Primary Year 4 SJK SOW

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. 37

WEEK: __ LESSON: 5 (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 SJK 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. 38

WEEK: __ LESSON: 6 (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 basic information everyday 2. Follow instructions for Grammar Box in Teache intelligibly for a routines range of 3. Play a group or pair spelling game which focus purposes in print lesson. Support pupils in the use of cursive writing and digital media 4. Follow instructions for Activity 3 (Track 12) in T Complementary Complementary Note: Remind pupils to focus on accurate spelling Skill Skill and provide models using cursive writing if neces 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 Form letters and Use cursive letters in words so that their writing is legible. words in neat writing in written legible print work 7. Ask pupils to compare their sentences with som using cursive large group activity). 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 SJK 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. 39

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 7(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 SJK 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) 40

WEEK: __ LESSON: 8 (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 SJK 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’ 41

WEEK: __ LESSON: 9 (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 SJK 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. 42

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 10 (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 SJK 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. 43

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 11 (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 SJK 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. 44

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 SJK Scheme of Work

������ A little ____ A little ____ A little ____ A little ____ _________________ very well. ______ better / more. 45

WEEK: __ Unit 2 SCHEME OF WORK: TEXTBO LESSON: 12 (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 SJK 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 ook for Activity 1 (Track 19). pupils, you could extend the vocabulary listening, so you could adapt the activity in this lesson by asking se their books when listening the first pupils about the istening not reading. subjects that they cover in their weekly time e song (too & you). Follow up with an table. Note that some pupils ook for TPR activity. may not join in with the song. In this case, you could consider having them say or chant the words instead. 46

Post-lesson 7. Finish the lesson with an activity from the consolidates learning. Primary Year 4 SJK Scheme of Work

post-lesson tasks which reviews and 47

WEEK: __ LESSON: 13 (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 SJK 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. 48

WEEK: __ LESSON: 14 (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 SJK 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. 49

WEEK: __ LESSON: 15 (Language Arts 4) SCHEME OF WORK: NON-TE TOPIC: Grandma’s House (Poem) MAIN SKILL FOCUS: Langua 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 SJK Scheme of Work

EXTBOOK 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) 50

WEEK: __ LESSON: 16 (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 SJK 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 51

WEEK: __ LESSON: 17 (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 SJK 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. 52

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 18 (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 SJK 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) 53

WEEK: __ LESSON: 19 (Speaking 6) SCHEME OF WORK: TEXTBO TOPIC: My Week MAIN SKILL FOCUS: Spea CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Speaking Speaking 1. Follow instructions for the Optional activ pre-lesson task from the list to review learn 2.1 2.1.5 Warm up in the Teacher’s Book. Communicate Describe people, Lesson delivery simple information and objects using 2. Follow instructions for Activities 1-3 in th intelligibly suitable statements Note: When pupils present their work to th pupils who are listening, so that they have Complementary Complementary Post-lesson Skill Skill 3. Review pupils’ work in this lesson and g Listening Listening for more peer feedback. Alternatively, you to review and assess learning. 1.2 1.2.5 Understand Understand longer meaning in a supported questions variety of familiar contexts Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 2) aking THEME: World of Self, Family and Friends EMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Have to (present simple yes/no questions) to ask about obligation G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES vity (‘seat switch’) or choose a suitable ning in the unit of follow instructions for Get Smart Plus 4 Differentiate learning according to the needs he Teacher’s Book. Activities 1-3 of your pupils and he class, make sure to set a task for the Student’s Book class. Please see the (page 21) and seven differentiation a reason to listen carefully. Teacher’s Book strategies listed in the (pages 40-41) introduction. Please give positive feedback on their efforts. Ask also consider the could use a post-lesson task from the list Pens, pencils, following: rulers You could ask more proficient pupils to make questions to answer while listening to the presentations. Have a task ready for pairs who finish quickly, or ask them to help others. 54

