Primary Year 3 SK SOW

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work
Primary Year 3 SK
Primary Year 3 SK
(National Schools)
Scheme of Work
Primary Year 3 SK Scheme of Work
Contents
Content overview .........................................................................................................................................................................................................................................

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1. Content and organisation of the Primary Year 3 Scheme of Work ........................................................................................................................... 7

2. Scheme of Work Template: Supporting Information .............................................................................................................................................. 10
3. Pre-lesson and Post-lesson tasks ......................................................................................................................................................................... 12
4. Differentiation strategies for Primary pupils ........................................................................................................................................................... 22
5. Glossary of terms in Year 3 ................................................................................................................................................................................... 25
6. Scheme of Work: Lessons 1–160 .......................................................................................................................................................................... 29
UNIT 1 ..................................................................................................................................................................................................................... 29
UNIT 2 ..................................................................................................................................................................................................................... 50
UNIT 3 ..................................................................................................................................................................................................................... 74
UNIT 4 ..................................................................................................................................................................................................................... 97
UNIT 5 ................................................................................................................................................................................................................... 124
UNIT 6 ................................................................................................................................................................................................................... 145
UNIT 7 ................................................................................................................................................................................................................... 165
UNIT 8 ................................................................................................................................................................................................................... 184
UNIT 9 ................................................................................................................................................................................................................... 209
UNIT 10 ................................................................................................................................................................................................................. 238
Primary Year 3 Scheme of Work

Content overview
The purpose of this document is to provide teachers with support and information on planning, creating and delivering their lessons throughout the year.
Teachers will need to refer to this document when planning and delivering both their textbook-based lessons and non-textbook-based lessons.
In this Scheme of Work document, teachers will find the following information:
1. Content and organisation of the Scheme of Work
This section provides teachers with an introduction to the Scheme of Work and an explanation of how the textbook-based and the non-textbook-based
lessons are organised within the Scheme of Work.
2. Supporting information
This section provides teachers with an explanation of the information contained within the Scheme of Work template. This section also gives teachers
advice on completing the Scheme of Work template for their own non-textbook-based lessons.
3. Pre-lesson and post-lesson tasks
In this section, teachers will find some suggestions for pre-lesson and post-lesson tasks. Pre-lesson tasks are short tasks that come at the beginning of
the lesson to help pupils warm up and to introduce or review learning. Post-lesson tasks come at the end of the lesson to review, summarise, personalise
or talk about learning in the lesson. Some lessons in the Scheme of Work guide teachers to choose per- and post-lesson activities from this section.
4. Differentiation strategies for Primary pupils
This section provides teachers with a number of suggested differentiation strategies that teachers may wish to use in their planning to help meet the needs
of the pupils in their class.
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5. Glossary of terms in Year 3
Teachers should refer to the Content and Learning Standards contained within the Scheme of Work when planning their lessons. These Content and
Learning Standards come from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum Framework documents.
This section provides teachers with supporting explanations for some of these Content and Learning Standards. It also provides explanations of important
terms used in some of the lessons. These terms are mainly found in the Learning Outline section (see the first table in the Glossary of Terms).
6. Scheme of Work (Lessons 1–160)
This is the main section of the scheme of work. It provides teachers with details for the textbook-based and non-textbook-based lessons.
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1. Content and organisation of the Primary Year 3 Scheme of Work
What is the Primary Year 3 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The Scheme of Work will
assist teachers in their daily, weekly and longer-term planning of lessons.
What does the Primary Year 3 Scheme of Work consist of?
The Scheme of Work consists of 160 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons, teachers
will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 160.
The Scheme of Work consists of the following two types of lessons:
A. Textbook-Based Lessons: The materials for these lessons includes learning activities from the selected Year 3 textbook. This textbook is Get
Smart plus 3. Year 3 covers the whole textbook from Unit 1 to Unit 10.
B. Non-Textbook-Based Lessons: The learning outline in these lessons is generally related to the material in the textbook, but does not use material
from it. There are three types of non-textbook based lessons: skills-based lessons, Language Arts lessons and Language Awareness lessons.
How are the Primary Year 3 Scheme of Work lessons organised?
Most lessons in the Scheme of Work are textbook-based lessons. There are a few skill-based lessons (e.g. Writing, Speaking), some Language Arts
lessons, and Language Awareness lessons that are non-textbook-based lessons.
Typical lesson cycles
Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough materials for 16 lessons, including three cycles of the four skills (Listening,
Speaking, Reading, Writing) plus Language Arts lessons, and one Language Awareness or Project-Based Learning lesson:
Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus

1 Listening 11 Listening
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2 Speaking 12 Speaking
3 Reading 13 Reading
4 Writing 14 Writing
5 Language Arts 15 Language Arts
6 Listening 16 Language Awareness / Project-based
Learning
7 Speaking
8 Reading
9 Writing
10 Language Arts
Teachers should note the following:
• Textbook-based lessons will utilise material from the textbook as well as other suggested activities or material to help prepare pupils for new
learning, to consolidate or extend learning.
• Pupils are expected to have their own copy of the Student’s Book and use it in every lesson, including in non-textbook-based lessons, which
sometimes ask them to refer to their Student’s Book.
• Teachers should be able to access the Teacher’s Book for every lesson, including non-textbook-based lessons, which sometimes ask them to
refer to the Student’s Book. If teachers do not have regular access to the Teacher’s Book they should prepare a few lessons in advance while they
have the Teacher’s Book. If access to the Teacher’s Book is very limited, teachers are advised to be proactive and collaborative by planning
together and consulting with the English Head or a senior English teacher at their school. The Teacher’s Book provides a lot of guidance and ideas
as well as the listening audio script. It would therefore be useful for all teachers to access it, even if only periodically.
• Teachers are expected to plan lessons based on the lesson outline. They may need to develop and produce worksheets, create flashcards (these
picture cards that can be printed or drawn by the teacher) and prepare other material and resources for most lessons. Some lessons have
suggested worksheets that teachers can use if they wish to.
• Language Awareness lessons will focus specifically on the language taught in the unit. The Scheme of Work offers suggestions to teachers for
these lessons, but teachers are expected to plan these lessons based on the needs of their pupils. Teachers also expected to refer to the syllabus
which contains an overview of the language, vocabulary and the text types and other areas that are suitable for the grade.
• Every five lessons, pupils are asked to complete their learning diary at the end of the lesson. The learning diary is a place for them to reflect on
what they have learned recently (in approximately one week) as well as how they have performed in that learning. Based on this self-evaluation,
pupils set themselves informal goals for the next five lessons. Pupils will begin the year reflecting in a very basic way, and as the year progresses
they will develop these skills. Some pupils will develop these skills more than others, but all will gain from the use of higher order thinking skills
and a greater awareness of their own learning and the learning process. Pupils could use a separate notebook, or they could keep a section of
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their regular notebook for this. The teacher can collect and review the learning diaries to see how pupils develop these skills and how they view
their learning and progress.
• At the end of every unit, pupils review and assess their learning in that unit. This self-assessment is guided using a worksheet which identifies the
language covered in the unit. Pupils can be asked at this point to review their learning diaries. This self-assessment should be completed in class
time, not given for homework. Pupils will need guidance from the teacher to complete it, especially in the first part of the year. The teacher should
collect the self-assessment worksheets and note common answers as well as any particular problems some pupils think they are having. Pupils’
skills in self-assessment will develop over the year and they may begin the year at a very basic level.
• Two lessons (Lessons 80 and 160) provide teachers with the opportunity to create Project-Based Learning (PBL) Lessons. These lessons provide
teachers with the content they need to prepare activities that incorporate project work and promote independent learning.
2. Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (for example, Lesson 1 Listening; Lesson 16 Language Awareness).
2. Main Skill Focus

Each lesson has one main skill focus. If the focus of the lesson is not on language skills (Listening, Speaking, Reading, Writing), then the main skill focus
will reflect the focus area of the lesson (e.g. Language Awareness, Language Arts, Project-Based Learning lesson).
3. Theme
The three given themes are:
• World of Self, Family and Friends
• World of Knowledge
• World of Stories
4. Topic
Topics are taken from the textbook. The topics are suitable for the pupils’ age and proficiency level.
5. Cross-Curricular Elements
Each cycle of lessons has been assigned a specific Cross-Curricular Element. Teachers will need to refer to the section on Cross-Curricular Elements in
Standards-Based Curriculum and Assessment Document (DSKP) for further guidance. Teachers are encouraged to link to other Cross-Curricular
Elements within a lesson cycle, in addition to the suggested one given, if they identify opportunities where relevant cross-curricular connections can be
made.
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6. Language/Grammar Focus
This is related to the grammatical structure/function (for example, Present Simple and Present Continuous) that is the focus of the lesson.
7. Content Standards and Learning Standards

The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum
Framework document.
8. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one Main Skill and one Complementary Skill. To ensure that pupils receive sufficient exposure to and
practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once in the Scheme of Work. Learning
Standards are covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that both the Main Skill and the
Complementary Skill are covered in each lesson. The Complementary Skill is not an optional skill that can be ignored or dropped from the lesson. Doing
this may mean that pupils do not receive adequate practice in and exposure to all the given Learning Standards within the Curriculum Framework. When
teachers are planning their lessons, they must therefore ensure that both the Main Skill and Complementary Skill are each assigned a suitable learning
objective.
Teachers should also be aware that the Main Skill and Complementary Skill should not however be given equal time and attention within the lesson.
Teachers will need to ensure that the Complementary Skill is covered, but the degree of attention this receives in comparison to the Main Skill will be up
to the teacher’s own professional judgement as they will know better the specific learning needs of their pupils.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main stages of every lesson are highlighted: Pre-lesson, Lesson
delivery and Post-lesson. Teachers will also need to refer to the Teacher’s Book, which provides detailed information about the delivery of the textbook
activities for textbook-based-lessons.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a short
activity as an opportunity for pupils to share what they already know about the lesson topic. Post-lesson activities take place at the end of lessons to
review and consolidate the learning from a lesson. 10. Materials / References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the textbook-based lessons.
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3. Pre-lesson and Post-lesson tasks
Each lesson includes a suggestion for Pre-lesson and Post-lesson tasks. Some of these are outlined in the Learning Outline, sometimes teachers are
directed to the textbook. In other lessons, teachers can refer to and choose a suitable task from the lists below. Pre-lesson activities activate and review
pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a short activity as an opportunity for pupils to share
what they already know about the lesson topic or language. Post-lesson activities take place at the end of lessons to review and consolidate the learning
from a lesson or to give the teacher the opportunity to personalise or discuss learning.
1. Suggested Pre-lesson tasks

Below are 12 lesson tasks which teachers may choose from or adapt for the Pre-lesson section within the Learning Outline in the Scheme of Work. These
pre-lesson tasks are suitable to begin almost any skills-focused lesson and require minimal materials and preparation. They are simple for pupils to
participate in. Teachers can, of course, use their own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Each pre-lesson task takes about 5–10 minutes of class time.
Note: These tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified
for more proficient pupils, as noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS

AIM: To prepare and give pupils confidence for a Listening or Reading text MATERIAL:
Board, exercise books and pens
1. Write anagrams of key topic vocabulary words on the board, e.g. n d s w c h i a (= sandwich)
2. Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
3. If pupils find this difficult, provide the first letter of each word or provide a picture to help them with meaning.
4. When finished, invite pupils to form larger groups to see if they have the same words.
5. Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIALS: Board
1. Write questions on the board for a Listening or Reading text, that pupils will answer during the lesson.
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2. Provide two or three possible answers for each question, for example, ‘What did Sara do at the
weekend?’ 3. a. played football
4. b. watched TV
5. c. went shopping (make sure one is the correct answer!) 6.
Ask pupils to guess which one they think is the correct answer.
7. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: To prepare and give pupils confidence for a listening or reading text MATERIALS:
Board
1. Write a list of events in the Listening or Reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in any
order (Mohamed went camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: To revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary that pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use an
overhead projector and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: To revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple True/False sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is pets, ‘Cats are bigger than mice’, ‘Fish live in water’ etc).
3. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit the
topic of the lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own True/False sentences to use with other pairs or with the whole class.
PRE-LESSON TASK 6: FINGER-WRITING
AIM: To practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words that pupils will need for the lesson. These should be words pupils already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.
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4. Write a topic word on the board, give pupils about 5 seconds to remember it, and then rub the word off the board. You could use a picture if pupils may benefit
from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS:
Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example below _ _ _ _ _ _ (planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write the
incorrect letter on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!
Note: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT

AIM: To help pupils with Listening or Reading comprehension MATERIALS:
Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main Listening or Reading focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Choose about 7 or 8 topic words that pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
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5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.
PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check their answers.
5. Ask pupils to read all the words aloud.
Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of
words to check vocabulary production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds and written words is still valuable to pupils in Year 3 from time to
time, especially with sounds that pupils find particularly difficult to hear or say.
PRE-LESSON TASK 12: PASS IT ON
AIM: To review vocabulary or language to prepare for a lesson
MATERIALS: Word or flashcards
1. Review with the whole class the word or flashcards you are using in this task.
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2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it
on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
Note: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.
2. Suggested post-lesson tasks

Below are 12 lesson tasks which teachers may choose from or adapt for the Post-lesson section within the Scheme of Work. These Post-lesson tasks are
suitable for ending almost any skills-focused lesson. They are simple for pupils to participate in. Each Post-lesson task takes about 5–10 minutes of class
time. Teachers can, of course, use their own Post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be
modified for slightly more proficient pupils, as noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text that pupils will work on in the lesson (e.g. Mike’s favourite season
is winter instead of Mike’s favourite season is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell them they are going to listen to the text again but this time there
are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: To review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be The story is about a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the flashcards to help them.
This could be sentences focusing on content or simply words.
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5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and write information under the corresponding flashcard.
POST-LESSON TASK 3: GUESS THE WORD
AIM: To review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting pupils see what it is.
4. Explain the word without saying the name, or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there are none left in the bag.
A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4–6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors that pupils made in a Writing task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected versions.
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: To practise the pronunciation of key language from the lesson
MATERIALS: Listening or Reading text, board
1. After pupils have worked on a Listening or Reading text, choose a key sentence or sentences you want pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask the pupils to say the complete sentence: they have to
remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.
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Note: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words
depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: To review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a
square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line, who
writes down the word, or follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 7: LISTEN AND POINT
AIM: To review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who
writes a word in the next space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point.
Alternatively, you can avoid giving points for these kinds of game but offer praise yourself and from the other pupils when teams do well.
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
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MATERIALS: Board
1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is large, pupils can work in pairs to agree a number together and
write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make
their statements.
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures
on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you can
connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
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2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example;
then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity.
This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound.
This could be from the lesson or could be from the whole year so far.
4. Differentiation strategies for Primary pupils

The Scheme of Work outlines one or more suggestions for differentiation for each lesson. These suggestions are related directly to the focus of that lesson
and are often similar to the strategies below. However, every class is different, and teachers are encouraged to reflect on the learning needs of their
individual pupils in each class. They may choose to follow the suggestions in the Scheme of Work, and/or follow one or more strategies from the list below.
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses.
Openended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute more unusual words, more
complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient groups of pupils
according to their needs and interests: see Strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided The

teacher can support pupils to understand and use language with:
• their own instruction (e.g. ‘It begins with B. You read it. It’s on the desk.’)
• with gestures
• with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary) with written words (e.g. written words on a worksheet to
help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be provided for more
proficient pupils. For example, you can give more proficient pupils basic verbal instructions without using gestures.
Strategy 3: Differentiate by the outcome expected from pupils

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The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Two useful strategies here are: i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for more proficient language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less
proficient pupils have good memories, so as well as different outcomes, this task also allows different pupils to make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should be given a little
more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: you choose what to talk about). Rewarding fast finishers with something ‘fun’ to do
(such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their own
speed. Extra tasks should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers should
make sure to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks.
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Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is limited. They often involve very short responses. Open questions usually have
more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is James? Is it a dog or a cat?) gives
them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more proficient pupils
(e.g. What can Mandy do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them more
open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and helps
the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is less proficient at Writing has tried
hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or important
words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil writes well
and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil should be
able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ spoken language.
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5. Glossary of terms in Year 3
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find useful the following explanations
of important terms used in Learning Outlines.
Term in Year 3
Meaning
Scheme of Work
brainstorm
This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without worrying about
accuracy. It may be listing, categorising etc.
circle game
In this kind of whole-class activity, pupils sit (or stand, if space is limited) in one large circle, including the teacher. Everyone can see and interact with
everyone else.
drill Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
may be recorded and pupils may repeat more/fewer times, individually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It
can be done in different fun ways.
elicit
This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see what pupils know
and makes pupils more active in their learning and language use.
fast finishers
Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to the next task
sooner than the majority of pupils because they finish earlier than the others.
gapped text
This is a text which has missing words or phrases. Pupils should read and decide which words or phrases to complete the text. This is also known as ‘fill in
the blanks’ activity.
monitor
Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are doing what they
should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.
peer-assessment
This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their speaking. The
feedback can take the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior knowledge Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.
scaffolding
Teaching strategies that aim to support pupils’ learning to help them to reach a higher level of understanding, thinking or language use. These may be
asking questions, giving examples or using pictures.
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Term in Year 3
Meaning
Scheme of Work
self-assessment
This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
need clarification or specific skills that need further development.
TPR activity
TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It also lets teachers
check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some of the
terms used.
Term in Year 3 Curriculum
Meaning
Framework
Listening
Listening 1.1.1 a range of target language phonemes
Recognise and reproduce with support a range of Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able
target language phonemes to hear and say most of the phonemes, including some of the less common ones.
Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the
contexts schemes of work and textbook, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2
topics.
Pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please
consider your local context to decide what is familiar to your pupils.
Listening 1.2.1 short simple texts
Understand with support the main idea of short Short simple texts are those with two sentences and more. They do not usually contain more than one
simple texts paragraph. They should be easy for pupils to understand.
See also:
• Listening 1.2.2
• Reading 3.2.1
• Reading 3.2.2
Listening 1.2.3 short simple narratives
Understand with support short simple narratives Short narratives are stories which are more than 10 lines long, up to around 10–12 pages if in storybook form.
Simple narratives contain language and ideas that pupils can understand and which are familiar.
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Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.

Meaning
Framework
Listening 1.2.4 wide range
Understand a wide range of short basic The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language.
supported classroom instructions short basic supported classroom instructions
Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated
See also: throughout the year. For example, Stand up in a circle.
Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
Listening 1.2.5
that pupils can understand what the teacher would like them to do, without the teacher having to use first
language.
Listening 1.2.5 short supported questions
Understand a wide range of short supported Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures
questions and objects to visually support meaning.
Listening 1.3.1 unfamiliar words
Guess the meaning of unfamiliar words by using These are words pupils do not already understand or produce in English.
visual clues when a teacher or classmate is
speaking
Speaking
Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples include pupils talking
about themselves, giving personal information or saying what they like.
Speaking 2.1.1 basic opinions
Ask about and express basic opinions Basic opinions are expressed in simple language and are simple in both the meaning and the thinking behind it,
for example I like/do not like … or giving an opinion about a film (e.g. It was good.)
Speaking 2.1.2 Basic everyday routines basic everyday routines
Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
Speaking 2.1.3 short sequence of basic directions
Give a short sequence of basic directions Basic directions are short, often two or three words long and use imperative verb forms, for example ‘Turn left’.
Two or three of these together make a short sequence of basic directions.
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Speaking 2.2.1 short exchanges
Keep interaction going in short exchanges by An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short
repeating key words from the other speaker exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one
word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.
Speaking 2.3.1 short basic events
Narrate very short basic stories and events These may be something that a pupil has experienced, such as something that happened during holidays, a
birthday party or at the weekend. They are personal and will be very short, for example up to three or four
sentences. Often the narration will be prepared in advance if it is this long. It will be in very simple language.

