’s the introduction. Please also have reminded pupils about Book (page 195) consider the following: hey should come prepared. ho may not have done the Research about Pupils will need a lot of omework. buildings done by individual support in this lesson. o fill out their plan for writing. pupils* It is important to work with both y. Pairs then work together to more and less proficient pupils ingle final draft. Pupils’ pictures of a to help them work to the best of h the picture to the class. famous building their ability. Allow pairs to support each other as much as nd give feedback to one Pupils’ writing plans possible. son task from the list, which from Lesson 84 his sequence of lessons. Provide plenty of positive Pictures of buildings feedback and avoid too much from Lesson 84 marking of errors on pupils’ writing. Focus on recent target language when highlighting mistakes. 96

WEEK: __ LESSON: 57 (Listening 19) SCHEME OF WORK: TEXTBO TOPIC: Getting around MAIN SKILL FOCUS: Listen CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Choose a pre-lesson task to pre-teach a listening (Activity 3, see Teacher’s Book fo Listening Listening Lesson delivery 1.2 1.2.2 2. Follow the instructions in the Teacher’s 3. Follow the instructions in the Teacher’s Understand Understand with 4. Follow the instructions in the Teacher’s meaning in a support specific 5. Extend the language and have pupils do variety of familiar information and use the target language in Activity 4 to talk contexts details of longer to school by bus every day. Travelling by b simple texts Post-lesson 6. Choose a post-lesson task which review Complementary Complementary the listening texts. Skill Skill Writing Writing 4.2 4.2.3 Communicate Describe basic basic information everyday routines intelligibly for a range of purposes in print and digital media Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 6) ning THEME: World of Self, Family and Friends EMENT: Language LANGUAGE/GRAMMAR FOCUS: Gerunds (Verb + ing) used as a noun G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES any key concepts or vocabulary in the or transcript) that may be new to pupils. Get Smart Plus 4 Differentiate learning according to the needs Book for Activity 3 (CD2, Track 11). Activities 3-4 of your pupils and Book for Grammar box. Student’s Book class. Please see the Book for Activity 4 (CD2, Track 12). (page 63) and seven differentiation o an interactive writing activity where they Teacher’s Book strategies listed in the k about transport they use daily (e.g. I go (page 97) introduction. bus is fun). **Remind pupils to bring recycle materials needed to create their favourite transports ws language learning and/or the content of 97

WEEK: __ LESSON: 58 (Speaking 18) SCHEME OF WORK: TEXT TOPIC: Getting around MAIN SKILL FOCUS: Spea CROSS-CURRICULAR ELE Education CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Speaking 2.2 Speaking 1. Follow instructions in the Teacher’s Boo Use appropriate communication 2.2.2 Lesson delivery strategies Check steps 2. Teacher prepares a set of instructions to Complementary needed to complete the instructions include materials and step Skill short classroom Speaking tasks 3. Teacher inform pupils that they are goin 2.1 Follow the instructions in Activity 1. Before Communicate Complementary check the steps needed to complete the pr simple information Skill provides questions for pupils to check the intelligibly next?’ Speaking 4. Get pupils to complete their favourite tra 2.1.3 and explain the steps they took to create it such as ‘First, Second...’. Give a longer sequence of basic Post-lesson instructions or directions 5. Review vocabulary used in this activity u Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 6) aking THEME: World of Self, Family and Friends EMENT: Financial LANGUAGE/GRAMMAR FOCUS: Imperative forms. G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ok for Warm up activity. Get Smart Plus 4 Differentiate learning according to the needs of o create a model transport. Ensure that Activity 1 your pupils and class. ps needed for the project. Student’s Book Please see the seven ng to create their favourite transports. (page 65) and differentiation strategies e they begin the project, get pupils to Teacher’s Book listed in the introduction. roject with the pupil next to them. Teacher (pages 100 & 101) Please also consider the following: steps, i.e. ‘What is step 1? What do we do In stages of the lesson ansport. Pupils will present their transports which develop the main t. Teacher supports by adding connectors and complementary skills, make sure that all pupils have the opportunity to participate. Different types and amount of support can be given to less proficient pupils. using post-lesson tasks. 98

WEEK: __ LESSON: 59 (Writing 18) SCHEME OF WORK: TEXTBO TOPIC: Getting around MAIN SKILL FOCUS: Writin CROSS-CURRICULAR ELE Imagination CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Writing Writing 1. Follow instructions for Warm Up and Vo 4.2 4.2.1 Lesson delivery Communicate Explain and give 2. Follow instructions for Activity 1. basic information reasons for simple intelligibly for a opinions 3. Teacher prepares an advertisement tha range of purposes transportation, prices for each ticket and tim in print and digital Complementary attraction (e.g., Melaka, Zoo Negara, KL T media Skill 4. Get pupils to work in pairs to decide whi Complementary Writing choose by describing the transportation an Skill their notebook. 4.2.4 Writing Post-lesson Describe people 4.2 and objects using 5. Conduct a gallery walk for pupils to shar suitable statements Communicate basic information intelligibly for a range of purposes in print and digital media Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 6) ng THEME: World of Stories EMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Review of language from previous lessons. G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ocabulary on Teacher’s Book page 99. Optional: Differentiate learning at shows different types of public according to the needs me these transports leave to a tourist Get Smart Plus 4 of your pupils and Tower). class. Please see the ich public transportation they would Student’s Book seven differentiation nd give simple reasons for their choice in (page 64) and strategies listed in the Teacher’s Book introduction. re their work. (page 99) Pupils will need a lot of individual support in this lesson. It is important to work with both more and less proficient pupils to help them work to the best of their ability. Allow pairs to support each other as much as possible. Provide plenty of positive feedback and avoid too much marking of errors on pupils’ writing. Focus on recent target language when highlighting mistakes. 99

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 60 (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 pr 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 SJK 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. 100

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 SJK Scheme of Work

������ A little ____ A little ____ A little ____ A little ____ _____________ very well. ______ better / more. 101

WEEK: __Unit 7 SCHEME OF WORK: TEXTBO LESSON: 61 (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 SJK 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. 102

WEEK: __ LESSON: 62 (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 SJK 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. 103

WEEK: __ LESSON: 63 (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 SJK 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. 104

WEEK: __ LESSON: 64 (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 SJK 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. 105

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 65 (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 SJK 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 106

WEEK: __ LESSON: 66 (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 SJK 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. 107

WEEK: __ LESSON: 67 (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 (T 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 SJK 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. 108

WEEK: __ LESSON: 68 (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 SJK 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. 109

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 69 (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 SJK 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. 110

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 SJK Scheme of Work

������ ������ ������ at ____ OK ____ A little ____ at ____ OK ____ A little ____ at ____ OK ____ A little ____ _____________ very well. _ better / more. 111

WEEK: __Unit 8 SCHEME OF WORK: TEXTBO LESSON: 70 (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 SJK Scheme of Work