WEEK: __ LESSON: 20 (Reading 6) SCHEME OF WORK: TEXTBO TOPIC: Social Studies (CLIL 1) MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Sustainability CONTENT LEARNING LEARNING OU STANDARD STANDARD Main Skill Main Skill Pre-lesson Reading Reading 1. Choose an activity from the list of pre-lesso lesson. 3.2 3.2.2 Lesson delivery Understand a Understand specific variety of linear information and 2. Introduce the topic further using the picture and non-linear details of simple Ask pupils to describe them however they can print and digital texts of one or two useful new words in English. Ask them to com texts by using paragraphs a basic way. appropriate reading strategies Complementary 3. Write the new words (library, country, spec Skill Complementary 4. Have pupils work in pairs or small groups t Skill Reading dictionary. Reading 3.2.4 5. Pupils check their understanding of the wo student’s book at the top of the Page. 3.2 Recognise and use with little or no 6. Follow the Lesson plan (Steps: Warm up (T Understand a support key Vocabulary, Activity 1 (Track 36) and Activity variety of linear features of a simple and non-linear monolingual 7. Follow up by asking pupils to re-read the se print and digital dictionary create four ‘true’ statements about their schoo texts by using appropriate Note: This could be done orally and/or in writ reading strategies Post -lesson 8. Ask pupils to reflect on their learning by us lesson tasks. Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 2) ng THEME: World of Knowledge MENT: Global LANGUAGE/GRAMMAR FOCUS: Review of present simple to describe and talk about routine. UTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES on tasks to introduce the topic of the Get Smart Plus 4 Differentiate learning according to the needs of es of different schools in Malaysia. Activities 1-2 your pupils and class. Please n in English and help them with (page 129) see the seven differentiation mpare these schools to their own in Student’s Book strategies listed in the and Teacher’s introduction. Please also cial, strange, forest) on the board. Book (page 193) consider the following: to check one or more of these in the Monolingual If you have extra time at the ords by looking at the pictures in the dictionaries end of this unit, you could do the Optional Project work Track 35, listen & repeat), Pictures of outlined in the Teacher’s 2 in the Teacher’s Book. different schools Book. entences in Activity 2 and, in pairs, in various areas of ol. Malaysia If you think your class may ting. have difficulty reading three texts, you could share out sing an activity from the list of post- the texts so pupils read just one (or two) and answer the True/false questions for their text only. They can then share their information to complete Activity 2. Allow pupils to work together in pairs or even small groups to support each other in understanding the texts. 55

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 21 (Language Arts 7) MAIN SKILL FOCUS: Lang TOPIC: Poem (Noisy Food) CROSS-CURRICULAR ELE and Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre lesson Main Skill Main Skill 1. Conduct Steps 1-6 of Activity 1 in the CC Language Arts Language Arts 5.3 5.3.1 Lesson delivery Express an imaginative Respond 2. Conduct Steps 8-11 of Activity 1 in the C response to imaginatively and 65). Explain the use of adjectives to descri literary texts intelligibly through creating simple 3. Follow instructions for Activity 3 in the C Complementary picture stories, 69-70). Skill simple poems and Reading cartoon stories 4. Conduct Steps 1-10 of Activity 2 in the C 3.3 67-68). Read Complementary independently for Skill Post lesson information and enjoyment Reading 5. Distribute peer-assessment checklist. F 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest Primary Year 4 SJK Scheme of Work

TBOOK BASED LESSON (Unit 2) guage Arts THEME: World of Knowledge EMENT: Values, Science LANGUAGE/GRAMMAR FOCUS: Adjectives G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES CL Teaching Guidebook-Poetry (page 65). Anthology of Differentiate learning poems according to the needs of CCL Teaching Guidebook-Poetry (page your pupils and class. ibe people and objects. Contemporary Please see the seven CCL Teaching Guidebook-Poetry (pages Children’s differentiation strategies CCL Teaching Guidebook-Poetry (pages Literature (CCL) listed in the introduction. Teaching Please also consider the Guidebook- following: Poetry (BPK) Teacher can encourage Peer-assessment more proficient pupils to checklist produce more than one shape poem (according Pre-recorded to stanza). sounds of food being eaten (Strategy 3A) Finally, conduct Gallery Walk. Worksheet 1 Placard 56