Meaning
Framework
Reading
Reading 3.2.4 key features of a simple monolingual dictionary
Recognise and use with support key features of A monolingual dictionary is one which has only English (the words and the definitions). Various titles are
a simple monolingual dictionary available specifically for children learning English or for CEFR A1 level learners.
Reading 3.3.1 A1 fiction/non-fiction print and digital texts
Read and enjoy A1 fiction/non-fiction print and These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes,
digital texts of interest emails, etc.
Writing
Writing 4.1.2 cursive writing
Begin to use cursive handwriting in a limited This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the
range of written work process of writing faster and is used by native writers of alphabetic scripts.
Writing 4.1.2 a limited range of written work
Begin to use cursive handwriting in a limited Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or
range of written work number is required). When pupils work on drafts of their writing, the teacher should encouraged them to work on
their cursive handwriting as well as on their language in a final version in particular. However, if pupils are to
write quickly, for example in a Listening task or a brainstorming activity, then they needn’t use cursive writing.
Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
a range of purposes
The range of purposes is described in the Learning Standards for Years 1-6. These purposes involve finding out
about and giving personal details and opinions.
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Writing 4.2.1 simple opinions
Express simple opinions These are the expression of opinions such as what pupils like, dislike, prefer, or what they think of, for example,
an idea or some unusual food or clothes. The language used here will be very simple and the opinions at a basic
level. Pupils do not need to justify their opinion, but could begin to be asked for this in a basic way.
Writing 4.3.1 guided writing
Use capital letters, full stops and question marks Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and
appropriately in guided writing at sentence level language.
See also Writing 4.3.2
Writing 4.3.2 familiar high frequency words

Spell an increased range of familiar high High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the
frequency words accurately in guided writing week, and classroom objects. Please use your own judgement on familiar high frequency words, according to
words pupils write often in your lessons.
6. Scheme of Work: Lessons 1–160 UNIT

1
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language;

LANGUAGE/GRAMMAR FOCUS:
Values
Possessive pronouns His / Her + name + ‘s (contraction)
CONTENT LEARNING MATERIALS / DIFFERENTIATION

STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
26
Get Smart plus
Pre-lesson 3 Differentiate learning
Main Skill Main Skill
1. Pupils sit in circle to introduce themselves My name’s [Amir]. according to the needs of your
Listening Listening Student’s Book pupils and class. Please see
1.3 1.3.1 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves and the pupil to p.5 Activity 1 the seven differentiation
Use appropriate Guess the meaning their right/left in the circle.
strategies listed in the
listening of unfamiliar words 3. Play memory game in the circle to remember names. Teacher’s Book introduction. Please also
strategies in a by using visual p.18 consider the following:
variety of contexts clues when a Lesson delivery
teacher or 4. Introduce/review adjectives (p.5) using flashcards, drawings and/or pupils as Adjectives Use a written model of
classmate is examples if appropriate. flashcards language on the board to
speaking support less proficient pupils.
5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18:
Vocabulary, Activity 1, TPR Activity. Ask pupils to write name cards
Complementary Monitor pupils carefully as they listen to the song to evaluate their vocabulary and if necessary to show during
Complementary Skill Listening skills. Review vocabulary next lesson as necessary. memory game.
Skill Speaking
Speaking 2.1.5 Post-lesson For fast finishers or more
2.1 Describe people proficient pupils you could
6. Use flashcards with the whole class to play a guessing game to review the adjectives
Communicate extend introductions to include
and objects using again. You could choose an appropriate post-lesson activity from the list in the descriptions.
simple information suitable words and introduction that suits your pupils’ needs and interests and that will review the main
intelligibly
phrases areas covered in the lesson.
LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values

have got (1st & 3rd person statements)

27
Pre-lesson Get Smart plus 3 Differentiate learning
Main Skill Main Skill 1. Play a game to review vocabulary and language from previous lesson. Student’s Book according to the needs of your
Speaking Speaking pupils and class. Please see
Lesson delivery p.5 Activity 2 the seven differentiation
2.1 2.1.5
Describe people 2. Use flashcards of characters from the textbook to introduce language, e.g. strategies listed in the
Communicate Teacher’s Book introduction. Please also
simple and objects using He/She has got brown hair / I have got brown hair. See also Teacher’s Book p.18–19
information suitable words p.18: Grammar Box consider the following:
intelligibly and phrases 3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind Textbook Ask some pupils for complete
pupils of the importance of being sensitive when describing people (e.g. for the character sentences, while others may
adjective ugly). flashcards form incomplete sentences at
Continue to monitor pupils as they work in pairs. Note which pupils are having this stage.
Complementary Complementary
Skill Skill difficulties or seem to find the activity easy. This will be useful for pairing and Set different targets for the
Listening Listening grouping pupils in future lessons. number of pupils they
1.2 1.2.2 Post-lesson describe.
Understand Understand with
meaning in a support specific 4. See Before leaving activity (Teacher’s Book p.18). For more proficient
pupils/classes, you could
variety of familiar information and
introduce a few more
contexts details of short
adjectives for describing
simple texts
people’s appearance or ask
pupils to give longer
descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language

Numbers up to 100 / have got question and Yes/No answer

28
Pre-lesson Get Smart plus 3 Differentiate learning according
Main Skill Main Skill 1. Review previous learning by playing a Guess who game as a whole class. Student’s Book to the needs of your pupils and
Reading Reading class. Please see the seven
Lesson delivery p.6 Activity 1, differentiation strategies listed in
3.2 3.2.2
2. Follow with Warm up activity (See Teacher’s Book, p.20). p.7 Activity 2 the introduction. Please also
Understand a Understand specific
information and consider the following:
variety of linear 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor Teacher’s Book
and non-linear details of short closely to see whether pupils are comfortable with numbers up to 100. If some are p.20 Pupils may need more time to
print and digital simple texts having difficulty, build in extra practice in this lesson (see step 2) and in the next review numbers (see step 2).
texts by using few lessons. Consider setting a homework task related to this. Numbers
appropriate flashcards Fast finishers could ask each
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by other how many shells they
reading strategies For next lesson,
tracking the words on the page with their finger as they listen to the recording.
make sure pupils have.
5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in
Complementary bring their
the story to guess the meaning of the words they don’t know in Activity 2.
Skill notebooks to
Reading Post-lesson
create their
3.2 6. Play a Stand up if it’s true – sit down if it’s false game using have/has got.
Complementary learning diaries
Understand a
Skill
variety of linear
Reading
and non-linear 3.2.3
print and digital Guess the meaning
texts by using of unfamiliar words
appropriate from clues provided
reading strategies by visuals and the
topic
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

29
Main Skill Main Skill 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). Teacher’s Book to the needs of your pupils and
Writing Writing You could choose an appropriate pre-lesson activity from the list in the introduction class. Please see the seven
p.20 differentiation strategies listed
4.2 4.2.4 that suits your pupils’ needs and interests and that will review language and/or
Communicate Describe people and vocabulary and prepare the pupils for the lesson. in the introduction. Please also
Family flashcards
basic information objects using consider the following:
Lesson delivery Worksheet for
intelligibly for a suitable words and Provide a gapped text (‘fill in
range of purposes phrases 2. Build model sentences on the board about pupils’ families/your own family: My drawing and the blanks’) on the worksheet
in print and digital name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language writing (see for pupils to complete, or
media from pupils as possible rather than giving them the language directly. suggestion below) provide/hide model sentences
3. Pupils complete worksheet by drawing a picture of their family and writing about it on the board. For example,
Complementary under the picture. Tell pupils that the work will be displayed so they should take care pupils need only write family
Skill with handwriting and neatness. Go around the classroom and check the pupils’ description words and phrases
Writing writing. If some pupils are finding writing certain letters within a word challenging, to complete the sentences
4.1 either show on the whiteboard how to write it, or show them on a blank page how provided on the
Complementary
Form letters and you would write it. If they are still finding it challenging, you could write that word in worksheet/board.
Skill
words in neat dotted line and ask the pupil to trach them. Display the pictures in the classroom.
Writing Some pupils could write more
legible print using 4.1.2 4. Review questions Has he/she got a brother? How many has he/she got? by asking
detail about themselves on the
cursive writing Begin to use cursive some pupils. You could also follow Teacher’s Book p.20 Grammar Box here.
worksheet or ask more
handwriting in a 5. Pupils move to the classroom display. Play a guessing game using the worksheets
displayed: questions in the guessing
limited range of game, e.g. about appearance.
written work P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has. P1:
Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to
find a well-drawn picture or some neat handwriting.
7. Learning diaries:
30
Tell pupils that they are going to create their own diaries to write their thoughts in.
The diary can be a small section in their notebooks. Ask pupils to think back on their
learning so far this week. In their learning diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes o n. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.
Suggested material for Lesson 4:
Develop a worksheet that gives space for pupils to draw a picture of their family. Add lines under the picture so pupils can write sentences about their families. For example:
Name: _______________ Class: ________ Date: __________
A picture of my family
About my family:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
31
LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has
contraction

32
In this lesson, pupils will make a class year book in groups. This can either be put Prepare and write Differentiate learning
Main Skill Main Skill together as a book, which can be copied for each pupil to take home, or it could be an a sentence (using according to the needs of
Language Arts Language Arts open book, displayed on the wall. Pupils will describe something interesting about their the lesson your pupils and class. Please
5.3 5.3.1 peers appearance, therefore responding creatively in writing. grammar focus) see the seven differentiation
Express an Respond about each pupil strategies listed in the
Pre-lesson on a strip of paper
imaginative imaginatively and introduction. Please also
1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to consider the following:
response to intelligibly through guess who it is about. They should find that pupil and check. Feed back by asking pupils A digital camera
literary texts creating simple and computer to Ask pupils to write two or
to read the sentence to the class.
action songs on upload and print more sentences about the
familiar topics. Lesson delivery out photos pupil in the group.
Other imaginative
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g. Plain paper, string You could ask more
appropriate. Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s and scissors (if proficient pupils or groups to
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can making a wall write some questions for their
write their sentences in their notebook. For example, Amir has a green hat. He likes display) classmates about the photos.
Complementary
Skill green colour. Plain paper, glue
Writing Monitor as pupils write and support them as necessary. Encourage pupils to support and ruler (if making
Complementary 4.3.3 each other in their groups. As you monitor, you could take a photo of each group. When
a class book)
Skill Plan, draft and groups are finished, they can help you to upload and print out the photo of their group.
Writing write an increased 3. Ask each group to check each other’s sentences and to discuss any changes that are
4.3 range of simple needed before writing a final version.
Communicate For a wall display:
sentences
with appropriate Pupils write on a small piece of paper. They then put up the photo on the display with the
language form and papers around it and a piece of string connecting it to the picture of the pupil it describes.
style for a range of
For a class book:
purposes
Pupils stick the photo in the middle of the page and write the descriptions around it,
in print and digital
connecting them to the pupil in the photo with a line.
media
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).

LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer
33

Get Smart plus 3 Differentiate learning
Pre-lesson according to the needs of your
Main Skill Main Skill Student’s Book
Listening Listening 1. Using flashcards, review key vocabulary and questions. Alternatively, choose to pupils and class. Please see
deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3 the seven differentiation
1.2 1.2.2
Understand Understand with that will review language and/or vocabulary and prepare the pupils for the lesson. strategies listed in the
Teacher’s Book introduction. Please also
meaning in a support specific Lesson delivery p.21
variety of familiar information and consider the following:
details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. Vocabulary
contexts Pupils can write about one, or
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards more than one, of the people
the board. Word & in Activity 3.
4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards Fast finishers could talk or
Complementary Complementary write about something that
Skill 5. Partners read each other’s sentences to guess who it is. Encourage them to check
Skill their partner’s work for correct punctuation (use of capitals, full stops and they collect or that someone
Writing Writing
apostrophes). they know collects.
4.3 4.3.1
Communicate Use capital letters, 6. Pupils rewrite their sentence based on their partner’s feedback.
with appropriate full stops and
language form question marks 7. Review and give feedback on pupils’ written work for both first and second drafts as
and style for a appropriately in well as the peer’s feedback. Make a note of common problems to review next lesson.
range of purposes guided writing at
sentence level Post-lesson
media 8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order
to make a sentence. Play as a whole class and then in groups if time allows.

LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer
34
Pre-lesson
Main Skill Main Skill Student’s Book according to the needs of your
1. Play a game to review key vocabulary. Alternatively, you could choose to deliver pupils and class. Please see
Speaking Speaking p.7 Activity 4
another appropriate pre-lesson activity that better suits your pupils’ needs/interests the seven differentiation
2.1 2.1.5
and that will review language and/or vocabulary and prepare the pupils for the lesson. strategies listed in the
Communicate Describe people Teacher’s Book
simple information and objects using Lesson delivery introduction. Please also
p.21 consider the following:
intelligibly suitable words and 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking
phrases Strips of paper for You could offer the choice of
pupils about the people and what they have got.
pupils to write a writing a full sentence, a
3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on phrase or drawing a picture +
Complementary
a number.
Skill Complementary 4. Give pupils a strip of paper. Ask them to write something they have got lots of and
Listening Skill how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to Pupils may need extra support
1.2 Listening 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s in changing the form from 3rd
Understand 1.2.5 for third person. to 1st person.
meaning in a Understand a wide 5. Put pupils in large groups. One pupil collects the papers, mixes them and You could ask more proficient
variety of familiar range of short redistributes them. pupils to try to find something
contexts supported questions they have got in common with
6. Pupils read the strips and take turns to ask the group members Have you got…? to
a classmate at the post-lesson
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15
stage.
books.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb
35
Main Skill Main Skill 1. Play an action or miming game to review key sports vocabulary. Student’s Book to the needs of your pupils and
Lesson delivery p.8 Activity 1; differentiation strategies listed
3.2 3.2.1
2. Begin the main lesson by following Teacher’s Book p.22 Warm up p.9 Activity 2 in the introduction. Please also
Understand a Understand the
variety of linear main idea of short consider the following:
3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per Teacher’s Book
and non-linear simple texts group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – p.22 Step 4 could be group reading;
print and digital pupils talk about the pictures). or each pupil in a group could
texts by using Sets of texts and have one or more of the texts
appropriate 4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pictures on to read or match; or some
pupils to read them and match to the correct pictures (which they already have).
reading strategies Student’s Book pupils could have a text, others
5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22). p.8 cut up for a picture to match.
Complementary matching You could ask various
6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22).
Skill
questions about the pictures of
Reading Post-lesson
Complementary the children to extend the
3.2 7. Ask pupils to put up their hands if they can paint/do karate etc.
Skill activity (e.g. what they look like
Understand a
variety of linear Reading 8. Monitor as pupils work on the activities in the lesson to assess their understanding of or, to more proficient pupils,
3.2.3
and non-linear can. Use this to decide how much to review and extend the language focus in the next questions about how they feel
Guess the meaning
print and digital of unfamiliar words few lessons. when they do the activities).
texts by using from clues provided
appropriate by visuals and the
reading strategies topic

LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer

36
Get Smart plus Differentiate learning
Main Skill Main Skill Pre-lesson 3 according to the needs of your
Writing Writing pupils and class. Please see
1. Use sports flashcards to play a vocabulary review game. Student’s Book
4.3 4.3.2 Spell an the seven differentiation
Lesson delivery p.9 Activity 3 & strategies listed in the
Communicate with increased range 4
appropriate of familiar high 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can introduction. Please also
frequency words he/she X? Pupils reply Yes, he/she can or No, he/she can’t. consider the following:
language form Teacher’s Book
and style for a accurately in 3. Follow on with Activity 3 (Teacher’s Book, p.23). Monitor pupils’ use of vocabulary. You could p.23 Vary the type of activity to
range of purposes guided writing include movement and visuals
introduce more vocabulary in this lesson, if your pupils are ready for it. This would be a chance Sports
in print and digital to support understanding and
to introduce some sports or hobbies that are popular with children at the moment in Malaysia. flashcards
media help pupils remember
4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the language according to the
Complementary letters/words and ask pupils to rearrange them correctly). needs of your own pupils.
Skill Complementary 5. Follow on with Activity 4 (Teacher’s Book p.23).
Skill If you have proficient pupils,
Listening Post-lesson you could focus on adverbs
1.2 Listening
1.2.1 6. If time allows, play a spelling game with sports words and pictures. (e.g. very well) from Activity 4.
Understand
Understand with Include an extension activity to
meaning in a 7. Learning diaries:
support the main Ask pupils to think back on their learning so far this week. In their learning diary, they can practise these in writing.
variety of familiar
idea of short write:
contexts
simple texts • New words I remember
• Activities I enjoyed
• A skill I did well in (L/S/R/W)
• A skill I need to do better in (L/S/R/W)
• Something I feel proud of (about my English)
Remember that as it is still the beginning of the school year, pupils may begin reflecting in their
first language and at a very basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
TOPIC: Welcome! LANGUAGE/GRAMMAR FOCUS: Modal can statements

CROSS-CURRICULAR ELEMENT: Creativity &
Imagination
37
Action flash cards Differentiate learning
Main Skill Main Skill Pre-lesson (picture or words) according to the needs of your
pupils and class. Please see
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action Online song (see
5.3 5.3.1 the seven differentiation
cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You Learning Outline)
Express an Respond strategies listed in the
may need to pre-teach some of these words if your pupils are not familiar with them
imaginative imaginatively and Lines of the song introduction. Please also
so check first. consider the following:
response to intelligibly through 2. Give each pupil a card. They look at the card and mime the action, either as I can or I cut up (in verses)
literary texts creating simple can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). Plan how to group pupils for
action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: this task. If your class has
familiar topics. She can’t play chess.). Pupils keep the cards. mixed levels of proficiency,
Other imaginative then try to group pupils so
responses as Lesson delivery there is a range of proficiency
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from in each group. However,
prelesson stage). If they hear their word, they should hold up their card. Play the encourage all pupils to
Complementary song: http://learnenglishkids.britishcouncil.org/en/songs/i-can-run participate equally by sharing
Complementary
Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song out the lines of the song at the
Skill performance stage.
Language Arts Language Arts again.
5.1 Enjoy and 5.1.1 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song. For fast finishing groups, ask
appreciate In addition to Year 2 They divide the lines between them, one each. Play the song again. Pupils order the them to write a second verse.
rhymes, poems text types: simple lines as they hear them.
and songs poems 6. Feed back by having groups sing the song in the order of verses (with or without the
video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.

LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer
38


Main Skill Main Skill Student’s Book p.9 according to the needs of your
1. Play a word game such as Word Ladder (you can create it online:
Listening Listening pupils and class. Please see
www.edugames.org/word-games/word-ladder/word-ladder-download.php) or a Activity 5 Teacher’s the seven differentiation
1.2 1.2.5 brainstorming activity in groups. Pupils write vocabulary related to the activities Book p.22 strategies listed in the
Understand Understand a wide topic.
meaning in a range of short introduction. Please also
Lesson delivery Action flashcards consider the following:
variety of familiar supported questions from last lesson
contexts 2. Return to some difficult or new words from the pre-lesson activity and check Extend vocabulary according
spellings/vocabulary as a whole class. Introduce new words according to the needs Word Ladder game to the needs and interests of
Complementary and personal interests of your pupils. your class.
Skill 3. Ask questions to pupils, moving from Can he/she..? to Can you…? If you have extra time, pupils
Speaking Complementary
Skill Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach could write about themselves
2.2
Use appropriate Speaking some phrases for this such as Can you help me/us, please? and/or their partner in their
communication 2.2.2 notebooks, based on their
Ask for attention or 4. Follow the Teacher’s Book p.22 instructions for Activity 5.
strategies findings.
help from a teacher Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the
or classmate by notes to help plan upcoming lessons.
using suitable
questions Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve
TPR (listen and mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they sit down if
they can’t do the action. Those who sit down, ask them another Can you xx?
39

LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

Main Skill Main Skill 1. Play a circle game (a whole class activity where pupils sit or stand in a large circle) according to the needs of your
Student’s Book p.10 pupils and class. Please see
Speaking Speaking to review numbers up to twelve. Teacher can choose another pre-lesson activity
2.1 2.1.2 from the list provided in the introduction. Activity 1 the seven differentiation
Communicate Find out about and strategies listed in the
Lesson delivery Teacher’s Book introduction. Please also
simple information describe basic
2. Introduce telling the time (on the hour and half past) using the board or toy clocks if p.24–25 consider the following:
intelligibly everyday routines
available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this Toy clock(s) It may be helpful for some
stage. pupils to have and use toy
Complementary Complementary YouTube game
Skill Skill 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). clocks instead of / as well as
suggestion for the pictures in the book (p.24).
Listening Listening 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor postlesson
1.2 1.2.5 as pupils work on this activity. Depending on their performance, you could ask For more proficient classes,
Understand Understand a wide pupils to repeat Activity 1 with new partners. Small pieces of you could introduce and
meaning in a range of short 5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ paper scrunched up practise more times (e.g. 3.15
(pupils can make
variety of familiar supported questions performance and interests. / quarter past three)
these for
contexts Post-lesson themselves)
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s Note: for next
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.
40
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

Main Skill Main Skill 1. Follow instructions for Teacher’s Book p.26 Warm up. according to the needs of your
Student’s Book p.11 pupils and class. Please see
Reading Reading
3.2 3.2.2 Lesson delivery Activity 1 the seven differentiation
strategies listed in the
Understand a Understand specific 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book
variety of linear information and introduction. Please also
p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7
details of short consider the following:
and non-linear they will read.
print and digital simple texts Family photos (from Ask different prediction
3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each
texts by using you and your pupils) questions to different pupils,
pupil, or on a worksheet). Ask pupils to read their question.
appropriate depending on their level of
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions
proficiency. Some may be
question. They could write their answer on the paper or in their notebook. worksheet/strips,
closed questions, others open
from Teacher’s
Complementary 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading Book p.26
questions.
Skill Complementary skills. Use questions to support or extend their understanding. Make notes on pupils
You could give more than one
Speaking Skill as necessary.
question to some pupils to
2.1 Speaking 6. Feed back as a whole class. Ask pupils to read their question then give the answer. answer.
Communicate 2.1.5 Pupils can then check each other’s answers as they listen.
simple information Describe people Plan which pupils will answer
7. Follow instructions for Optional 1 activity (Teacher’s Book p.27).
intelligibly and objects using questions during feedback to
suitable words and Post-lesson help showcase pupils who
phrases 8. Play a True/False game based on the information in the text. Ask pupils to explain have worked hard.
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.

41
Get Smart plus 3 Differentiate
Main Skill Main Skill Pre-lesson Student’s Book learning according
Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. to the needs of your
p.11 Activity 1 pupils and class.
4.3 4.3.1 Lesson delivery
Communicate with Use capital letters, Please see the
Teacher’s Book seven differentiation
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book p.27
language form and question marks p.11) while pupils read along. strategies listed in
style for a range of appropriately in Family photos the introduction.
3. Pupils use the sentence beginnings to tell their partner about their family (two or more Please also
purposes in print guided writing at sentences). This is to review the language and help with oral planning.
and digital media sentence level consider the
4. Follow on with the Writing Tip (Teacher’s Book p.27). following:
Complementary 5. Have pupils write two or more sentences about their family in their notebooks or for Provide
Skill classroom display. They could add the family photos they brought if they are not too individualised
Complementary
Writing valuable to them. feedback on pupils’
Skill Writing.
4.3 Writing
Communicate with 6. Collect the writing and use it to informally assess learning in this unit. Give positive and
4.3.3 constructive feedback to pupils using your notes on their performance during this unit. Use You could set
appropriate Plan, draft and write different Writing
a basic marking key to show pupils where their mistakes are so that they can correct their
language form and an increased range own work. See this link for ideas on basic marking key: targets for different
style for a range of www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 This pupils depending on
of simple sentences
could be done in the next lesson(s) or as homework. your pupils’ levels.
purposes in print
and digital media Post-lesson If you have extra
time, pupils could
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. play a guessing
8. Learning diaries: game where they
read each other’s
Ask pupils to think back on their learning so far this week. In their learning diary, they can work and guess
write: whose family it is.
• New words I remember
• Something I feel proud of in my English
Remember that as it is still the beginning of the school year, pupils may begin reflecting in
their first language and at a very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on. Some pupils will be
more able to do this than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
42
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values

LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

Pre-lesson Differentiate learning according
Main Skill Main Skill 1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional). Get Smart plus 3 to the needs of your pupils and
Language Arts Language Arts class. Please see the seven
Lesson delivery Student’s Book differentiation strategies listed in
5.2 5.2.1 p.12–13
Express personal Ask and answer 2. Introduce the characters of the story using the puppets you have prepared. Ask the introduction. Please also
responses to simple questions pupils questions about the puppets to review key language and predict the story. Teacher’s Book consider the following:
literary texts about characters, p.19, p.28–29 If you have extra time, you could
3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to
actions and events do the Optional activity (see
help them act out the story in pairs. See materials
of interest in a text Teacher’s Book p.29).
list on Teacher’s
4. Pupils should practise before performing to the whole class. You could use this as
Book p.28 Give individualised constructive
Complementary an opportunity for peer feedback, by asking pupils to comment on each other’s
Complementary performances. Make notes, too, on pupils’ performance related to pronunciation in feedback to pupils by thinking
Skill Stick puppets of
Skill particular. Give plenty of positive feedback to each pair/group and summarise areas about the progress each pupil
Speaking characters from
Speaking to work on for the whole class after the activity. has made over the unit. You can
2.3.1 story (cut out a
2.3 use your notes to help.
Narrate very short Post-lesson picture of each
Communicate and glue it on to
basic stories and 5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29,
appropriately to a a stick/straw)
small or large events Poststory activity). This could be done in pupils’ first language if necessary.
group Sticks/straws,
scissors for
pairs/groups
43
LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

Depending on Differentiate learning according
Use the notes you have made on pupils during this unit to adapt this plan so that your your focus: to the needs of your pupils and
Main Skill Main Skill lesson reviews areas needed by your pupils. You might consider using some of the
material as a homework task, if appropriate. Worksheets (see differentiation strategies listed in
3.2 3.2.2 below)
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending the the introduction. Please also
variety of linear information and main language points in Unit 1 according to the needs of your pupils. Flashcards of consider the following:
and non-linear details of short characters from
Pre-lesson You could offer pupils a choice
print and digital simple texts Get Smart plus
of these activities or you could
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits 3 (Greg & Anna,
ask different pupils to do
appropriate your pupils’ needs and interests and that will prepare the pupils for the lesson. Student’s Book
different activities depending on
reading strategies p.6) their individual needs, based on
Lesson delivery Have
Action cards formative assessment in this
got:
Complementary unit.
Toy clocks
Skill 2. Show flashcards of characters from the textbook. Elicit sentences about the Have pupils do more activities
Writing Complementary characters He/She has got... Write the sentences on the board and put the pictures Get Smart plus 3
and/or make their own activities.
4.3 Skill next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or
Communicate have got with he and she. Student’s Book
Writing p.14 Activities 1
with appropriate 4.3.1 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the board, and/or 2 and/or 3
language form and Use capital letters, write their name and write a sentence about themselves I have got… Ask pupils
style for a range of full stops and Teacher’s Book
questions about the form with I (have got).
purposes question marks p.31
in print and digital appropriately in 4. Next pupils complete Sections A & B of the worksheet (see below).
media guided writing at Self-assessment
5. Feed back on the answers as a whole class. Note any common problems or
sentence level worksheets
mistakes and review as necessary.
Can:
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
44
9. Feed back on the answers as a whole class. Note any common problems or
mistakes and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s
x o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a
clock and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: You could also make use of the review activities in Revision (Student’s Book
p.14 / Teacher’s Book p.30–31) and/or consider offering pupils a choice of activities
from the optional activities described on Teacher’s Book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? self
assessment section of the worksheet.
13. Collect the worksheets from pupils and review them to note pupils’ performance. If
there are any areas of concern, prepare a review of these in upcoming lessons.
45
Worksheet for Lesson 16 (Language Awareness 1)
Unit 1: Welcome!
Language Awareness
Name: _________________________________ Class: ______________ A:
Read and draw
Laila is a girl.
She has got long, straight, black hair.
She has big brown eyes.
She’s got a big smile.
B : Read and circle the correct answer

1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.
3. I has got / have got seven shells. 4. You has got / have got two brothers.
C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the
___________________________________________
___________________________________________
2. can / dive / he /
___________________________________________
he / no / can’t
___________________________________________
3. they / can / swim

___________________________________________
can / yes / they
___________________________________________
48
D: Read and draw the time on the clocks.

It’s five o’clock.
It’s eleven o’clock.
It’s half past two. It’s half past three.
How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…
say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____
49
UNIT 2
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Student’s Book according to the needs of
Pre-lesson your pupils and class. Please
Listening Listening p.15
1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the see the seven differentiation
1.2 1.2.2
words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have strategies listed in the
Understand Understand with Teacher’s Book
pupils sit or stand in a circle from this stage of the lesson. introduction. Please also
meaning in a support specific p.32
variety of familiar information and Lesson delivery consider the following:
contexts details of short Flashcards of the You could introduce one or
2. Introduce the flashcards and play a circle game to have pupils practise the phrases. new vocabulary (at
simple texts two more daily routine
3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the least one card per expressions at this time, if you
class what is on their card. pupil) think your pupils may already
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up know this vocabulary.
Complementary Complementary their card when they hear their action. Play the recording once.
Skill Skill 5. Play the recording again. This time, all pupils should mime all the actions as they hear Do not insist that all pupils do
Listening Listening them. every action as they listen to
1.3 Use 1.3.1 the song. Some pupils may
Guess the 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the just do one or two because it
appropriate
listening strategies meaning of words before drawing a line to match the pictures, as shown in the example on p.15. can be difficult to hear,
in a variety of unfamiliar words Watch pupils carefully during these activities to see how well they have understood the understand and mime
contexts by using visual new vocabulary. quickly. If this is too
clues when a challenging, then ask pupils
7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.
teacher or to mime just the action they
classmate is Post-lesson
have on their card.
speaking 8. Have pupils play a mime game in pairs or small groups. Alternatively, you could choose
an appropriate post-lesson activity from the list in the introduction that suits your pupils’
needs and interests and that will review the main areas covered in the lesson.
50
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

LEARNING OUTLINE
Main Skill Main Skill 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. according to the
needs of your pupils
Speaking Speaking Student’s Book
Lesson delivery and class. Please see
2.1 2.1.2 p.15 Activity 1
Communicate Find out about and 2. Review the vocabulary flashcards from last lesson with the whole class by playing a the seven
simple information describe basic guessing game (see, for example Pre-lesson task 4). Introduce the word cards as you do differentiation
this. Teacher’s Book p. strategies listed in the
intelligibly everyday routines
32–33 introduction. Please
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word
also consider the
Complementary cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to
Vocabulary following:
Skill find a picture + a word that matches.
Complementary flashcards and
Skill Writing 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily
word cards (1 set You could put large-
Writing 4.3.2 routines.
size words cards on
4.3 Spell an increased 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. per pair or small the board or leave
Communicate with range of familiar group)
high frequency 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle sets with pupils so
appropriate (move around the classroom and choose who to speak to, not stay with their regular partner) they can copy the
language form and words accurately in
to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to spelling for the main
style for a range of guided writing
simply show each other their books. Monitor closely to see which pupils can use the full activity if they need to.
purposes in print sentences here; support those who can’t.
and digital media You could ask pupils
Post-lesson
to leave their books
7. Play a word game to review the spelling of a few words the pupils have found challenging to
on their desks while
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in
they do the Speaking
the introduction that suits your pupils’ needs and interests.
activity. They will
need then to
remember the details
to write afterwards.
51
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

LEARNING OUTLINE
Get Smart plus 3 Differentiate learning according
Pre-lesson to the needs of your pupils and
1. Review vocabulary from previous lessons by playing the circle game class. Please see the seven
Reading Reading Student’s Book
3.2 Understand a described in Revision (Teacher’s Book p.34). If necessary, make two or differentiation strategies listed in
3.2.1 p.16–17
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not the introduction. Please also
and non-linear main idea of short much space. consider the following:
Teacher’s Book
print and digital simple texts Lesson delivery You could let pupils have a card
p34
texts by using 2. Introduce and drill the new vocabulary using flashcards and continue the to use as a prompt in the circle
appropriate game if they need one.
circle game using this as well. Routine
reading strategies
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book flashcards of Vary your questions by asking
p.16. Ask questions about the pictures (see examples in Activity 1, vocabulary from more difficult or complex
Teacher’s Book p.34). this and previous questions to higher proficiency
Complementary lesson
4. Pupils return to their desks. Ask them to read quietly the story on Student’s pupils, and simpler questions to
Skill
Book p.16 to tell you where the children are going (Answer: to school) and lower proficiency pupils so that
Reading
why Anna went in the car with Greg’s dad (Answer: because she missed they each have a chance to
3.2 Understand a
Complementary the bus). Pupils may not have the language to fully answer the question but
variety of linear succeed.
Skill can be encouraged to communicate their meaning in basic English and
and non-linear
mime, perhaps. Encourage pupils not to re-read the whole text or to find
print and digital Reading particular lines in the text to give them the answer. Their answer is based
texts by using
3.2.2 on their overall understanding of the story. They could use the pictures to
appropriate
support their understanding if necessary.
reading strategies
Understand specific 5. When pupils have had a chance to read the text for themselves, ask some
information and pupils different questions about the story. Allow them to re-read to find the
details of short answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
simple texts 6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.
52
TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)

LEARNING OUTLINE
Flashcards for Differentiate learning
Main Skill Main Skill daily routine according to the needs of
Pre-lesson
Writing Writing your pupils and class. Please
Worksheets, one see the seven differentiation
4.3 Communicate 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that
per pupil + one
with appropriate Plan, draft and write suits your pupils’ needs and interests and that will review language related to strategies listed in the
completed by you introduction. Please also
language form and an increased range routines and prepare the pupils for the lesson.
(see below)
style for a range of of simple sentences consider the following:
Lesson delivery
purposes in print Ask pupils to You can offer pupils the
and digital media 2. Review the flashcards by putting them on the board and eliciting sentences I xxx bring a choice of how many
every day and I always/sometimes/never xxx from the pupils. toothbrush from sentences to write, or ask
3. Put pupils in groups (one group for each flashcard). Each group should draft a home for the them to write more/fewer than
sentence for their picture, I always/never/sometimes xxx. Ask one pupil from each next lesson. 3–4.
Complementary
Skill group to come to the board and write their sentence. Supervise and assist as Bring a few extra Depending on the level of
Writing necessary. ones in case support your pupils need at
4.3 Communicate Complementary 4. Review with pupils how to change the sentence to He/She and adding the third some pupils do this stage, you could keep /
with appropriate Skill person -s by giving example sentences (talk about yourself and then about male partially keep / delete the
not bring their
language form and Writing and female pupils). You might want to write the sentences on the board if you feel model sentences on the
style for a range of own. board.
4.3.1 it is necessary for your pupils.
purposes in print Use capital letters,
and digital media 5. Show pupils your completed worksheet and talk to them about what you do every If changing or having a choice
full stops and day. Tell them they will do a similar worksheet. They can write about themselves between 1st person (I) and 3rd
question marks or about someone in their family. First, they should write three or four sentences person (he/she) is too
appropriately in in their notebooks. complicated for pupils, you
guided writing at can limit it to 1st person only.
sentence level Give pupils time to draft their sentences. Monitor carefully and give corrective
feedback as necessary. Ask pupils to exchange their notebooks with their partner
to check each other’s work for mistakes (if you could not check everybody’s
sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they have
finished writing, they can draw a picture in the larger boxes for each one. Fast
finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to
choose a range of pupils, not only the more proficient ones.
Post-lesson
53
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in yo ur lesson plan. It
shouldn’t be set for homework.
54
Suggested worksheet for Lesson 20
Name: ___________________________ Class: ________________
Every day….
Draw and write
55
TOPIC: Every day LANGUAGE/GRAMMAR FOCUS: Present simple for

CROSS-CURRICULAR ELEMENT: Creativity
& Innovation routines
CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
Pupils’ toothbrushes (bring some Differentiate learning
Main Skill Main Skill Pre-lesson spare ones in case pupils’ parents according to the needs
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk to don’t want them to bring them). If of your pupils and
5.3 5.3.1 them about the colour, size and type of toothbrush they have. this is not appropriate, pupils could class. Please see the
Express an Respond use a pencil to pretend to brush seven differentiation
Lesson delivery their teeth (miming only). strategies listed in the
imaginative imaginatively and
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try introduction.
A song about brushing your teeth –
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My
This is the way…
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc. You can use this video or
3. Ask pupils to show you how they brush their teeth. On the board, draw something similar about brushing
some arrows to show up, down, left and right, round and round. Ask teeth:
Complementary
Complementary pupils to move their toothbrushes in the direction you tell them: Brush left; https://www.youtube.com/watch?
Skill
Skill brush round and round etc. v=4XLQpRI_wOQ
Language Arts
Language Arts 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your You can download the video by
5.1 Enjoy and teeth. Play the video a first time and ask some questions while the song is typing in ss before YouTube i.e.
Demonstrate appreciate playing, as you would with a story (e.g. What time is it? Where is he?
appreciation rhymes, poems What has he got? What colour is his toothbrush? etc). https://www.ssyoutube.com/watch?
and songs v=4XLQpRI_wOQ
through 5. Tell pupils they will hear the song again, and this time they should mime
nonverbal with their toothbrushes. Encourage them to sing along too if possible. If these links are unavailable, try
responses asking Google or YouTube for ‘This
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. is the way I brush my teeth song’
‘This is the way we wash our hair, wash our hair, wash our hair. Flashcards for daily routine
We do it in the morning/evening.’
Pupils work in groups of three or four to choose a daily routine action and
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
58
LEARNING OUTLINE
Pre-lesson according to the needs of
1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 your pupils and class.
Listening Listening
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) Please see the seven
Understand Understand with your pupils’ needs and interests. Include key vocabulary from this lesson as Teacher’s Book differentiation strategies
meaning in a support specific necessary. p.35 listed in the introduction.
variety of familiar information and Please also consider the
Lesson delivery following:
contexts details of short Sets of cut up word
2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards
simple texts You could include more
The set includes the words from the main vocabulary, all cut up and mixed up (e.g.
take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Complementary Complementary arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Skill Skill the vocabulary from Student’s Book p.15 as well. not to include too many,
Listening Listening 3. To check the answers, say the expressions in question form (e.g. Does Ali always though, as it can be very
1.2 1.2.5 take the bus to school? and have pupils touch the words as they hear them.
Understand a wide challenging to sort a
Understand 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening
range of short large number of cards.
meaning in a
(Teacher’s Book p.35).
variety of familiar supported
contexts 5. You could collect the books from pupils to check their progress.
questions
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions

LEARNING OUTLINE
1. Review key vocabulary with an action/miming game, or you could choose an appropriate your pupils and class.
Speaking Speaking Student’s Book
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17
Please see the seven
simple information Find out about and interests and that will review language and prepare pupils for the lesson. differentiation strategies
intelligibly describe basic listed in the introduction.
Lesson delivery Teacher’s Book Please also consider the
everyday routines
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their p.35 following:
partners about their parents (or another family member, as appropriate to your pupils).
Complementary For extra practice, pupils
Complementary 3. Monitor as pupils do the pairwork activity and review the question-answer form if Class survey
Skill can ask more classmates.
Skill necessary after the activity. worksheet (see
Listening Listening below for Fast finishers or more
1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask
1.2 them to write a question (for example, Do you … to school? or Does your dad/mum … to example) proficient pairs of pupils
Understand a wide range of could ask more than one
short supported work?)
meaning in a question. You will need
variety of familiar questions 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they extra worksheets for
contexts will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of them.
classmates’ answers then add up the total when they have finished.
6. Use a model on the board to show how to complete the chart on the worksheet. Each
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
60
Worksheet for Lesson 23
Class survey
Names: __________________and____________________ Class: _________

Our question:
_________________________________________________________________
Answers:
Yes Total:
No Total:
Write Yes or No :
5
59
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book, according to the
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate needs of your pupils
p.18 and class. Please see
3.2 3.2.4 prelesson activity from the list in the introduction that suits your pupils’ needs and interests
Understand a Recognise and and that will review language and prepare the pupils for the lesson. the seven
Teacher’s Book differentiation
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. p.36 word strategies listed in the
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary.
print and digital simple cards: introduction. Please
texts by using monolingual Lesson delivery also consider the
firefighter, fire,
following:
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save,
reading strategies you have one). dentist, fix, teeth Using a dictionary can
4. Write the word cat on the board. Model using a dictionary to find the word and read the be challenging. Try to
Picture cards of
definition. pair/group more
the three people
proficient pupils with
Complementary Complementary 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s
less proficient pupils
Skill Skill word cards and put them randomly on the board too. Book p.18
and encourage them
Reading Reading 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of to work together.
3.2 3.2.2 find the word in the dictionary. Give them time to find the word and then ask them which monolingual
Understand a Understand picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
variety of linear the dictionary definitions in full, but to try to get a rough meaning so they can decide which
specific
and non-linear picture it belongs to.
print and digital information and
details of short 7. For each of the seven words, ask one pupil to come out and move their word card next to
texts by using
the correct picture on the board.
appropriate simple texts
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
63
habits/occupations

LEARNING OUTLINE
64
Main Skill Main Skill 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
Writing Writing appropriate pre-lesson activity from the list in the introduction that suits your pupils’ of your pupils and class.
p.19 Please see the seven
4.3 4.3.2 needs and interests.
Communicate with Spell an increased differentiation strategies
Lesson delivery Teacher’s Book listed in the
appropriate range of familiar p.37
language form and high frequency 2. Introduce the new occupations vocabulary using flashcards. introduction. Please
style for a range of words accurately in Flashcards of also consider the
3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations following:
purposes in print guided writing Remind pupils that they can ask for a classmate’s help if they can’t read a word by
and digital media (including those You could also
putting up their hand and saying I do not understand this word. Can you help me, in the worksheet)
please? You may want to pre-teach this phrase. They can also ask you this question encourage pupils to use
when they need to. Crossword a dictionary if necessary
worksheet (see and appropriate if they
Complementary Complementary 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. below) need extra practice in
Skill Skill Model how to read the clue and write the answer in the crossword. Have pupils work on this.
Speaking Speaking the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
2.2 2.2.2 how they work together in their pairs and groups to see which pupils are able to support You could put the
Use appropriate Ask for attention or others. This will be useful information when pairing and grouping pupils in the future. occupations words on
communication help from a teacher the board for pupils to
strategies 5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as
or classmate by copy the spelling if
appropriate.
using suitable necessary.
questions Post-lesson
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
• New words I remember Activities I enjoyed


Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils who
65
may need some help, and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for homework.

Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
66
LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport

In this lesson, pupils will say and perform a rhyme in groups about coming to school. Differentiate learning
Flashcards or
Main Skill Main Skill Pre-lesson pictures of : according to the
Language Arts Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. needs of your pupils
5.1 Enjoy and Language Arts Draw a child next to the car, bike and bus. • a child walking and class. Please
appreciate 5.1.2 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. • a car and a
see the seven
rhymes, poems In addition to 3. Tell pupils that the four children will be the characters in the rhyme. child standing
and songs next to it differentiation
Year 2 text
types: simple Lesson delivery • a bike and a strategies listed in
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing the introduction.
actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the • a bus and a
words and actions. child standing
Complementary 6. Repeat step 5 until pupils can say the rhyme confidently next to it
Complementary skill Listening 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
skill Listening The Going to
1.2.3 add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson
meaning in a (see below)
simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture.
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the written on the
contexts complete rhyme. board or as a
handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme W walks to school Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike

Riding’s what she likes
Z takes the bus

Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
67
habits and occupations
CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
68
Get Smart plus 3 Differentiate learning according to the
Main Skill Main Skill Pre-lesson needs of your pupils and class. Please
Student’s Book p.19 see the seven differentiation strategies
Listening Listening 1. Review the occupations flashcards as necessary for your pupils
listed in the introduction. Please also
1.2 1.2.1 with a game chosen from the list in the introduction that suits Teacher’s Book p.37
consider the following:
Understand Understand with your pupils’ needs and interests.
meaning in a support the main Occupations flashcards
2. Ask pupils what they would like to be when they grow up. Use Provide more or less support to help
variety of familiar idea of short simple this as an opportunity to review some more challenging Worksheet (see below) pupils plan what to say about their
contexts texts occupations vocabulary from previous lessons. pictures. It is better to have them write
Colour pencils/pens notes than to write full sentences so
Lesson delivery they practise fluency, but some pupils
3. Show pupils the worksheet (see below) and ask them to choose may need more support.
an occupation and draw it on the worksheet. They should write
Skill Skill Pupils can write more or fewer
the occupation word under their picture. They should NOT write
Speaking Speaking sentences depending on their
their name on the worksheet at this point.
2.3 2.3.1 proficiency level.
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They
appropriately to a should plan what they are going to say. They could write notes
basic stories and
small or large in their notebooks. See Activity 4 in Student’s Book p.19 and
events Teacher’s Book p.37 for more detail on this, although lesson
group
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
Name: __________________ Class: _________ Draw,

write and say.
69
_A______________________
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

70
Pre-lesson needs of your pupils and class. Please
Student’s Book, p.20 see the seven differentiation strategies
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38,
2.1 2.1.2 Revision) Teacher’s Book, p.38– listed in the introduction. Please also
Communicate Find out about and consider the following:
Lesson delivery 39
simple information describe basic You could use word cards for some or
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Occupations & all of the matching game if your pupils
Warm up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards need extra reading practice, or could
Complementary 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill pairs words.
Complementary small groups match the occupation with what the person does
Skill Listening (e.g. pilot + fly a helicopter). With more proficient classes, you could
Listening 1.2.5
4. Introduce/review the question and answer What do you want to finish the lesson with the Optional
1.2 Understand a wide
be when you grow up? Drill the questions and then have pupils activity (See Teacher’s Book p.39)
Understand range of short
ask and answer their partner.
meaning in a supported
variety of familiar questions 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
contexts
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
TOPIC: Every day LANGUAGE/GRAMMAR FOCUS: Present simple for

CROSS-CURRICULAR ELEMENT: Patriotism
& Citizenship habits

LEARNING OUTLINE
71
Main Skill Main Skill needs of your pupils and class. Please
Pre-lesson Student’s Book, p.115 see the seven differentiation strategies
Reading Reading
1. Put the names of some well-known Malaysian charity listed in the introduction. Please also
3.2 3.2.3 Teacher’s Book, p.178
Understand a Guess the meaning organisations on the board (e.g. CRC (Community Recycle for consider the following:
variety of linear of unfamiliar words Charity); SPCA (Society for the Protection of Animals); WWF Vocabulary flashcards Pupils who find reading difficult could
and non-linear from clues provided Malaysia (World Wildlife Fund); WorldVision; other local
Copies of pictures next read just one of the texts.
print and digital by visuals and the charities the pupils will know). Charitable offers during
Ramadan may help explain the idea. Talk to pupils about what to texts on Student’s Monitor and support pupils by asking
texts by using topic
appropriate the organisations do, using some first language and providing Book p.115 to create questions and drawing attention to
reading strategies English vocabulary where suitable. their learning diaries. difficult vocabulary in the texts and
Lesson delivery sentences.
Complementary
Skill 2. Use the flashcards to pre-teach the vocabulary.
Complementary Reading
3. Show the pictures from Student’s Book p.115 and ask pupils
Skill 3.2.2
which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them with
variety of linear new vocabulary.
simple texts
and non-linear 5. Elicit We can sentences from pupils about other charities you
print and digital talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
routines

72
Pre-lesson Get Smart plus 3 Differentiate learning according to the
1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 see the seven differentiation strategies
Writing Writing
4.3 4.3.1 Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
Communicate Use capital letters, consider the following:
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41
You could set a time for the Writing
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s
diary as they hear them. Watch pupils to see how well they task and ask pupils to write at least 2
and style for a appropriately in
keep up. If it is too fast, you could read the text again more (or at least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media 3. Play the recording again and have pupils read along as they
Complementary listen. Ask some questions about the text, letting pupils find the
Skill answers in the text (see Teacher’s Book p.40 Activity 1 for
Complementary Writing example questions).
Skill 4.1.2 4. Show pupils the three questions on the page. Pupils work in
Writing Begin to use cursive pairs to ask and answer the questions. Monitor carefully as
4.1 handwriting in a pupils do this to make sure they can answer them.
Form letters and limited range of
words in neat written work* 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
legible print using including some or all of the gap fill sentences on the board.
cursive writing 6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
73
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
Some pupils will be more able to do this than others. Support
pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
74
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation

LEARNING OUTLINE
Get Smart plus 3 Differentiate learning according to
Pre-lesson
Main Skill Main Skill the needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.22–23 Please see the seven
Language Arts Language Arts introduction that suits your pupils’ needs and interests and that will differentiation strategies listed in
5.2 5.2.1 review language and prepare the pupils for the lesson, or follow the Teacher’s Book, p.42–43
Express personal Ask and answer the introduction. Please also
Warm up instructions (Teacher’s Book, p.42). consider the following:
responses to simple questions
literary texts about characters, Lesson delivery Monitor as pupils work and ask
actions and events 2. Explain the meaning of career to pupils. Ask them what they think a pupils (e.g. pupils who don’t like to
of interest in a text school career day is. Explain that they will read and listen to a story speak in front of the class) to tell
about a school career day. you about their pictures. This will
Complementary
Complementary help to give individuals different
Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask
Skill feedback.
Speaking pupils what they think of the story, which character they like and
2.1 Speaking why. If your class works fast or you
Communicate 2.1.5 have a group of fast finishers, you
Describe people and 4. Ask each pupil to draw a picture showing an occupation.
simple information could try the Optional activity (see
intelligibly objects using 5. In groups of 6–8 pupils, ask them to share their pictures. They Teacher’s Book, p43).
suitable words and should write their name under the picture of an occupation they
want to be.
phrases
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
75
LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

LEARNING OUTLINE
76
Depending on your focus: Differentiate learning
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your according to the needs of
lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) your pupils and class.
Reading 3.2 Reading
might consider using some of the material as a homework task, if appropriate. Picture of a girl and a boy Please see the seven
Understand a 3.2.2 Understand
differentiation strategies
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Get Smart plus 3 listed in the introduction.
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice of
Student’s Book, p.24 Please also consider the
print and digital simple texts activities from the optional activities described on Teacher’s Book p.45.
texts by using Activities 1 and/or 2 following:
appropriate Pre-lesson
You could offer pupils a
reading strategies 1. Play a game to review vocabulary from the unit as needed for the lesson. Teacher’s Book, p.44–45 choice of these activities or
Complementary
For this, you could choose an appropriate pre-lesson activity from the list in Self-assessment you could ask different
Skill
Complementary the introduction that suits your pupils’ needs and interests. pupils to do different
worksheets activities depending on their
Skill Writing 4.2.4
Lesson delivery individual needs, based on
Writing 4.2 Describe people and
Communicate 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. formative assessment in
objects using
basic information They are brother and sister. Ask pupils to look at and read silently the text this unit.
suitable words and
intelligibly for a on the worksheet. Ask a gist question, for example, Who wrote this? Hamid Have pupils do more
range of purposes phrases or May?
activities and/or make their
media Ask questions about the language: own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
77
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
78
Materials for Lesson 32 Suggested text:
I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a
lifeguard. My sister likes playing with toy planes. She wants to be a pilot when she grows up
and fly a plane. I love my sister. We always take the bus to school together. We never walk to
school.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . / Set 2:
1. have / I / go to / a shower / . / always / before / school / I /

2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want / Set 3:
1. never / They / after school / . / watch TV /

2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
Self-assessment
How did I do in Unit 2?
In English, I know how to:
say what I do every day Great! [ ] OK [ ] A little [ ]

say what other people do every day Great! [ ] OK [ ] A little [ ]
talk about different jobs Great! [ ] OK [ ] A little [ ]

• talk about different ways to travel Great! [ ] OK [ ] A little [ ]
• say what I want to be when I grow up Great! [ ] OK [ ] A little [ ]
73
UNIT 3
TOPIC: Right now LANGUAGE/GRAMMAR FOCUS: Present continuous

CROSS-CURRICULAR ELEMENT: Language;
Values statements (be + -ing)

LEARNING OUTLINE
Main Skill Main Skill to the needs of your pupils and
1. Play a mime game using the flashcards for run jump and class. Please see the seven
Listening Listening dance. Student’s Book, p.25
1.2 1.2.2 differentiation strategies listed in
Understand Understand with Lesson delivery the introduction. Please also
Teacher’s Book, p.46 consider the following:
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s
variety of familiar information and Book, p.46) using flashcards Depending on the level and
contexts details of short Flashcards of action verbs knowledge of your class, you
3. Stick the flashcards around the room on the walls, (or do this
simple texts before the lesson), then put pupils in a large circle around the could introduce more verbs.
room. They should listen to you say run, jump, dance and move You can find sets of
Some pupils may find it too
Complementary Complementary around the room doing this action as you say it. Stop and say printable flashcards for this
challenging to sing along to all of
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m topic at:
the song. Remind them, if
Listening xxxing. Repeat as required. http://learnenglishkids.british
Listening necessary, that they only need to
1.3.1 council.org/en/flash
1.3 4. Pupils return to their seats. Follow the instructions in Teacher’s sing as much or little as they
Guess the meaning cards/actions-flashcards want.
Use appropriate Book, p.46 Activity 1
listening of unfamiliar words
by using visual Watch as pupils sing to see which pupils are confident and
strategies in a which are less confident. You can also then see which words in
variety of contexts clues when a
teacher or the song are more difficult for your class. Note these so that
classmate is you review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
81

Values statements (be + -ing)

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Student’s Book, needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the Please see the seven differentiation
Speaking 2.1 Speaking 2.1.5 introduction that suits your pupils’ needs and interests and that will p.25
Communicate Describe people strategies listed in the introduction.
review language and prepare pupils for the lesson. Please also consider the following:
simple information and objects using Teacher’s Book,
intelligibly suitable words and Lesson delivery p.46–7 Some pupils may take a lot of time
phrases 2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Skill Complementary their sentence in their notebooks (but
4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus
Listening 1.1 Skill
on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
Recognise and Listening 1.1.1 wins.
reproduce target they do not read it later).
Recognise and
language sounds 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
reproduce with pupils present their pictures to each other and decide which pupils to
support a range of ask to present to the class. Try to choose some pupils who have
target language made progress in their Speaking.
phonemes Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
82
TOPIC: Right now
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)

LEARNING OUTLINE
Get Smart plus 3 Differentiate learning according
Pre-lesson to the needs of your pupils and
Student’s Book, class. Please see the seven
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or p. 26–7 (and 25 for
3.2 3.2.1 do the actions. differentiation strategies listed in
Understand a Understand the pre-lesson) the introduction. Please also
main idea of short Lesson delivery Teacher’s Book, consider the following:
variety of linear
and non-linear print simple texts 2. Introduce the new vocabulary (see Warm up and Vocabulary on p.48–49 If you feel your class can follow
and digital texts by Teacher’s Book, p.48). the story well, you could reduce
using appropriate Copies of the the number of times you play the
reading strategies 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 recording.
pictures on the board. from the story
Complementary (blank/without text) If you have some less proficient
Complementary 4. Give each pupil a sentence card (there will be some the same). They
Skill should come out to the board to decide which picture to put it with. You Sentence cards to pupils in the class, the sentence
Skill
Reading Reading could do this in groups if it is easier to manage. match pictures 1, 3, matching activity could be done
3.2 3.2.3 5 & 6 (one per pupil) in pairs, giving one sentence to
Guess the meaning Watch as pupils do this activity to get an idea of their reading ability.
Understand a Support them as needed by encouraging them to sound out new or a pair with one more + one less
variety of linear of unfamiliar words
from clues provided difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear print (p.26).
and digital texts by by visuals and the
topic
using appropriate 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
reading strategies answers.
6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions for
Grammar Box (Teacher’s Book, p.49)
Post-lesson
83
Pupils began the year reflecting in their first language and at a very
basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be
more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.


LEARNING OUTLINE
84
Main Skill Main Skill Student’s Book, p.26–27
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the pupils and class. Please see
introduction that suits your pupils’ needs and interests and that will the seven differentiation
Communicate Spell an increased Teacher’s Book, p.49
with appropriate range of familiar review language and prepare pupils for the lesson. strategies listed in the
language form high frequency Worksheet for crossword introduction. Please also
Lesson delivery puzzle (see below) consider the following:
and style for a words accurately in
range of purposes guided writing 2. Play a spelling game to review some spellings of key vocabulary (for If pupils struggle with the
in print and digital example, a word jumble with plastic letters or letters on cards). crossword puzzle, have them
media first try to fill it in, and then go
3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils
do this to see which words they are having problems spelling. Check to the Student’s Book to look
Complementary
Complementary the answers as a whole class and draw attention to more difficult for the spellings.
Skill
Skill Reading 3.2.2 spellings as necessary. Alternatively, you could pair
Reading 3.2
Understand specific 4. Play the CD to review the text on Student’s Book, p.26 pupils so they can support
Understand a
variety of linear information and each other, or you could ask
details of short 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you pupils to try the puzzle
and non-linear noticed that pupils had problems in the crossword, and need more
print and digital simple texts individually first before
practice spelling the words, have them write the answer on the lines
texts by using rather than circling ‘a’ or ‘b. continuing with a partner.
appropriate Post-lesson
reading strategies
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
Crossword
1. [insert picture of to clean’]
2. [insert picture of flowers]
3. [insert picture of to wash up]
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
85
TOPIC: Right Now

CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values of household chores

86
In this lesson, pupils will make a circular book. Circles of paper, Differentiate learning
Main Skill Main Skill about 12cm in according to the needs of
Pre-lesson diameter, two circles your pupils and class. Please
Language Arts Language Arts
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that for each pupil see the seven differentiation
Express an Respond suits your pupils’ needs and interests and that will review language and prepare strategies listed in the
A pin / end of a paper introduction.
imaginative imaginatively and pupils for the lesson. clip to pin the top
response to intelligibly through 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
literary texts creating simple Student’s Book p.26. circle
action songs on 3. Ask pupils to think of other household activities. Help them with vocabulary if
familiar topics. needed.
Other imaginative
responses as Lesson delivery
appropriate. 4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so that
their circle is divided into four sections. Pupils do not need a ruler for this:
Complementary the lines do not need to be completely straight.
Skill 5. Tell pupils to draw four household activities, one in each section of the circle.
6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
Speaking 2.1.5
Complementary line, as in step 4.
Describe people 7. Tell pupils to cut out one section of the second circle, so that this circle has
Skill and objects using three sections.
Speaking
suitable words and 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
2.1
phrases the first circle through the middle.
Communicate
9. Put pupils into small groups. Ask them to share and name the activities in their
simple information
circular books. They can do this quarter by quarter by moving the top circle
intelligibly
round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in
their groups. You can nominate pupils or get other pupils to do that.
87
Pri
mary Year 3 SK Scheme of Work SCHEME OF WORK: TEXTBOOK BASED LESSON
(Unit 3)


LEARNING OUTLINE
Main Skill Main Skill Student’s Book, according to the needs of
1. Play a guessing game where you draw, on the board, a picture of a person
Listening Listening your pupils and class.
doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 Please see the seven
1.2 1.2.2 pupils ‘what’s he/she doing?’ Pupils can have one guess each time until
Understand Understand with differentiation strategies
someone guesses the correct answer. Teacher’s Book, listed in the introduction.
meaning in a support specific p.49
variety of familiar information and Lesson delivery Please also consider the
Flashcards for new following:
contexts details of short 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to
simple texts their partners about the pictures. Feed back on this by eliciting details about all vocabulary Decide how many, and
Complementary of the pictures, to check that all pupils have understood the pictures and which, new words/phrases to
Skill remember the key vocabulary. You could introduce the characters’ names at introduce depending on your
Listening this point, if you think the names will confuse pupils when they hear the
Complementary recording. pupils’ performance in the
1.3 Skill lesson so far. It shouldn’t be
Use appropriate Listening 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49).
listening strategies more than four or five, even
1.3.1 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
in a variety of with more proficient pupils.
Guess the lives (e.g. playing the guitar, throwing a ball, playing badminton).
contexts meaning of 5. Have pupils play a mime game in pairs or small groups. Student A mimes an
unfamiliar words action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
by using visual
clues when a Post-lesson
teacher or 6. Ask pupils to tell you what new words they have learned today. Keep this
classmate is informal, so you can see how much they remember and which pupils seem to
speaking
remember most. Note any that are missing so that you can review these words
in particular next time. Alternatively, you could design a short, fun speaking pair
or small group activity to review the vocabulary from this lesson.
88
Pri
(Unit 3)


89
Pri
(Unit 3)
Main Skill Main Skill Student’s Book,
Speaking Speaking 1. Play a game to review vocabulary from the previous lesson. This should see the seven differentiation strategies
p.27 listed in the introduction. Please also
2.1 2.1.5 focus on the written form of the words.
Describe people and consider the following:
Communicate Lesson delivery Teacher’s Book,
simple information objects using p.49 The second card game (step 4) could
intelligibly suitable words and 2. Have pupils work in small groups to play a game, where they have sets be extended so that pupils give more
phrases of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards clues about the flashcard, using more
over two cards in turns to try to find a matching pair of cards. (pictures + language that they know.
Complementary sentences)
Skill 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49). Other pupils may not be able to give
Speaking Complementary
4. Pupils play a game in small groups with their cards: clues, so the group can simply guess
2.2 Skill
Use appropriate what is on the card from memory.
Speaking - In turns, the pupil turns over a card, look at it but keep it secret.
communication 2.2.2
strategies Ask for attention or - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
help from a teacher - The pupil asks ‘What do you think? What’s he doing?’
or classmate by
using suitable - The group guesses what’s in the picture.
questions
Monitor as pupils work on this, helping with language as necessary to
extend pupils’ language resource. Encourage them to ask for your help
when they need it by reviewing phrases for this (e.g. Can you help me,
please? How do I say xxx in English?) Note common mistakes as you
monitor.
Post-lesson
5. Write a sentence on the board that contains a common mistake you
heard pupils make. Ask pupils to correct the sentence with you.