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 22 (Language Awareness 2) MAIN SKILL FOCUS: Lang TOPIC: My Week CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Language Language Pre-lesson Awareness Awareness lessons lessons should be should be 1. Review housework vocabulary with an a 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, could also use the Optional activity in the T 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 the 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 ( differentiation strategies column) * 4. Collect the worksheets from pupils and there are any areas of concern, prepare a Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 2) guage Awareness THEME: World of Self, Family and Friends EMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Unit 2 G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES activity from the list of pre-lesson tasks. Get Smart Plus 4 Differentiate learning according to the needs of Book for Activities 1 (Track 35) to 2. You Revision 2 Activity your pupils and class. Teacher’s Book. 1-2 Student’s Please see the seven Book (page 26) differentiation strategies on to develop language skills according to and Teacher’s listed in the introduction. Book (page 47) Please also consider the pupils’ performance which you collected following: s while teaching this unit. Self-assessment bservation of pupils interacting in worksheet *Pupils will need support ance in written activities. understanding and ge practice in a meaningful, fun and completing the self- assessment worksheet, especially at the beginning of the year. Pupils can complete it in their own language if necessary. and performance in this unit. They then (see below – the next page, and note in review them to note pupils’ responses. If review of these in upcoming lessons. 57

How did I do in Unit 2? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ ������ …talk about school subjects Great ____ OK ____ …talk about weekly schedules Great ____ OK ____ …talk about housework Great ____ OK ____ …talk about my duties (what I have to Great ____ OK ____ do)  I’m proud of myself because I can ____________________  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. 58

WEEK: __ Unit 3 SCHEME OF WORK: TEXTBO LESSON: 23 (Speaking 7) MAIN SKILL FOCUS: Spea TOPIC: In the Past CROSS-CURRICULAR ELE Sustainability CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Speaking Speaking 1. Choose a pre-lesson task from the list w ancient history. 2.1 2.1.2 Lesson delivery Communicate Find out about and simple information describe 2. Write some new words from the previou intelligibly experiences in the verbs. Ask pupils to identify two or three th past check the meaning in the dictionary in pair Complementary Skill Complementary 3. Do an activity where pupils talk about an Skill sharing what they know. Reading Reading . Using the verbs in Simple Past Tense, ha 3.2 about ancient cultures in and around Mala 3.2.4 Understand a 5. Choose a few pairs to present their disc variety of linear Recognise and use and non-linear with little or no Post-lesson print and digital support key 7. Follow instructions for ‘line jumping’, the texts by using features of a simple appropriate monolingual reading strategies dictionary Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 3) aking THEME: World of Knowledge EMENT: Global LANGUAGE/GRAMMAR FOCUS: Past simple (regular and irregular verbs) G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES which reviews/reintroduces the theme of Get Smart Plus 4 Differentiate learning according to the needs us lesson on the board, including some Activity 2 of your pupils and hey don’t remember well. Have them Student’s Book class. Please see the rs. page 27 and seven differentiation ncient cultures in and around Malaysia, Teacher’s Book strategies listed in the pages 48 - 49 introduction. Monolingual Grammar explanations dictionaries may be complex for some pupils. At this ave pupils work in pairs to say sentences stage of the unit, aysia. support those pupils by focussing on the cussions. context of when we use simple past tense. e Optional activity. Introduce the past forms of irregular verbs without complex explanation about spelling rules at this point. You can return to these later. Avoid using grammar terminology when explaining this. 59

WEEK: __ LESSON: 24 (Reading 7) SCHEME OF WORK: TEXTBO TOPIC: In the Past MAIN SKILL FOCUS: Read CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Reading Reading 1. Elicit from pupils what they did yesterda lesson tasks. 3.2 3.2.1 Lesson delivery Understand a Understand the 2. Play the CD (CD1 – Track 39) for Activit variety of linear main idea of simple pupils they’ll hear Greg and Anna talking. F and non-linear texts of one or two print and digital paragraphs 3. Ask pupils to read the text on the page t texts by using appropriate Complementary 4. Follow the instructions for Vocabulary (C reading strategies Skill Post-lesson Complementary Skill Listening 5. Review some of the past tense verbs by 1.2.3 activity from the list of post-lesson tasks. Listening Understand with 1.2 support short simple narratives on a Understand range of familiar meaning in a topics variety of familiar contexts Primary Year 4 SJK Scheme of Work