Values negative statements
90
Pri
(Unit 3)

LEARNING OUTLINE
Main Skill Main Skill Student’s Book, p.28– according to the needs of
1. Tell pupils that you like to exercise and show them what this word means. your pupils and class.
Reading Reading Give pupils 2–3 minutes to do some exercise in the classroom. You could 29
3.2 3..2.1 Please see the seven
suggest aerobics or Zumba, for example. Watch pupils to see which differentiation strategies
Understand a Understand the vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book,
variety of linear main idea of short listed in the introduction.
– e.g. Zumba, aerobics, dancing, jogging. p.50–51
and non-linear simple texts Please also consider the
print and digital Lesson delivery Copies of pictures of following:
texts by using four children on Fast finishers could do an
2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28
appropriate additional Writing task at the
new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each)
reading strategies end of this lesson, where
you can teach them vocabulary for what they were doing.
Copies of the texts they write a sentence about
3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book each child to say one more
they are doing. Put them on the board. action they are not doing.
Complementary Complementary p.28 (one text per
Skill Skill 4. Give each pupil a text. Ask them to read the text and decide which picture it pupil) Ask different pupils
Reading Reading matches. Feed back by asking a pupil to come out and label each picture with different/more/fewer
3.2 3.2.2 the name of the child. questions to guide their
Understand a Understand specific
5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3). understanding of the text
variety of linear information and
(see Teacher’s Book).
and non-linear details of short 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
print and digital p.50–51).
simple texts
texts by using
appropriate You may wish to note pupils who have difficulty with Activity 2 and those who
reading strategies complete it easily. This will help you later in the week to decide how much to
review and how to group pupils.
7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the
pictures (including a false statement, which includes what they are actually
doing). Pupils should call out True/False or Yes/No.
Post-lesson
91
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
Pupils began the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using
more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
92
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values negative statements (be + -ing)

93
Pre-lesson Student’s Book, p.29 see the seven differentiation strategies
Writing Writing
4.2 4.2.4 1. Play a True/False game, where you/pupils mime an action. Small pieces of paper listed in the introduction. Please also
Communicate Describe people and They should say what they are not doing as well as what they consider the following:
for Writing activity, one
basic information objects using are doing. Encourage, but don’t insist on full sentences at this per pupil You could ask pupils to write at least
intelligibly for a suitable words and stage, but use this as a way to assess pupils’ language at the one/two sentences on their cards.
range of purposes phrases beginning of the lesson.
in print and digital Consider having pupils write in pairs so
Lesson delivery
media that they can support each other if
2. Tell pupils they will make sentences. Pupils work in pairs. Give necessary.
Complementary each pair one set of words for a cut-up sentence (see sentences
Skill below). There are several different sets. Ask pupils to arrange
Complementary Reading the words into a sentence. They should keep the sentences tidy
Skill 3.2.2 on their desk during the next step. Don’t feed back on this
Reading Understand specific activity at this stage.
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s Book, p.29, Activity
variety of linear 3, to find which child their sentence is about. They can circle the
simple texts child in the picture if they don’t know the characters’ names.
and non-linear
print and digital
4. Feed back on each sentence as a whole class, so pairs can
texts by using
check their answers.
appropriate
reading strategies 5. Tell pupils they are going to make a game. There are several
steps to making the game:
Put a model on the board, which describes children in Student’s
Book, p.29. e.g. They’re not doing gymnastics. They’re not
skateboarding. Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which
children these sentences are about.
Draw pupils’ attention to the Grammar Box at the top of the page. Focus attention on the contraction
(they are = they’re and others) and remind pupils to punctuate their sentences carefully.
6. Give each pupil a small piece of paper. Individually, they write a similar sentence(s) about a child on p.29 on
the paper.You could have pupils write one, two or three negative sentences, depending on time. Support
weaker pupils carefully.
7. Put pupils in groups. The groups collect the papers from each pupil, and put them face-down on the table.
94
In turns, each pupil turns over a paper, reads it aloud and says
which character they think it is from Student’s Book, p.29. Pupils
can point to the characters or describe them if they don’t know
their names. They win a point if they are right.
8. Collect the papers so you can check them. Circle/underline
any mistakes in a coloured pen so pupils can check it themselves.
Post-lesson
9. Read some of the papers for pupils to guess as a whole
class, or you could choose an appropriate post-lesson activity
from the list in the introduction that suits your pupils’ needs and
interests and that will review the main areas covered in the lesson.
Sentences for cut ups (one per pair)

He / isn’t / playing / table tennis.
She / isn’t / doing / gymnastics.
They / aren’t / skateboarding.
She / isn’t / dancing.
TOPIC: Right Now

CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values happening now, sports vocabulary

STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
95
In this lesson, pupils will create a song in small groups. Words and music to Differentiate learning according to the
Main Skill Main Skill Pre-lesson the song One finger, needs of your pupils and class. Please
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep see the seven differentiation strategies:
Express an 5.3.1 introduction that suits your pupils’ needs and interests and that will moving (see below) listed in the introduction.
imaginative Respond introduce the topic of the lesson (sports vocabulary).
response to imaginatively and
literary texts intelligibly through Lesson delivery
creating simple 2. Ask pupils to work in pairs. One pupil says the name of a sport, and
action songs on the other pupil mimes doing
familiar topics. 3. the sport. Pupils then swap roles and continue in this way, taking turns
Other imaginative to name and mime sports.
responses as 4. Sing the first two verses of the song One finger one thumb keep
appropriate. moving. Finish at We’re doing gymnastics. Ask pupils to move their
fingers, thumbs and arms as they sing the song, and to mime the
sports in any way they choose.
Complementary
5. Write verses 3 and 4 on the board, or give pupils a handout.
Skill
6. Put pupils into groups of 4–5 and ask them to choose new words and
Complementary Speaking actions for verses 3 and 4, and to practise their song (see worksheet
Skill 2.1.5 below).
Speaking Describe people
2.1 and objects using Post-lesson
Communicate suitable words 7. Pupils perform their songs with actions for their classmates.
simple information
intelligibly and phrases
One finger one thumb keep moving – words
One finger, one thumb, keep moving

We’re catching the ball
One finger, one thumb, one arm, keep moving

We’re doing gymnastics
96
One finger one thumb keep moving – music sheet

(Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )
Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm

Dany Rosevear.
One finger, one thumb, one arm, one leg, keep

moving
One finger, one thumb, one
arm, one leg, keep moving One
finger, one thumb, one arm, one
leg, keep moving
We’re _______________________________
One finger, one thumb, one arm, one leg, one

nod of the head, keep moving
We’re _______________________________
97
Pri
(Unit 3)
TOPIC: Right now LANGUAGE/GRAMMAR FOCUS: Present continuous +

Values negative statements

LEARNING OUTLINE
98
Pri
(Unit 3)
Pre-lesson your pupils and class.
Listening Listening p.29
1.2 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Please see the seven
Understand with differentiation strategies
Understand meaning suits your pupils’ needs and interests and that will review language and prepare Teacher’s Book, listed in the introduction.
in a variety of familiar support specific pupils for the lesson. Lesson delivery p.51
information and Please also consider the
contexts
details of short following:
2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the
simple texts children in the picture. They should stop you when they hear you make a Choose the example(s) you
mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Complementary you are supporting the pupils
Use language pupils know:
Skill who most need it. This will
Writing Complementary E.g.: There are eight children in the picture. They are all doing sports. I can see help them work more
4.3 Communicate Skill two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
with appropriate Writing greater sense of
language form and 4.3.3 3. Follow instructions for Activity 3 (Teacher’s Book, p.51).
achievement.
style for a range of Plan, draft and write 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
purposes in print and an increased range mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
digital media themselves. work with you to help less
of simple sentences
proficient pupils in the class
Ask pupils to re-write their sentences in their notebooks. Remind them that they with their redrafting.
should pay attention to spelling, punctuation and neatness in this final version. If
pupils made no mistakes, they could either focus on neatness or they could add Fast finishers can write more
one or more new sentences to their writing. sentences or write about
another person.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English.
5. Collect the notebooks to look at and make a note yourself of pupils’
performance and effort in the redrafting process. Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.
LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive statements
99
Pri
(Unit 3)

LEARNING OUTLINE
Main Skill Main Skill Student’s Book, p.29–30
Speaking 2.1 your pupils and class.
Speaking 2.1.5 1. Play the mime game from Teacher’s Book, p.52, Warm up. Lesson
Communicate Please see the seven
Describe people Teacher’s Book, p.51–53
simple information and objects using delivery differentiation strategies
intelligibly suitable words and Prepare a set of cards to listed in the introduction.
phrases 2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See demonstrate the activity Please also consider the
Teacher’s Book, p.51). (Student’s Book p.125) following:
Complementary
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the instructions Scissors for pupils Choose pupils who are
Listening 1.2 Skill for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play confident personalities to
Understand Listening 1.2.5 the Speaking & Listening game in pairs. come to the front of the
meaning in a Understand a wide class for the Post-lesson
variety of familiar Monitor carefully as pupils work to see how they communicate, how
range of short activity. If they are less
contexts accurately they use and pronounce the sentences. Give feedback on
supported questions some common errors at the end of activities without saying which pupils proficient in English, that
made the mistakes. will also help motivate
4. Collect the cards from pupils or ask them to keep them for use in later them. They do not need to
lessons. Post-lesson speak much in front of the
class, just mime.
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)
100
Pri
(Unit 3)
LEARNING OUTLINE
Main Skill Main Skill 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review according to the
vocabulary (see Teacher’s Book, p. 57, Optional activity). needs of your pupils
Reading 3.2 Reading 3.2.1 Student’s Book,
Understand a variety Understand the main and class. Please see
Lesson delivery p.32–33
of linear and idea of short simple the seven
nonlinear print and texts 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, differentiation
including the word table tennis. Ask pupils if they play any of these sports, including Teacher’s Book, strategies listed in the
digital texts by using p.56–57
appropriate reading table tennis, and/or if they think it is an easy or difficult sport. introduction. Please
also consider the
strategies 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) following:
Complementary Skill
Writing 4.3.2 Spell 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell
Complementary You could ask some/a
an increased range you about a time when they have done/experienced this.
Skill of familiar high group(s) of pupils to
Writing 4.3 frequency words write some questions
Communicate with accurately in guided Ask pupils to think back on their learning so far this week. In their learning diary,
about the story for
appropriate language they can write:
writing each other to answer.
form and style for a • New words I remember
range of purposes in Some examples are
print and digital • Activities I enjoyed given on p.57 of the
media Teacher’s Book.
Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils
who may need some help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It could replace the post-lesson
activity but shouldn’t be set for homework.
Post-lesson
6. Ask pupils about their favourite sports or choose a post-lesson task from the list to
review sports vocabulary.
101
Pri
(Unit 3)
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)

LEARNING OUTLINE
Writing 4.3 Writing 4.3.3 1. Play a game using the cards from Lesson 44. You could look at the pre-lesson your pupils and class.
Communicate Plan, draft and write tasks list for ideas.
with appropriate an increased range differentiation strategies
Lesson delivery Teacher’s Book, listed in the introduction.
language form of simple sentences p.54–55
and style for a Please also consider the
2. Review the cards as a whole class, by following the instructions in Warm up
Sets of cards from following:
range of purposes (Teacher’s Book, p.54).
in print and digital Lesson 44 Pupils will take different
media Complementary 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read times to draw and colour
Skill the instructions silently before you read them aloud. Have them look at the Poster paper,
scissors, colour their pictures. Set a time
Speaking 2.3.1 pictures. Ask questions to check their understanding, e.g. What is she cutting? limit.
Complementary What is she drawing? Is she writing now? pens/pencils per
Narrate very short pupil
Skill With large classes, try
Speaking 2.3 basic stories and 4. When pupils have finished, ask them to write about their pictures on the back of
events Small papers for Activity 2 in groups.
Communicate their picture.
labelling pictures,
appropriately to a
small or large 5. Follow instructions for Activity 2 (Teacher’s Book, p.54). glue
group 6. When pupils have finished, ask them to exchange their pictures with a partner.
Have the partners check their writing.
7. Give out the small papers. Pupils redraft their writing on the papers and stick it
to the front of the picture.
8. Display the pictures in the classroom.
Post-lesson
9. Play the Optional activity (Teacher’s Book, p.54).
102
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary

STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will make and share a jigsaw. Jigsaw template, either draw it or Differentiate learning
Main Skill Main Skill see available template at: according to the needs of
Pre-lesson www.timvandevall.com/templates/ your pupils and class.
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the
Express an 5.3.1 make-your-own-jigsaw- Please see the seven
introduction that suits your pupils’ needs and interests and that will puzzletemplates/ differentiation strategies
imaginative Respond review and introduce sports vocabulary.
response to imaginatively and listed in the introduction.
Scissors (one pair of scissors per Please also consider the
5 pupils in your class) following:
creating simple 2. Divide pupils into four equal groups. Ask them to stand up, come to the
action songs on front of the class, and make four lines facing the board. Tell them that Fast finishers can create
familiar topics. they will take turns to write the names of sports, and that they will get a an extra jigsaw if time and
Other imaginative point if they spell the sport correctly. resources allow.
responses as 3. Give the first pupil in each line a piece of chalk or board pen. Tell them
appropriate. to write the name of a sport: other pupils in the line can help with
spelling if necessary, but only the pupil with the chalk/pen can write.
4. When that pupil has written a sport, they give the chalk/pen to the
Complementary second pupil in the line, who writes a new sport. Continue in this way
Skill for 3 minutes or so.
Complementary Writing 4.3.2 Spell 5. Stop and check the spelling of the sports, and give points for correct
Skill an increased spellings.
Writing 4.3 range of familiar 6. Give each pupil the jigsaw template.
Communicate high frequency 7. Ask pupils to draw pictures of sports on the top row of the jigsaw
with appropriate words accurately template, and to write the name of each sport underneath on the
language form and in guided writing second row. They can use the words on the board to help if necessary.
style for a range of 8. Tell them to cut the jigsaw out.
purposes
in print and digital Post-lesson
media 9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match
sports with pictures.
LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
103
TOPIC: Right now
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values (be + -ing)

LEARNING OUTLINE
A chant or song focusing Differentiate learning
Use your notes made on pupils during this unit to adapt this plan so that your on present continuous. according to the needs of
lesson consolidates and extends language areas needed by your pupils. You You can choose your pupils and class.
Writing 4.2 Writing 4.2.4 might consider using some of the material as a homework task, if appropriate.
Communicate Describe people and something suitable for Please see the seven
basic information objects using Note: You could also make use of the review activities in Revision (Student’s your pupils that they will differentiation strategies
intelligibly for a suitable words and Book p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice of enjoy and find useful. Get listed in the introduction.
range of purposes phrases activities. Please also consider the
Smart plus 3 following:
Pre-lesson
media Student’s Book p.34 You could add some
1. Choose an appropriate pre-lesson activity from the list in the introduction activities from Student’s
Complementary Teacher’s Book p.58–59
that suits your pupils’ needs and interests and that will review language Book, p.34 to provide
Skill
and prepare pupils for the lesson. Worksheets (see below) extra practice with
Complementary Listening 1.1.1
problematic language or
Skill Recognise and Lesson delivery
for fast finishers.
Listening 1.1 reproduce with
Recognise and support a range of 2. Play the chant or song and have pupils mime the action. You can choose You could ask some
reproduce target target language or write your own chant or song, or use one of: pupils to create some
language sounds phonemes https://www.youtube.com/watch?v=OYimASoZ6oI
review activities for the
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en
class.
https://www.youtube.com/watch?v=Dl8g2pZ82ME .
You can change the words to these chants to suit your pupils’ needs and
the focus of the lesson.
3. Encourage pupils to sing/chant along on the second listening. Drawing
attention to the contractions that the chant uses/doesn’t use and review
these. You could review these on the board if necessary. Pay close
attention to pupils’ pronunciation of these.
4. Ask pupils to look at Part A on the worksheet (see below). They should
read the sentences and write Yes if they are correct and No if they are not.
Answers:
1. Yes; 2. No; 3. Yes; 4. No; 5. No
104
5. Draw pupils’ attention to the grammar explanation on the worksheet.

Build some model sentences to show pupils how to form the present
continuous. It is better not to use too many grammar words in your explanation
but to show them what you mean with examples.
6. Ask them to rewrite the sentences so they are all correct in Part B on
the worksheet. Check answers as a class or in pairs/groups.
7. Use cards to review the question forms. Play a game in pairs to practise
them if necessary.
8. Ask pupils to complete the questions in Part C. They relate to Part A of
the worksheet. Check answers as a class or in pairs/groups.
Post-lesson
they feel they know the language now. They should complete the How did I do
in Unit 3? self-assessment section of the worksheet.
10. Collect the worksheets from pupils and review them to note pupils’
upcoming lessons.
105
Part A
Look at the sentences. Are they correct? Write Yes or No. Yes/No
1. She’s playing tennis.
2. They’s watching TV.
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics.
5. Yes, he’s. Robbie play tennis.
How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________ Part C
Complete the questions.
1. What is she ________? 4. Is Siti ________ __________?
2. What ________ they doing? 5. Is ________ ________ tennis?

3. ________ Mira and Jack ________ tennis?
Self-assessment:
• say what I’m doing now Great! [ ] OK [ ] A little [ ]

say what other people are doing now Great! [ ] OK [ ]
• A little [ ]
ask about what people are doing Great! [ ] OK [ ]
• talk about different sports and activities Great! [ ] OK [ ] A little [ ]
talk about jobs to do in the house Great! [ ] OK [ ]
• A little [ ]
A little [ ]
•
96
UNIT 4
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Year in, year out

CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

LEARNING OUTLINE
Main Skill Main Skill 1. Ask pupils what the weather is like today. Review or teach the necessary according to the needs of
vocabulary. your pupils and class.
Listening 1.2 Listening 1.2.1 Student’s Book,
Understand meaning Understand with Please see the seven
Lesson delivery p.35
in a variety support the main differentiation strategies
of familiar contexts idea of short simple 2. Put the four seasons flashcards on the board. Follow the instructions for Warm listed in the introduction.
texts up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in Teacher’s Book, Please also consider the
a cold country in winter?; Have you seen snow before? p.60 following:
3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1.
Complementary Flashcards of If the final circle activity is
Use this as a chance to see how much vocabulary pupils know on the topic of
Skill Complementary seasons difficult to manage with your
weather. Do an extra review activity if necessary.
Speaking 2.2 Use Skill class, or you have pupils
appropriate Speaking 2.2.1 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils to who prefer not to speak in
communication Keep interaction tell each other what their favourite season is. front of the whole class, you
strategies going in short 5. Have pupils stand in lines or in a circle. They should play a chain game: Pupil A: could try this in small
exchanges by My favourite season is x. groups. Try nominating one
pupil in each group to come
repeating key Pupil B: x? My favourite season is y / My favourite season is x too. to you
words from the Pupil C: y? My favourite season is z. / My favourite season is y too. for instructions and returning
other speaker Model the language clearly before starting, using different pupils who share to the group to explain what
and do not share favourites. to do.
Post-lesson
Review more weather
6. Ask pupils to mime the weather as they listen to the song again (see TPR activity, vocabulary at the beginning
Teacher’s Book, p.60). of the lesson with some or
all of your pupils if you
think this is necessary.
108
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

LEARNING OUTLINE
109
Main Skill Main Skill according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.35 of your pupils and
Speaking 2.1 Speaking 2.1.1 suits your pupils’ needs and interests and that will review weather and class. Please see the
Communicate Ask about and seasons vocabulary. Teacher’s Book, p.60
simple information express basic seven differentiation
intelligibly opinions Lesson delivery Plain paper, 4 pieces per strategies listed in the
group of 4 introduction. Please
2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch also consider the
Complementary and listen as they do this to see how well they remember the key vocabulary. following:
Complementary Skill
Listening 1.2.2 3. Explain to pupils that in many countries in the world, the seasons have Pupils may have
Skill weather as described in the song. You can also explain that in some
Listening 1.2 Understand with different and
support specific countries, the school year starts in September (e.g. European countries),
Understand unexpected ideas when
information and which is autumn. In other countries (e.g. Japan), it starts in the spring, April.
meaning in a Ask pupils to tell you when the school year starts in Malaysia and if they know brainstorming.
variety of familiar details of short
when it starts in any other countries. Ask pupils to look at the song words and Encourage these and
contexts simple texts
think about how it might be different for Malaysia. support them with the
4. Put pupils in groups of four. Give each group four pieces of paper. Check that necessary language.
all pupils know the names of the seasons. Ask pupils to write the name of a Stretch more proficient
season on each one. Pupils then brainstorm vocabulary and ideas for each of pupils by encouraging
the different seasons. They write one word/phrase/idea on the paper and then them to then use it in
pass it to their neighbour, who writes another idea, and so on. They needn’t the Speaking activity.
focus on accuracy here, just to get their ideas. Offer help where you can or
suggest they write in their first language if necessary and you can supply the
English later.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow
the instructions for Activity 2 (Teacher’s Book, p.60).
Post-lesson
110
Encourage pupils to begin to reflect more deeply and using more English as
the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day

LEARNING OUTLINE
111
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
your pupils’ needs and interests and that will review today’s day and month. Ask pupils of your pupils and class.
Understand a Understand the what the day and month are today. Please see the seven
p.36
variety of linear main idea of short differentiation strategies
Lesson delivery listed in the
and non-linear simple texts
print and digital 2. Write the day and month on the board. Ask pupils how well they remember the days Teacher’s Book, introduction. Please
and months in English. Ask one or two pupils if they can recall them for you. p.62 also consider the
texts by using
appropriate following:
3. Give groups of pupils a set of days or months to put in order. Set a short time limit and
reading strategies count down. Review the months and days and check their answers. Cut up days of the Group more proficient
Complementary week & months of pupils in separate
4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain
Skill the year groups to less proficient
how we know it’s autumn (leaves on the ground), including having some pupils perform
Speaking 2.3.1 to the class. pupils. Give months to
Complementary
Narrate very short the more proficient and
Skill 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note any
basic stories and days to the less
Speaking 2.3 difficulty or confusion.
proficient to put in order.
Communicate events 6. Feed back on their performance and review language by writing on the board: in
appropriately to a
saturday and on may
small or large
group Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
expressions: on + day of the week

LEARNING OUTLINE
112
Main Skill Main Skill 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs Student’s Book, according to the
Writing 4.3 Writing 4.3.2 can remember and act it out for the class. needs of your pupils
p.36–37 and class. Please see
Communicate with Spell an increased
appropriate range of familiar Lesson delivery the seven
Teacher’s Book, differentiation
language form and high frequency 2. To review spelling of days of the week, play a team board game. Divide the class into p.63
style for a range of words accurately in four or five groups. One pupil from each group at a time should come to the board. Say strategies listed in the
purposes in print guided writing a day of the week and the pupils at the board should arrange the magnetic letters to Magnetic letters introduction. Please
and digital media write the word. The fastest team to spell it accurately wins a point. Continue for each also consider the
Worksheet for following:
pupil in the team.
diaries (see
3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well Remind pupils they
Complementary below)
pupils can spell the days of the week. Review any problematic spellings after the can write two or more
Complementary Skill
activity. words. More proficient
Skill Speaking 2.1.2
When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
Speaking 2.1 Find out about and
sentences.
Communicate describe basic 4. Elicit from pupils other activities they may have during the week. Write these on the
simple information everyday routines board. Talk to pupils about the activities they do. You could ask fast
intelligibly 5. Give out the worksheet (see below) and ask pupils to write two or more activities in My finishers to help you
Diary. Monitor carefully and help with vocabulary and spelling. monitor and check
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have spellings.
badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this
is in the 3rd person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
113
A. My Diary
Write two or more activities in your week.
Monday Tuesday Wednesday
Thursday Friday Saturday Sunday
B. My Friend’s Diary
Listen to your partner and write their diary.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday

102
LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about
Innovation the seasons

In this lesson, pupils will create and perform an action song about seasons A copy of the Differentiate learning according to
Main Skill Main Skill in groups. Seasons song (see the needs of your pupils and class.
Language Arts 5.3 Language Arts next page) and a copy Please see the seven
Pre-lesson
Express an 5.3.1 differentiation strategies listed in
1. Choose an appropriate pre-lesson activity from the list in the of the words on the the introduction. Please also
imaginative Respond introduction that suits your pupils’ needs and interests and that will board or on a handout
response to imaginatively and consider the following:
introduce the topic of warm and cool seasons.
literary texts intelligibly through You could ask more proficient
creating simple Lesson delivery
pupils or groups to create a
action songs on 2. Teach pupils to sing the Seasons song words to the tune of Frère
second set of actions for their
familiar topics. Jacques (see below). song if they finish quickly.
Other imaginative 3. Ask them to choose actions for the song and perform the song again
responses as with the actions.
appropriate. 4. Elicit the pattern of the song from pupils:
• Name of season x2
• Adjectives x2
Complementary
Skill • -ing verbs x3
Complementary Speaking 2.3.1 • With our friends x2
Skill 5. Now put pupils into groups of 4–5 and ask them to choose new words
Narrate very short and actions for the song, and to practise their song. They can choose a
Speaking 2.3
basic stories and song either about the warm season or the cool season if they prefer.
Communicate
appropriately to a events
Post-lesson
small or large 6. Pupils perform their songs with actions for their classmates.
group
Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.
Seasons song
116
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing, With our friends, with
our friends.
LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Preposition + time
expression: on + days of the week; adverbs of frequency

LEARNING OUTLINE
117
Pre-lesson according to the needs
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your of your pupils and
pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 class. Please see the
meaning in a support specific games, tennis, cinema. seven differentiation
Teacher’s Book, strategies listed in the
variety of familiar information and Lesson delivery p.63
contexts details of short introduction. Please
2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it Worksheet (see also consider the
simple texts
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have following:
below)
karate on Monday; I never play computer games. Consider introducing more adverbs if
Complementary appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
Complementary
Skill exchanging
Skill 3. Ask pupils to tell their partner how often and when they do the activities.
Speaking 2.1.2 information, encourage
Speaking 2.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63).
Find out about and more proficient pupils to
Communicate
describe basic 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from use full sentences.
simple information
everyday routines Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s Expect less language
intelligibly
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen. from lower proficiency
pupils.
6. Pupils exchange the information in pairs so they have a complete worksheet. They should
do this by speaking to each other to communicate the information, but they should not look If pupils lack confidence
at each other’s worksheets. they can check each
7. Collect the worksheets and review pupils’ work. See how well they have remembered to answer (sentence) with
spell the words and how well they have achieved the Listening task. Make notes of their partner‘s
common mistakes and of pupils’ progress. worksheet as they do
Post-lesson the activity.
8. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.

A. Sue’s Diary
118
B. Bob’s Diary
119

LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions (birth month): It’s in + month

Student’s Book, p.37 see the seven differentiation strategies
Speaking 2.1 Speaking 2.1.2 1. Play a word game that focuses on the current month. You could
choose an appropriate pre-lesson activity from the list in the listed in the introduction. Please also
Communicate Find out about and Teacher’s Book, p.63
simple information describe basic introduction that suits your pupils’ needs and interests. consider the following:
intelligibly everyday routines Month word cards (one
Lesson delivery If you have a more proficient class, you
per pupil)
could introduce giving the date of their
2. Give each pupil a month word card. Ask all the pupils with A wrapped-up present birthday, which uses on. Explain why it
January to raise their hand/card, then February and so on. Elicit is on and not in (it is a precise day).
Complementary Complementary the order of the months as you go. Card and coloured
Skill Skill pends & pencils for Some pupils may say a full sentence in
Writing 4.1 Writing 4.1.2 3. Have pupils stand up and say the months on their cards in birthday cards, if time. Activity 5, while others may give a short
Form letters and Begin to use cursive order, without modelling. Repeat, but a little faster and continue
answer. However, encourage them all
words in neat as necessary, making this a fun drill.
handwriting in a to use in.
legible print using limited range of 4. Follow the instructions in the Teacher’s Book (p.63) for Activity
cursive writing written work 4.
5. Show pupils the present, ask them when we give presents.
Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the
month of their birthday and go and stand by it. Ask pupils, by
month When’s your birthday? Pupils reply It’s in x.
7. Remind pupils which month it is. Give the present to the pupils
whose birthday it is this month and say Happy birthday!
8. Have pupils mingle (walk around the room) to ask each other
when their birthday is. Set a time limit or a number of pupils to
ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage
pupils to check the spelling of the months, to remember the
capital letters and to practise writing in cursive.
120
10. If you have time, show pupils how to make a birthday card. Ask
pupils to make birthday cards for a friend or family member who
has a birthday soon
If you notice pupils are not using the preposition, encourage
them to do so, even if they are not using a full sentence.
Post-lesson
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
Encourage pupils to begin to reflect more deeply and using
more English as the year goes on. Some pupils will be more
able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It shouldn’t
be set for homework.
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Prepositions with time
& Citizenship expressions: in + month/season
121
LEARNING OUTLINE
Main Skill Main Skill Pre-lesson according to the needs of
Student’s Book, p.38–39 your pupils and class.
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction
Understand a Understand specific that suits your pupils’ needs and interests and that focuses on familiar Teacher’s Book, p.64–65
variety of linear information and differentiation strategies
foreign countries.
and non-linear details of short A large world map listed in the introduction.
print and digital simple texts Lesson delivery Please also consider the
Vocabulary flashcards following:
texts by using 2. Put the world map on the board/wall and ask pupils to gather around it.
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book Consider the roles
reading strategies and Thailand. Talk about major world countries and include Australia p.38 cut up (and stuck on carefully, so that the
and Canada, asking pupils to show you where they are, if they can. the walls around the room manager is a capable pupil
before the lesson). Two or in the group. Provide visual
3. Introduce and practise the vocabulary using the flashcards. Using the three copies of each text. or oral prompts if your
map, ask pupils in which countries they might find these things. Accept class is mainly low
Skill Skill Worksheet (see below, one
different suitable answers. Ask pupils if we find these things in Malaysia. proficiency to help them
Speaking 2.2 Speaking 2.2.2 per group)
Ask for attention or 4. Follow the Teacher’s Book (p.64) for Vocabulary. carry out step 5.
Use appropriate
communication help from a teacher Review expressions for
or classmate by 5. *Make sure the texts are stuck on the wall for this stage of the lesson.
strategies Show pupils the pictures on Student’s Book, p.38. Ask them which asking for help or
using suitable
questions country they think each is. Tell pupils they will read about the three clarification and leave them
countries. They will work in teams of four to read together. Assign roles on the board if necessary.
– three of the pupils are runners, they will read about one of the Support pupils with
countries each; the fourth pupil is the manager. The manager stays at
different questions as they
the desk with the worksheet (see below). The manager reads the
sentences about the countries to the relevant team member, who runs to read the texts on the wall.
their text on the wall to find out if it is true or false. They return to the
manager and tell them. The runners should not see the worksheet and
the manager should not see the texts. They can ask each other to repeat
or explain orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.
122
7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
Find and read. Circle True or False.

1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia. True False
6. People wear clothes for hot weather in Thailand. True False
123
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Prepositions review

& Citizenship

LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Student’s Book, p.38 of your pupils and
Writing 4.3 Writing 4.3.3 suits your pupils’ needs and interests and that will review language and prepare
Communicate with Plan, draft and write pupils for the lesson. class. Please see the
appropriate an increased range Poster paper per seven differentiation
Lesson delivery group strategies listed in the
language form and of simple sentences
style for a range of 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, introduction. Please
purposes in print common activities and clothes related to Malaysia and/or your own local area. Flashcards for also consider the
Complementary following:
and digital media Skill 3. Ask questions and talk to pupils about these aspects of their own country. common activities,
Listening 1.2.5 Remember to use different questions for different pupils. weather, clothes etc. Consider assigning
Understand a wide 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will roles for different pupils
range of short make posters about Malaysia. First have pupils work together to write three or Pictures from in each group, e.g.
Complementary
four sentences about Malaysia on a piece of paper or in a notebook. They can magazines/internet writer, designer, artist
Skill supported questions
Listening 1.2 use the texts on Student’s Book, p.38 as models. etc. etc. which will let each
5. In groups, pupils make their posters so that they match the sentences they have pupil work to their
Understand strength and abilities.
meaning in a written with the pictures. Then they add the sentences to their posters. While they Glue, colour pens,
variety of familiar are working in their groups, monitor and check on progress. Check their paper Take care that any
contexts sentences and work with each group to help them improve the sentences by questions you ask
asking questions and eliciting language so that they can write it in the final
support and stretch
version on the poster.
pupils.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and
encourage pupils to tell you what they like about each one.
124
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs
CROSS-CURRICULAR ELEMENT: Creativity and
innovation

125
In this lesson, pupils will create a diamond poem about the hot season in their area. Diamond poem (see Differentiate learning
Main Skill Main Skill below) on the board according to the needs of
Pre-lesson or as a handout your pupils and class.
Language Arts Language Arts
1. Choose an appropriate pre-lesson activity from the list in the introduction that Please see the seven
5.3 5.3.1 Hot season diamond
suits your pupils’ needs and interests and that will review language and prepare differentiation strategies
Express an Respond poem template (see
pupils for the lesson. listed in the introduction.
imaginative imaginatively and
response to below)
intelligibly through Lesson delivery
literary texts creating simple 2. Show pupils the diamond poem (see below), check or teach the meaning of
action songs on skating and icy, and ask them to guess if the missing words at the top and bottom
familiar topics. are Winter or Hot season.
Other imaginative 3. Check the answer [Winter].
responses as 4. Elicit the pattern of the diamond poem with pupils. This is:
appropriate.
Noun
Complementary Adjective Adjective
Skill Verb Verb Verb
Writing Noun Noun Noun Noun
Complementary 4.3.2 Verb Verb Verb
Skill Spell an increased Adjective Adjective
Writing range of familiar Noun
4.3 high frequency 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
Communicate words accurately 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and
with appropriate in guided writing write their suggestions on the board under the appropriate heading.
language form 7. Ask pupils to work in pairs. Give them the hot season diamond template as a
and style for a handout, or ask them to copy from the board.
range of purposes 8. Ask the pairs to make their own diamond poem about the hot season. They can
in print and digital use words from the board and their own ideas.
media
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.
Diamond poem
_______
Snowy, cold.
Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
126
Staying inside, keeping warm, sleeping
Icy, windy _______
Hot season diamond poem template
Hot season
_______ _______
_______ _______ _______
_______ _______ _______ _______ _______
_______ _______
_______ _______
Hot season
127
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +

& Citizenship country/city

LEARNING OUTLINE
Pre-lesson according to the
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits needs of your pupils
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary.
meaning in a support specific the seven
Lesson delivery Teacher’s Book, differentiation
variety of familiar information and p.179
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you strategies listed in the
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where World map (if you introduction. Please
the countries are. Try to include the six countries on Student’s Book, p.116. Write the have a large class, also consider the
names of the countries on the board and leave them there. have one map per following:
Complementary large group of
3. Introduce the concept of time zones using the time at the moment compared to You could have
Skill Complementary pupils)
another city pupils know of and some of the places from the previous activity. some/all pupils work
Reading 3.2 Skill
Understand a Reading 3.2.1 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, in pairs to read and
variety of linear morning/afternoon/evening). Ask them to show you on the map where it is one per pupil) guess the places on
Understand the
and non-linear main idea of short morning/afternoon/night. Review these words as necessary. Sticky the labels.
print and digital tape/tack/pins
texts by using simple texts 5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud.
appropriate Pupils listen carefully and repeat or raise their hand when they hear their label.
reading strategies 6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
128
Materials for Lesson 59
Labels:
_______________ _______________ _______________
It’s four in the morning. It’s It’s twelve noon. It’s raining. It’s eight in the evening. It’s
snowing. cloudy.
_______________ _______________ _______________
It’s six in the morning. It’s It’s two in the afternoon. It’s It’s nine at night. It’s cold.
windy. sunny and hot.
expressions: in + season/period

LEARNING OUTLINE
129
Main Skill Main Skill Student’s Book, p.39
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction your pupils and class.
that suits your pupils’ needs and interests and that will review language and Please see the seven
Communicate Find out about and Teacher’s Book, p.65
simple information describe basic prepare pupils for the lesson by introducing/reviewing the word holiday. differentiation strategies
intelligibly everyday routines Check their understanding of the word by asking them when the school Sports flashcards (add listed in the introduction.
holidays are in the year. sports that pupils may Please also consider the
do in the holidays) following:
Complementary Lesson delivery
Skill Think about the interests of
Complementary 2. Review and introduce the sports and activities vocabulary from this and
Speaking the pupils in your class and
Skill some previous lessons. Add any that you think pupils may do during the
2.1.5 include vocabulary relevant
Speaking school holidays or other times of the year.
Describe people to them. Alternatively, you
2.1 could introduce a stage in
Communicate and objects using As you introduce them, ask pupils if they do these sports/activities in the
suitable words and the lesson where you ask
simple information holidays.
phrases pupils to identify their
intelligibly
For sports they do not do (e.g. probably the three on Student’s Book, p.39), favourite sport/activity for
ask them if they have ever seen these sports, where people do them etc. the holiday or a particular
time of year.
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65).
For the final activity, ask
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a pupils when their favourite
good idea for pupils to ask each other what they do in the school time of year / season is
holidays/rainy season/etc, rather than the summer, depending on your and make that the focus of
context. the circle activity.
5. Play the mime game in small groups sitting in circles:
Pupil 1: Mimes a sport/activity (e.g. swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school
holidays, and I… (Pupil 3 mimes a sport/activity)
And so on…
130
Monitor closely and help as pupils do the Speaking activities. Note any
concerns you have about individual pupils as well as any common
problems. Give feedback based on these notes at the end of the lesson and
be ready to review language or vocabulary next lesson, as appropriate.
Post-lesson
Encourage pupils to begin to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils who
may need some help and encourage everyone to complete their diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

LEARNING OUTLINE
131
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Reading. 3.2 Reading. 3.2.2 that suits your pupils’ needs and interests and that will review language and Student’s Book, p.40 your pupils and class.
Understand a Understand specific prepare pupils for the lesson. Please see the seven
and non-linear print details of short
Lesson delivery Teacher’s Book, p.66–67 listed in the introduction.
and digital texts by simple texts 2. Play a team game where pupils brainstorm vocabulary on the main topics Please also consider the
using appropriate in this lesson (months, days, seasons, clothes, weather, countries). Coins following:
reading strategies 3. Review any key vocabulary that has not come up in the previous activity. Try to have a mix of
Introduce the word boots (see Student’s Book, p.40). proficiency in the groups
Complementary
4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can so that pupils can support
Skill
choose their own counters (e.g. a pen lid, a rubber, a small paper ball). each other as they play
Complementary Reading. 3.1
Monitor as pupils play the game, but allow them to relax and enjoy the the game.
Skill Read and enjoy A1
Reading. 3.3 fiction/non-fiction activity so that they are reading for pleasure, without really noticing they are Modify the Venn diagram
Read print and digital reading. This will also encourage pupils to work together and help each Optional activity so that it
independently for texts of interest other.
suits seasons in your
information and 5. Continue with the Optional activity on Teacher’s Book, p.67. You could do
enjoyment local context and your
this for other topics. local culture.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Prepositions

Innovation; ICT

LEARNING OUTLINE
132
Main Skill Main Skill according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.41
Writing 4.2 Writing 4.2.4 your pupils and class.
that suits your pupils’ needs and interests and that will review language
Communicate Describe people and prepare pupils for the lesson by reviewing the names of the six Teacher’s Book, p.68–9
basic information and objects using differentiation strategies
countries.
intelligibly for a suitable words and Computers listed in the introduction.
range of purposes phrases Lesson delivery Please also consider the
Magazines and/or a following:
in print and digital Note: This lesson is based on the project on Student’s Book, p.41. printer
media Set a specific number of
2. Divide pupils into five or six groups, depending on the size of your class. pictures or information to find
There should be 4–6 pupils in each group. on the country so that there
Complementary is enough time in the lesson.
Complementary Skill 3. Tell pupils they will find out about a country and make a collage. You
Skill Speaking 2.2.2 can show pupils the example of Student’s Book, p.41 Activity 2 so they At the writing stage, you
Speaking 2.2 Ask for attention or know what to do. could either have a more
Use appropriate help from a teacher proficient pupil in the group
communication 4. Assign roles to pupils in the group or have pupils decide between
or classmate by themselves. At least one: be the main writer (and
strategies using suitable
others contribute) or,
questions • researcher (to look on the computer for information about the
country*) preferably, you could ask
each pupil to write one/two
• designer (to decide which pictures go where) sentences each, so they
• cutter & sticker (to cut out pictures and stick them to the collage) share the writing.
writer (to annotate the picture).
5. Have groups choose a country. First they should decide what

information to find out about. Allow all pupils to work briefly on the
computer to start finding out basic information about the country before
the ‘researcher’ takes over and the others do their tasks.
*Select, in advance, websites that are safe and are simple to follow, that
pupils can use to find information e.g. www.kiddle.co or
www.kidzsearch.com
133
6. Monitor pupils carefully as they use the internet, especially if your

network is not protected. Help as necessary with search terms. Pupils may
need help to print out pictures and other resources or information they find.
They should avoid using texts they find because this is not their language
and other pupils may not understand it.
7. Have pupils create a collage. Set a fixed time limit for this activity
depending on the time you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Note that pupils should work reasonably independently in this lesson, and
should ask for your help in English when they need it. Move around groups
as they work and support them. Ask questions about their choice of
pictures for the collage as you monitor.
Post-lesson
9. Pupils display their collages and read their sentences for others to
hear and point to / find the correct collage. Encourage pupils to ask each
other questions about the countries.
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Review of present simple;
Imagination prepositions
134
LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
your pupils’ needs and interests and that focuses on climate and weather. your pupils and class. Please
Language Arts 5.3 Language Arts 5.3.1 Student’s Book,
Express an Respond see the seven differentiation
Lesson delivery p.42–43
imaginative imaginatively and strategies listed in the
response to intelligibly through 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or introduction. Please also
creating simple use a picture of a snow globe. Ask pupils if they have seen something like this Teacher’s Book, p. consider the following:
literary texts
before. 70–71
action songs on If pupils have a lot of
familiar topics. 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas in difficulty writing freely, you
Other imaginative note form on the board. A snow globe or could provide some models
Complementary responses as large clear ball if
4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell of different kinds of
Skill appropriate available
you about the picture. Let pupils read the texts on p.42. Choose some pupils to read sentences on the board to
Writing 4.2
different characters’ parts. Ask pupils what they think will happen next. give them some ideas. They
Communicate
Magic globe can also look in the Student’s
basic information 5. Have pupils read the second page of the story silently before playing the CD. Follow
Book (p.43) for ideas.
intelligibly for a Complementary While reading and after reading suggestions (Teacher’s Book, p.70–71) for talking to worksheet (see
range of purposes Skill pupils about the story. Elicit as much as possible. Ask pupils if they liked the story. below) Let more proficient pupils
in print and digital Writing 4.2.4 6. Ask pupils where they would like to go if they found a magic globe. Give pupils the write as much as they can,
media Describe people and worksheet (below) and ask them to draw their ideas and to write at least one too.
objects using sentence about it. They can give it a title or a name.
suitable words and This is a free writing activity, which lets pupils write what they can. You can give
phrases some suggestions, but it is a good opportunity for you to see how pupils can write
without a model. Support them and help them write what they want to about their
pictures.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity. Encourage
pupils to give feedback on what they like about others’ work.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths
and weaknesses in relation to what is covered in the unit. Give written comments on
their work, in a brightly coloured pen, making sure to be positive and offer
constructive help if necessary.
135
Name: _____________ Class: ______
________________
___________
________________________________
LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4
136