OOK BASED LESSON (Unit 3) ding THEME: World of Self, Family and Friends EMENT: Values LANGUAGE/GRAMMAR FOCUS: Past simple yes/no questions with did and was/were G OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ay using one of the activities in the pre- Get Smart Plus 4 Differentiate learning ty 1 with the Student’s Book shut. Tell according to the Follow the instruction in Activity 1. Activity 1 needs of your pupils to check their answers. Student’s Book and class. Please see CD1 – Track 38) in the Teacher’s Book. (page 28) and the seven Teacher’s Book differentiation y playing a word game or choosing an (page 50) strategies listed in the introduction. Please also consider the following: You could vary the questions/statements in Stage 5 so that different pupils have more or less challenge in this activity, according to their proficiency level. 60

WEEK: __ LESSON: 25 (Writing 7) SCHEME OF WORK: TEXTBO TOPIC: In the Past MAIN SKILL FOCUS: Writin CROSS-CURRICULAR ELE CONTENT LEARNING LEARNING OUT STANDARD STANDARD Main Skill Main Skill Pre-lesson Writing Writing 1. Play a game where pupils listen and exp answer/response (e.g. pre-lesson task 5) t 4.3 4.3.1 questions/statements. Communicate Use capital letters, Lesson delivery with appropriate full stops, question language form marks and commas 2. Ask pupils to read the text from last less and style for a in lists appropriately of questions in past tense. range of purposes in guided writing at 3. Follow instructions for Grammar Box in in print and digital discourse level attention to punctuations (use of comma, f media word order in writing questions in past tens Complementary Complementary Skill 4. Prepare a set of questions in past tense Skill pupils to punctuate correctly. Reading 5. Then, follow instructions for Activity 3 in Reading 3.2.2 Post-lesson 3.2 Understand specific 7. Choose a suitable Post-lesson task from Understand a information and reflect on their learning in this sequence of 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 3) ng THEME: World of Self, Family and Friends EMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple yes/no questions with did TLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES press their own to review past tense Get Smart Plus 4 Differentiate learning according to the needs of son again and find examples Activity 3 your pupils and class. Please the Teacher’s Book. Draw Student’s Book (pages see the seven differentiation full stop and apostrophe) and 28 – 29) and Teacher’s strategies listed in the se. Book (pages 50 - 51) introduction. Please also e without punctuations. Get consider the following: n the Teacher’s Book. A set of questions without punctuations Consider pairing pupils with different proficiencies so they can support each other; or pair similar proficiencies so that you can offer support to those who need it. In this case, be sure to prepare a useful activity for fast finishers. m the list, which asks pupils to f lessons. 61

SCHEME OF WORK: NON-TEXT WEEK: __ LESSON: 26 (Language Arts 7) MAIN SKILL FOCUS: Lang TOPIC: Woodpecker (Poem) CROSS-CURRICULAR ELE Sustainability / Creativity an CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre lesson 1. Conduct Steps 1-4 of Activity 2 in the CC Language Arts Language Arts Lesson delivery 5.3 5.3.1 2. Conduct Steps 1-4 of Activity 3 in the CC Highlight the use of ‘wh’ questions in unde Express an Respond 3. Continue Activity 3 by conducting Steps imaginative imaginatively and 4. Get pupils act out the dialogue. response to intelligibly through literary texts creating simple Post lesson picture stories, 5. Conduct Steps 7-10 of Activity 2 in the C simple poems and 75). cartoon stories Complementary Complementary Skill Skill Writing Writing 4.2 4.2.1 Communicate Explain and give basic information reasons for simple intelligibly for a opinions range of purposes in print and digital media Primary Year 4 SJK Scheme of Work