LEARNING OUTLINE
Depending on Differentiate learning
Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and your focus: Get according to the needs
Writing 4.3 Writing 4.3.1 extends language areas needed by your pupils. You might consider using some of the material as a of your pupils and
Smart plus 3 class. Please see the
Communicate with Use capital letters, homework task, if appropriate.
Student’s Book, seven differentiation
appropriate full stops and Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s
language form question marks p.44 strategies listed in the
Book p.72–73) and/or consider offering pupils a choice of activities. introduction. Please
and style for a appropriately in
range of purposes guided writing at Pre-lesson Teacher’s Book, also consider the
in print and digital sentence level p.72–73 following:
media 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’
needs and interests and that will prepare pupils for the lesson. Card, if possible, There is space on the
worksheet for another
or plain paper
Lesson delivery question. More
Complementary Picture of a girl proficient pupils can
Complementary Skill 2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in
write their own
Skill Speaking and on the other side on. Worksheet (see question here. They
Speaking 2.1.2 below)
3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show can also ask more than
2.1 Find out about one friend.
that side of their card, if on they should show the other side. Say some sentences which Bell
Communicate and describe
simple information practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place Choose among these
basic everyday
intelligibly of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this and other available
routines
game difficult. Example sentences: I like to play tennis ___ spring. practice materials for
It’s my birthday ___ March. this Language
Awareness lesson,
Hassan and Zikri have football ___ Saturday afternoon.
based on the needs
4. Ask pupils questions to elicit the rules for when we use in and on. and interests of your
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in class.
a survey. Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their
answers on the worksheet. They should write the answers following the model for Alya,
including punctuation.
137
If you have extra time, you could ask pupils to write sentences about their partner in their
workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of the
worksheet.
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
A. Write words to finish the questions.
Question Alya Me My friend
When’s your b__________? It’s in May.
What’s your f__________ season? It’s winter.
What clothes do you w__________ in I wear a dress.
summer?
What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.
Self-assessment:
say what I do at different times of the year Great! [ ] OK [ ] A little [ ]

know when to use different words like in and on Great! [ ] OK [ ] A little [ ]
talk about seasons Great! [ ] OK [ ] A little [ ]

talk about weather Great! [ ] OK [ ] A little [ ]
talk about different sports and activities Great! [ ] OK [ ] A little [ ]
UNIT 5
138
LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction your pupils and class.
that suits your pupils’ needs and interests and that focuses on the word Please see the seven
Understand Understand with Teacher’s Book, p.74–5
meaning in a support specific house. differentiation strategies
variety of familiar information and Flashcards of key listed in the introduction.
Lesson delivery Please also consider the
contexts details of short vocabulary
simple texts 2. Play Run and touch, where you say Touch the (window) and pupils run (or following:
walk) and touch the place. Use parts of the room vocabulary (door, floor etc.) You could ask some more
and then introduce prepositions behind and in front of. Extend to a game like confident pupils to become
Complementary Simon Says, where they only run and touch if you say please. teacher in the first stage of
Skill Complementary
the lesson (Run and Touch
Listening 1.2 Skill 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well
game).
Understand Listening 1.2.1 pupils already know the prepositions and modify your lesson plan
meaning in a Understand with accordingly. Now you know your pupils
variety of familiar support the main a little better, choose how
contexts idea of short simple 4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time
pupils listen, they should point to the correct room in the house as they hear best they will work in a
texts
it. review game (in pairs,
5. Review the key prepositions and vocabulary that you have noticed is new or small groups or as a whole
difficult for pupils by playing a group or whole class game. class).
Post-lesson
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
139
LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

LEARNING OUTLINE
Main Skill Main Skill 1. Play the song from Lesson 65 and encourage pupils to join in. to the needs of your pupils and
class. Please see the seven
Speaking 2.1 Speaking 2.1.5
Lesson delivery Student’s Book,
Communicate Describe people differentiation strategies listed
p.45, p.47
simple information and objects using 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? in the introduction. Please also
intelligibly suitable words and to review and check understanding of the prepositions. If you notice that your consider the following:
phrases pupils are finding these difficult at this stage, include another stage to review Teacher’s Book,
p.74 While reviewing prepositions,
them further, such as a ‘listen and draw’ in their notebooks.
ask questions and use some
3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). mime to different pupils to help
Complementary Clothes
Skill 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the them at their level of
flashcards. Play a game to practise the new vocabulary. flashcards
Listening 1.2 Complementary understanding. These might be
Understand Skill 5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that closed questions, e.g Is it
meaning in a Listening 1.2.5 the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and
behind the door (mime
variety of familiar Understand a wide some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to
contexts draw a dress and some trousers in the house. behind)? or What can you find
range of short under your bed at home?
supported questions 6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing their
books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and
are managing the target language
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
140
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions of place;
possessive pronouns

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your needs of your pupils
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic and
variety of linear information and prepare pupils for the lesson. the seven
and non-linear details of short p.76
Lesson delivery strategies listed in the
print and digital simple texts
texts by using 2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and introduction. Please
appropriate clothes also consider the
some pupils and ask them to put them on the left side of the classroom if they are clothes
reading strategies flashcards following:
and the right if they are furniture.
Complementary
Worksheets (see For the mini
Skill 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76).
Writing 4.3.2 below) performance after the
Complementary Spell an increased 4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary story, you could
in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need
Skill range of familiar some encourage some
high frequency work in pairs to categorise the words. They should write the words into the correct cloud,
Writing 4.3 dictionaries for pupils to change the
words accurately in taking care to copy the spelling accurately. If there are still some new words in the
Communicate with this lesson story a bit to include
guided writing worksheet, you could ask pupils to use dictionaries to find the meanings of the new
appropriate
words. They can draw a small picture next to the word on their worksheet to show the different vocabulary.
language form and
meaning if it is helpful.
purposes in print Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
and digital media remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
pupils’ needs and interests and that reviews at least one word pupils learned well and one
they have difficulty with.
Clothes or furniture?
141
Look at the words and write. Are they clothes or furniture?
Furniture
Clothes
socks armchair trousers wardrobe

bookcase dress desk fridge
shirt cupboard coat trainers
LESSON: 68 (Writing 13) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
142
LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

LEARNING OUTLINE
Get Smart plus 3
Pre-lesson Differentiate learning
1. Choose a confident pair of pupils who will come to the front of the class and try to
Writing 4.1 Writing 4.1.2 act out the story from Lesson 67. The class can help if necessary. Student’s Book, your pupils and class.
Form letters and Begin to use cursive p.46–47 Please see the seven
words in neat handwriting in a Lesson delivery differentiation strategies
legible print using limited range of 2. Write the words on the board: headscarf, carpet, mirror (and choose one or two listed in the introduction.
cursive writing written work Teacher’s Book, p.
more clothes/furniture words that might be new but useful to your pupils) Model 76–77 Please also consider the
using the dictionary and hand out to each pair/group. Assign each pair/group one of following:
the words and ask them to check the meaning in the dictionary. They should draw Clothes and For higher proficiency
Complementary Complementary the item in their notebook and write the word underneath it. furniture flashcards pupils (or classes), you
Skill Skill 3. Have each pair/group present their word to the class. Return the worksheets from from previous could extend the
Reading 3.2 Reading 3.2.4 Lesson 67 and ask them to add the four words to it. lesson + four new dictionary activity and/or
Understand a Recognise and use words have pupils brainstorm
variety of linear with support key 4. Have pupils read the story on Student’s Book, p.46 quietly. and share more clothes
and non-linear print features of a simple 5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. and furniture vocabulary.
Dictionaries
and digital texts by monolingual Remind pupils to use cursive writing. Monitor and check they are on task and do If you have a pupil(s) who
using appropriate dictionary not have any problems.
reading strategies demands attention, you
Post-lesson could have him/her/them
6. Choose a post-lesson task from the list in the introduction to review more and less read the story to the
challenging vocabulary from the lesson. class.
143
TOPIC: My new house LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation

In this lesson, pupils will make and label a simple paper house. You can use their Square pieces of plain paper, Differentiate learning
Main Skill Main Skill work to make a class display of houses. one piece for each pupil. according to the needs of
Language Arts Language Arts (White paper is suitable – the your pupils and class.
Pre-lesson
5.3 5.3.1 paper does not need to have Please see the seven
1. Write the letters ym and ohuse on the board. different colours on each differentiation strategies
Express an Respond 2. Ask pupils to unscramble these letters to make two words.
imaginative imaginatively and side, as suggested by the listed in the introduction.
3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and video below.)
response to intelligibly through that they will make a paper house in the lesson.
literary texts creating simple Simple child-friendly
action songs on Lesson delivery
instructions to use in the
familiar topics. 4. Give each pupil a square piece of paper.
5. Prepare step-by-step instructions for making a paper house in a jazz chant lesson. (Check how to make
Other imaginative
style. Give out the instructions one by one. Ask pupils to sing with you the a very simple origami house
responses as
appropriate. step before they apply it at:
6. Make sure that pupils have finished each step before you move on to sing www.youtube.com/watch?
the next step. v=eEsx799dz8c)
7. When the pupils finish their making their paper houses, ask them to sing the
Complementary chant together.
skill 8. Ask pupils to label two of the four rooms in the house and to draw two items
Complementary Listening 1.2.4 of furniture in each of these two rooms.
skill
Understand a
Listening 1.2 Post-lesson
Understand wide range of 9. Put pupils in pairs or small groups.
meaning in a short basic 10. Ask them to share their houses and to name the items of furniture their
variety of familiar supported classmates have drawn.
contexts classroom 11. If you want to make a class display, ask pupils to label other rooms and to
instructions draw other items of furniture at home. You could use their completed work to
create a class display of houses.
144
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with
Values possessive pronoun: Whose?

LEARNING OUTLINE
145
Student’s Book, p.47 your pupils and class.
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Understand Understand with suits your pupils’ needs and interests and that will review clothes vocabulary to Please see the seven
Teacher’s Book, p.77
meaning in a support specific prepare pupils for the lesson. differentiation strategies
variety of familiar information and listed in the introduction.
simple texts following:
2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review
the language Whose xxx is this/are these? and encourage pupils to ask the Choose pupils who are
questions, too. You could play a circle game. naturally outgoing to be the
Complementary
thieves, even if they are
Skill Complementary 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again. not as proficient.
Listening 1.2 Skill
4. Follow the instructions for Activity 3 (Teacher’s Book, p.77). Sometimes an overly
Understand Listening 1.2.5
meaning in a Understand a wide active pupil can be
Monitor as pupils listen and see how well they do in getting the correct motivated by an activity
variety of familiar range of short answers. Based on this, you could give more Listening practice by asking
contexts supported like this.
pupils about the clothes again or you could play a game to further review the
questions key vocabulary.
5. Play Stop thief! where you nominate two or three pupils to be the thieves. The
class closes their eyes and count to ten, and the thieves move around the
room and ‘steal’ some of the pupils’ pens, pencils etc. On ten, pupils open
their eyes and say Stop thief! The ‘thieves’ stop. Pupils ask and answer to find
out whose things they have ‘stolen’, and to return them. E.g. Whose pen is
this? / Whose books are these?
You could play this in small groups as well, if you have time and it is
appropriate for your class.
Post-lesson
146
Encourage pupils to begin to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
147
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Speaking 2.1 Speaking 2.1.1 pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for of your pupils and
p.47 class. Please see the
Communicate Ask about and the lesson.
simple information express basic seven differentiation
Lesson delivery Teacher’s Book, strategies listed in the
intelligibly opinions p.77
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). introduction. Please
Small pieces of also consider the
3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t following:
write their name, but should write a code name. paper/card, one
Complementary Complementary per pupil
4. Collect the cards and redistribute them. Pupils should mingle around the classroom to try If giving a reason is
Skill Skill
Listening 1.2 Listening 1.2.5 to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils too challenging for
Understand Understand a wide answer, encourage them to give a reason for their answer, for example: some/all of your
meaning in a range of short I think it’s Hanifa’s because she likes red shoes. pupils, then they can
variety of familiar supported questions say I think… to give
contexts I think they’re Ahmad’s because Ahmad is good at drawing. or
their opinions.
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end of
the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
148
LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
TOPIC: My new house

CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There
Sustainability; Values is/are: Singular & plural; Prepositions of place

LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs of
Reading 3.2 Reading 3.2.3 pupils’ needs and interests and that will review key language to prepare pupils for the your pupils and class.
p.48–49 Please see the seven
Understand a Guess the meaning lesson.
variety of linear of unfamiliar words differentiation strategies
and non-linear from clues provided p.78–79
print and digital by visuals and the 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Please also consider the
texts by using topic / small groups what they know about Japan. They will probably use first language for Map of Japan following:
appropriate this. When feeding back, help pupils translate some of their ideas into English and/or (optional) There may be some first
reading strategies provide them with some key vocabulary. Ask them what they know about houses in
Japan. Cut up pictures language used in this
Complementary from Student’s lesson. You can
3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48
Skill they can see. encourage and support
Complementary Reading 3.2.1 different pupils to use as
Skill Understand the 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct
pupils to the pictures to try to guess the meaning of the new words. much English as they can
Reading 3.2 main idea of short
5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book, by helping them with
Understand a simple texts
variety of linear p.78). vocabulary and language
and non-linear that you think each pupil
6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
print and digital Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to is capable of.
texts by using informally assess pupils’ Reading skills. Have pupils do this alone initially before
appropriate
checking with a partner. Monitor to note performance of individual pupils.
reading strategies
Post-lesson
lesson.
149
TOPIC: My new house CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity & is/are: Singular & plural
Innovation

LEARNING OUTLINE
Pre-lesson Pictures of Differentiate learning
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your traditional style according to the needs
Writing 4.2 Writing 4.2.4 pupils’ needs and interests and that will review key language to prepare pupils for the local/national of your pupils and
Communicate basic Describe people lesson on the topic of homes and houses. Include key words such as wood, water, light. houses class. Please see the
information intelligibly and objects using seven differentiation
Lesson delivery Poster paper, strategies listed in the
for a range of suitable words and
purposes in print and phrases 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences pens, rulers etc. introduction. Please
digital media between this and pupils’ own homes. also consider the
3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses following:
If possible a
are traditionally built to respect the natural environment. (this may be in first language) template for Pupils can write
Complementary (For an interesting article see: design of a sentences according
Complementary Skill http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that you traditional house to their own level.
Skill Writing 4.3.3 will need to choose and simplify the information given here. Encourage them to try
Writing 4.3 Plan, draft and and write something a
Communicate with 4. Ask pupils what key features make an environmentally friendly home (e.g. natural card for each
write an increased building materials, use of natural energy and resources – water, light etc).
appropriate language group for making little above their level
range of simple 5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a houses and support them in
form and style for a
range of purposes in sentences poster or a model (if possible). They should design a house and then each pupil writes a this.
print and digital media sentence about the house (in their notebooks as a draft, and then, after checking, on the
poster or as a label) using There is/are. The houses will be conceptually simple. Monitor
carefully and support pupils as they try to write their sentences. If pupils are not able to
finish their houses in this lesson, you could have them continue at the end of the next
few lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general
feedback on their efforts.
150
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

In this lesson, pupils will create an action story in groups. Flashcards or pictures Differentiate learning
Pre-lesson Words for We’re going your pupils and class.
Language Arts Language Arts 1. Tell pupils that they are going on a long and difficult walk home. home action story
5.1 5.1.2 Please see the seven
2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
Enjoy and Say the words in Write the story on the
appreciate simple texts, and Lesson delivery board, or put it on a listed in the introduction.
rhymes, poems sing simple 3. Ask pupils to stand in a circle, or to stand at their desks if there is not handout Please also consider the
songs with enough space for a circle in your classroom. following:
and songs
intelligible 4. Tell pupils the We’re going home story (see next page): use actions to Fast finishers can create
pronunciation, make the meaning of over, under and through clear. an extra verse for their
rhythm and 5. Retell the story and ask pupils to join in with the actions. story.
Complementary intonation 6. Tell the story again, with pupils doing the actions and saying the words.
Skill In addition to 7. Clarify with pupils that there is one more place to go through before they
Speaking 2.3 Year 2 text are home. Ask pupils to suggest possible places to go through (e.g. forest,
Communicate types: simple rice field, jungle, tunnel, school, shopping centre) .
appropriately to a poems 8. Divide pupils into groups of 3–4. Tell them to finish the story with another
small or large verse and to practise their story and the actions. Write the story on the
group board or give them a handout of the story to help them.
Complementary
Skill Post-lesson
Speaking2.3.1 9. Choose groups to perform their story. Ask pupils who are not performing to
Narrate very identify the new place in the final verse.
short basic
stories and
events
We’re going home

We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.
151
We’re going home.
Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home. Oh,
look, a small village
We can’t go under it.
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home. Oh, look _______________
We can’t go under it. Let’s go through it
Hurray! Now, we’re home.
152
Pri
(Unit 5)

LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review

LEARNING OUTLINE
153
Pri
(Unit 5)
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class.
Listening 1.1 Listening 1.1.1 p.49–50
your pupils’ needs and interests and that will review the names of rooms and Please see the seven
Recognise and Recognise and
furniture words to prepare the pupils for the lesson. differentiation strategies
reproduce target reproduce with Teacher’s Book,
language sounds support a range of Lesson delivery listed in the introduction.
p.79–80 Please also consider the
target language 2. Show the flashcards and drill the four new words. Explain to pupils how these are
phonemes Flashcards for following:
words with two sounds (syllables). Show how each word is made up of the two
sounds. Play a game where pupils have to listen and say the second syllable. Use cushion, Depending on the needs
picture flashcards. Introduce/review the written word at the end of this stage of the slippers, table, of your class, you could
Complementary lesson only. flower Scissors extend the pronunciation
Skill Complementary
stage of the lesson to
Speaking 2.1 Skill 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). look at rhyming words or
Communicate Speaking 2.1.5
more words with two
simple information Describe people and 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s
syllables.
intelligibly objects using Book, p.80).
Post-lesson For fast finishers or more
suitable words and
proficient pupils, have
phrases 5. Learning diaries:
them tell a partner about
Ask pupils to think back on their learning so far this week. In their learning diary, they
a room in their house.
can write:
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
154
Pri
(Unit 5)
TOPIC: My new house

CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & Imagination is/are: Singular & plural; possessive pronouns

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Ask pupils what they remember about the room in the Japanese house from your pupils and class.
Communicate Describe people Student’s Book, p.48.
differentiation strategies
simple information and objects using
2. Play a word game that will review and introduce furniture vocabulary if you Teacher’s Book, p.79
intelligibly suitable words and listed in the introduction.
think pupils need to review key vocabulary further. For example, put labels of Please also consider the
phrases
the names of different rooms around the classroom. Say a piece of furniture following:
and pupils have to decide which room it belongs in. Note that there may not be
Complementary fixed answers for this. Pupils can work at their
Skill Complementary own level in these
Lesson delivery
Speaking 2.2 Skill activities. Encourage
Use appropriate Speaking 2.2.2 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
communication Ask for attention or more than their ability by
strategies help from a teacher 4. Put pupils in large groups (6 –8 pupils). They collect the drawings and put them
in a pile in the middle of the group. In turns, pupils take a picture. Without helping them individually
or classmate by
using suitable showing it, they should describe it. Other pupils in the group should guess and according to their
questions whose picture it is – It’s hers/his/mine/yours. level. Do not expect the
same from all the pupils.
Monitor carefully as pupils do these Speaking and Listening activities. They
may need help with vocabulary, and should ask you for this in English. Focus,
too, on their use of language. Note the words you give them and choose some
to teach the whole class at the end.
Post-lesson
5. Teach the whole class two or three of the words you have given them
individually as extra in this lesson
155
Pri
(Unit 5)

is/are: Singular & plural; Prepositions of place; Adjectives

LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Reading 3.2 Reading 3.2.2 suits your pupils’ needs and interests and that will introduce key vocabulary from your pupils and class.
Understand a Understand specific this lesson. Write and leave the words on the board.
and non-linear details of short p.82
print and digital simple texts 2. Tell pupils about your house (this can be real or something from a magazine) Please also consider the
texts by using using the pictures. Use some of the words from the pre-lesson activity you left on Some pictures of following:
appropriate the board. Have pupils listen and then tell you which words you used. your house, if Think about your pupils and
reading strategies 3. Tell them they will read about Sue’s house. They should read silently and tell you appropriate, or a where they live. You may
Complementary house from a
Complementary what they think of Sue’s house using an adjective. need to teach more
Skill Skill magazine
4. Next ask them to read again and to find some differences between Sue’s house vocabulary to help them
Reading 3.2 Reading 3.2.1 describe their own
understand the main and your house (as described).
Understand a bedrooms or houses.
variety of linear idea of short simple 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
Some pupils may find it
and non-linear texts 6. Ask pupils to make a note of their answers to the questions (in note form, not full
sentences) in their notebooks. challenging to expand their
print and digital
7. After checking the answers with a partner, ask pupils to expand their answers answers into full sentences.
texts by using
into full sentences in their notebooks. You may need to repeat
appropriate
Collect pupils’ notebooks and check them for spelling and content in particular. the question or provide
reading strategies
Note down words you have taught them for this activity that pupils have difficulty gapped sentences on the
spelling correctly. board. Less proficient
Post-lesson pupils could write up just
two or three sentences.
in the lesson.
156
Pri
(Unit 5)
LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends

is/are: Singular & plural; Prepositions of place; Adjectives

LEARNING OUTLINE
Main Skill Main Skill 1. Play a spelling game (e.g. a letter jumble) to review some of the common according to the needs of
words (including those spelt incorrectly in the previous lesson) from this topic. your pupils and class.
Writing 4.3 Writing 4.3.3 Student’s Book,
Communicate with Plan, draft and write Please see the seven
appropriate an increased range differentiation strategies
language form and of simple sentences 2. Play the CD to review the text on Student’s Book, p.51. Review the listed in the introduction.
style for a range of differences between Sue’s house and pupils’ own homes. Teacher’s Book, Please also consider the
purposes in print p.82 following:
3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82.
and digital media Set a minimum number of
4. Have pupils write about their bedroom on a worksheet. After writing they can Template of a
furnish their bedroom using the template and cut up furniture OR they can sentences for pupils to write
Complementary beroom on a
draw the furniture into the room. worksheet (e.g. write at least two
Skill
Complementary Speaking 2.3.1 5. Pupils tell their partner about their bedroom using the pictures and the text. Optional: pictures of sentences) so that more
Skill Encourage partners to ask each other questions about their bedroom or bedroom furniture to proficient pupils can write
Narrate very short
Speaking 2.3 make comments about it. more.
Communicate basic stories and cut out
events 6. Pupils present their work to the class. Encourage the class to ask questions
appropriately to a about the picture and the pupil’s home. This could be done in groups if there
small or large is time.
group
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
157
Pri
(Unit 5)
LESSON: 79 (Language Arts 15) THEME: World of Stories

MAIN SKILL FOCUS: Language Arts &
Listening
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language

158
Pri
(Unit 5)
Language Arts 5.2 Language Arts 5.2.1 1. Follow instructions for Warm up (Teacher’s Book, p.52). see the seven differentiation strategies
p.52–54 listed in the introduction. Please also
Express personal Ask and answer
Lesson delivery consider the following:
responses to simple questions Teacher’s Book,
literary texts about characters, 2. Follow instructions for Activity 1, Before reading, using just the p.84–85 If the topic of ghosts is not appropriate
actions and events pictures from the story. in your context, you can choose a
of interest in a text Self-assessment different story and follow a similar
3. Play the CD and have pupils listen and look at the pictures. Pause worksheet lesson outline.
very briefly at the end of each picture, check basic understanding
Complementary very briefly, and ask a question to predict what will happen next. You can discuss the story and the
Skill Complementary values in a mixture of pupils’ first
Ask pupils one or two comprehension questions and review the
Listening 1.2 Skill language and English, expecting more
story in their books if necessary. Ask pupils what they think the
moral of the story is (see Value on p.53, Student’s Book). Discuss English from more proficient pupils than
meaning in a Understand with
the value with pupils. others.
variety of familiar support short simple
contexts narratives 4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from Student’s
Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how
well they feel they know the language now. They should complete
the How did I do in Unit 5? self-assessment worksheet (see below).
6. Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
159
Self-assessment worksheet for Lesson 79 How
did I do in Unit 5?
say where things are in the house Great! [ ] OK [ ] A little [ ]

say who things belong to Great! [ ] OK [ ] A little [ ]
describe different houses Great! [ ] OK [ ] A little [ ]

talk about rooms and furniture Great! [ ] OK [ ] A little [ ]
talk about clothes Great! [ ] OK [ ] A little [ ]
160
LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT

LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)

LEARNING OUTLINE
161
Question cards Differentiate learning
Main Skill Main Skill Pre-lesson (see below – 1 according to the needs
Speaking 2.1 Speaking 2.1.5 set per group) of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
class. Please see the
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. Computers
simple information and objects using seven differentiation
intelligibly suitable words and Lesson delivery strategies listed in the
phrases introduction. Please
2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up also consider the
questions that relate to the questions on the question cards (see below), e.g. Hands up if following:
Complementary you have three rooms in your house. / Hands up if your bedroom walls are pink. etc.
Make sure you leave
Skill Complementary 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. the question cards with
Writing 4.3 Skill Pupils pick a card, in turn, and answer the question on the card. the groups so they can
Communicate Writing 4.3.1
4. Feed back on this activity, but leave the cards with the pupils. use them as support
with appropriate Use capital letters,
when writing the
language form full stops and 5. Tell pupils they will create a survey about the class houses. First each group should questions.
and style for a question marks write four questions (one per pupil) in their notebooks. Monitor and help as necessary.
range of purposes appropriately in Note that pupils can copy the questions on the cards or use them as models if they need Depending on pupils’
in print and digital guided writing at to. Make sure that each pupil has all four questions in their notebook. ICT skills and software
media sentence level
6. Pupils should now ask others their questions – one question each. Set a number of availability, they could
pupils (minimum and/or maximum, depending on time) they should ask. They should use Word, Excel or
note the answers in their notebooks. Open Office.
7. Pupils return to their groups and put their findings together.
8. Where possible, groups use the computer to create a table or chart to present their
findings. Have pupils save their work and either post to the class or school website/blog
or print out.
If no computers are available, this can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
Template for suggested question cards for Lesson 80
How many rooms How many people Do you have a What’s your
are there in your live in your house? garden? favourite room?
house?
162
Do you have your What colour are the Is there an upstairs How many TVs are
own bedroom? walls in your in your house? there in your
bedroom? house?
UNIT 6
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns

LEARNING OUTLINE
163
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Listening 1.2 Listening 1.2.2 needs and interests and that will review language to prepare pupils for the lesson. Focus on needs of your pupils
Understand Understand with food words pupils already know. Ask pupils which of those foods they like.
meaning in a support specific the seven
Lesson delivery Teacher’s Book, differentiation
variety of familiar information and p.88–9
contexts details of short 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather strategies listed in the
simple texts than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy Food flashcards introduction. Please
of this, so they can use it in the next lesson. also consider the
following:
Complementary 3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary.
Complementary Encourage pupils to
Skill
Speaking 2.1 Skill 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top draw food they really
of the page when they hear them. like, even if they don’t
Communicate Speaking 2.1.1
simple information Ask about and 5. Follow the instructions for Activity 1, Teacher’s Book, p.88. know what it is in
intelligibly express basic English. You can help
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to
opinions include a reason, e.g. It’s delicious. / They’re horrible. them find the English
word for the food. If
Post-lesson you are not sure, you
Learning diaries: could use an online
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the dictionary (on the
beginning of Unit 6). In their learning diary, they can write: computer or on a
• New words I remember mobile phone).
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to
do this than others. Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)
164

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning according to
Main Skill Main Skill 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). the needs of your pupils and
class. Please see the seven
Speaking 2.1 Speaking 2.1.5 Student’s Book,
Communicate Describe people Lesson delivery differentiation strategies listed in
p.55
simple information and objects using 2. Ask pupils to read the words of the song. Ask them to find and underline the introduction. Please also
intelligibly suitable words and with a colour pencil There’s and, in a different colour, There are. consider the following:
phrases Teacher’s Book,
3. Ask pupils to tell you some example sentences from the song using There p.88–89 If you think it may be difficult for
Complementary is/are and write them on the board. Using the food realia (real food), ask some of your pupils to form full
Skill Complementary questions like How many carrots are there? How many sugars? to show
Food flashcards + sentences in Activity 2, put some
Listening 1.2 Skill that words like sugar are uncountable. Elicit examples of each from the
song. Avoid using words like countable and uncountable as they may be copies of one per model sentences on the board.
meaning in a confusing. Show how each goes together with some and plural/singular pupil You can begin to erase these
Understand with
variety of familiar noun. during the activity if you think
support specific
contexts 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– Some countable pupils don’t need it any more.
information and and uncountable
9) as necessary.
details of short food/drink if
simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in appropriate (e.g.
pairs, Pupil A says a sentence using There is a /are some… on the table. some sugar, two
Pupil B listens and points to the picture in Activity 2. carrots)
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game. Colour pencils
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).
LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Any: countable and

Creativity & Innovation uncountable nouns in questions
165

LEARNING OUTLINE
Main Skill Main Skill 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– according to the needs of
Reading 3.2 Reading 3.2.3 make with these. Elicit or teach omelette. Ask if pupils have ever had an your pupils and class.
57 Please see the seven
Understand a Guess the meaning omelette. If so, what was inside it?
and non-linear from clues provided p.90–91
print and digital by visuals and the 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. Please also consider the
texts by using topic Food flashcards following:
3. Introduce the text and ask pupils to read it and tell you which omelette
appropriate they’d prefer. Some more proficient pupils
reading strategies Monitor carefully as pupils read and see how they are progressing. Some should be able to tell you in
pupils may read much more slowly than others. Note down which pupils English their strategy for
Complementary
finish quickly and which take longer. understanding unknown
Skill
words. You could ask them
Complementary Reading 3.2.2 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out
to translate for other pupils
Skill Understand specific the performance stage. Ask pupils what they think Yummy and Yuck mean
after helping them say it in
Reading 3.2 information and and why they think that. English.
Understand a 5. To follow on from the reading, follow instruction for Activity 2. Have pupils
details of short
variety of linear do this individually before checking their answers with a partner. Then feed Reading the whole text may
and non-linear simple texts
back, and elicit language from pupils in full sentences. be difficult for some pupils.
print and digital Give them plenty of time to
texts by using Post-lesson
try to read it. If necessary,
appropriate 6. Choose an appropriate post-lesson activity from the list in the introduction
reading strategies ask faster finishers to think
about what they would have
in their omelette.
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking

& Citizenship; Creativity & Innovation directions)
166
LEARNING OUTLINE
Flashcards to show Differentiate learning
Pre-lesson cooking verbs according to the needs
Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits (optional) of your pupils and class.
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the Please see the seven
basic information directions previous lesson. Cut-up stages of differentiation strategies
intelligibly for a Lesson delivery omelette recipe (one listed in the
range of purposes set per group introduction. Please
in print and digital 2. Ask pupils what the children’s dad was doing in the story – he was cooking of five – see below) also consider the
media Complementary following:
omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about
Skill cooking to find out what they know. Introduce cooking verbs using flashcards or A simplified recipe When ordering the
Writing 4.3.2 mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board.
Complementary for a Malaysian dish stages of the omelette
Spell an increased
Skill recipe, you could have
range of familiar 3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs
Writing 4.3 groups work together to
high frequency and ingredients (see
Communicate with 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, order the stages, or
words accurately in below)
appropriate one stage each. They should read their stage and together decide which order to give each pupil a stage
guided writing
language form and stand in. so, without showing it to
style for a range of the others, they all
5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. contribute to group
purposes in print Prepare some key words in advance, such as coconut milk, onion, eggs, tomato,
and digital media work. Consider adding
potato, chicken, spices, rice etc. Pupils may work in their first language and you can pictures if you think this
supply the English translation. Explain that these are the ingredients. will support your pupils.
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let
pupils work in pairs to complete it. An example is given below, but you may have a For the Writing activity,
better or more appropriate recipe than this. This lesson may be challenging for some you can provide recipes
pupils, who may be unfamiliar with cooking processes. You could add some pictures with more or fewer gaps
to the recipe or mime each stage of the recipe and have pupils watch and complete to support different
the stage. Allow pupils to work with and help each other. levels of proficiency.
Post-lesson
lesson.
Stages for making an omelette: cut up, one per pair/group.
Break the eggs and mix them with milk.

Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
167
Fry it all for 5 minutes.
Serve your omelette with some bread.
Suggestion for recipe gap fill: Chicken and egg curry Ingredients:
12 chicken legs some coconut milk
6 eggs some water some
1 onion spices
1 big tomato
2 potatoes
1. Fry the onion and some s_____.
2. Add the chicken and some water. S____ it all together.
3. Add the potatoes, tomato and e____.
4. Cook for 30 minutes.
5. Add the coconut m____ and stir.
6. S_____ your curry with rice.
LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Imperatives

Innovation
168
LEARNING OUTLINE
Pre-lesson
Language Arts 5.3 Language Arts your pupils’ needs and interests and that will review the recipe topic to prepare p.117*
Express an 5.3.1 Please see the seven
pupils for the lesson. differentiation strategies
imaginative Respond Teacher’s Book,
response to imaginatively and Lesson delivery listed in the introduction.
p.180 Please also consider the
literary texts intelligibly through
creating simple 2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace following:
action songs on 3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. with a recipe for a Think about which pupils
familiar topics Malaysian dish will work best together in
Other imaginative 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what pairs / small groups in
responses as they think about the dish. your class, so that more
appropriate proficient pupils can help
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present
their recipes in groups. Each group should choose a winner for the ‘best’ recipe – less proficient pupils. Be
careful that all pupils
this might be a yummy one or a strange one, they can decide. Have the winners of
contribute to the activity,
Complementary each group present their recipes to the class. Ask for opinions on the recipes.
Complementary however.
Skill Post-lesson
Skill Speaking 2.1.1 You could find or write a
Speaking 2.1 6. Learning diaries:
Communicate Ask about and simple recipe for a
express basic Ask pupils to think back on their learning so far this week. In their learning diary, Malaysian dish to replace
simple information they can write:
intelligibly opinions the Rainbow Risotto
• New words I remember recipe in the Student’s
• Activities I enjoyed Book if you think this will
be more relevant to
pupils’ interests and
• A skill I need to do better in (L/S/R/W) experience. In this case,
• Something I feel proud of (about my English) check it for key
vocabulary that is new
Encourage pupils to reflect more deeply and using more English. Some pupils will be and known to the pupils.
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.
169
Pri
(Unit 6)
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions

LEARNING OUTLINE
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class.
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes
meaning in a range of short to prepare pupils for the lesson. differentiation strategies
Teacher’s Book, listed in the introduction.
variety of familiar supported Lesson delivery p.91
contexts questions Please also consider the
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards, following:
board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack For fast finishers, or if you
Complementary isn’t/aren’t any… have extra time, you could
Complementary
Skill Skill 3. Ask pupils to turn around while you remove one card. They should tell you what ask them to write one or
Listening 1.2 Listening 1.2.2 is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take more sentences about
Understand Understand with the role of the teacher.
meaning in a what they heard, e.g. 1.
support specific There’s some cheese in
variety of familiar 4. Ask questions about the flashcards on the board to introduce and model the
information and
contexts questions and answers: Are/Is there any…? Yes there is/are /No, there my sandwich.
details of short
isn’t/aren’t.
simple texts
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
Post-lesson
suits your pupils’ needs and interests and that will review the main areas
170
Pri
(Unit 6)
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits of your pupils and
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare
simple information and objects using pupils for the lesson. seven differentiation
Teacher’s Book, strategies listed in the
intelligibly suitable words and Lesson delivery p.91
phrases introduction. Please
Colour pens/pencils also consider the
2. Follow instructions for Activity 4 (Teacher’s Book, p.91).
following:
Complementary 3. Have pupils draw their omelettes in their notebooks.
Ask more proficient
Skill Complementary
4. Using their drawings, they should mingle to find out if another pupil(s) has the same pupils to add more
Listening 1.2 Skill
omelette as theirs. They should ask and answer questions to find this out, e.g. Are extra ingredients to
there any tomatoes in your omelette? If they find a partner, they should sit together. their omelettes in
meaning in a Understand a wide
For those who do not, they should try to find someone with a similar omelette and sit Activity 4.
variety of familiar range of short
contexts supported together.
Lower proficiency
questions 5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the pupils can use their
same omelette. There are/is… on my omelette, and on her omelette too. // We have pictures to show
similar omelettes. There are/is… on my omelette, and on her omelette too / There classmates when trying
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. to find a suitable
partner.
Model the language and show the meaning of the same and similar before starting
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
171
Pri
(Unit 6)
TOPIC: Food, please!

CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability description; prepositions of place: from + country

LEARNING OUTLINE
172
Pri
(Unit 6)
Main Skill Main Skill Student’s Book, p.58–
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits needs of your pupils
59
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for and class. Please see
variety of linear main idea of short the lesson. the seven
and non-linear simple texts Lesson delivery p.92–93
print and digital strategies listed in the
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures introduction. Please
also consider the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per
reading strategies following:
pupils about the kinds of food, where it might be from. group
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They Monitor as groups
should read the texts and match them to the pictures. work with the texts so
Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Reading 3.2 another. challenging texts and
Complementary
Understand a Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
Skill
variety of linear
Reading 3.2.2 5. Have all pupils with the same texts check their answers together before returning to work with the less
and non-linear
Understand specific their groups. challenging texts.
print and digital
texts by using information and 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate details of short pupils to work together to write vocabulary from the texts into the mind map they
reading strategies have copied into their notebooks. You could do this as a table if you prefer.
simple texts
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
Post-lesson
lesson.
173
TOPIC: Food, please!

CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation description; prepositions of place: from + country

LEARNING OUTLINE
174

Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the needs of your pupils and class.
Student’s Book, p.58 Please see the seven differentiation
Writing 4.3 Writing 4.3.3 introduction that suits your pupils’ needs and interests and that
Communicate Plan, draft and write will review language to prepare pupils for the lesson. strategies listed in the introduction.
with appropriate an increased range Computers for internet Please also consider the following:
Lesson delivery research or magazines
language form and of simple sentences Offer different amounts of support and
style for a range of 2. Ask pupils what they remember about the dishes from different or selection of recipes
modelling for writing. Encourage
purposes countries. You could ask groups to quickly present one of the pupils to help each other with the
in print and digital dishes as a review for the whole class. Pictures of different writing task. You could ask a lower
media 3. Brainstorm some different dishes from around the world and use dishes around the proficiency pupil to write, so that they
the pictures to introduce the dishes on the worksheet (see world (see worksheet) gain from the support of the higher
below). Note that these are suggestions, which can be changed proficiency pupil.
to suit your class. Worksheet (see below)
Complementary Complementary Encourage fast finishers to write more,
Skill Skill 4. Ask pupils to do the matching activity (worksheet part A) in
pairs. and maybe give their opinion of the
Reading 3.2 Reading 3.2.2 dish.
Understand a Understand specific 5. In small groups, pupils choose one dish. They should check
variety of linear online to find out what the ingredients are.
information and
and non-linear 6. As a plan for writing, pupils complete the first sections of the
details of short
print and digital worksheet part B. Then they should write about a dish. They can
texts by using simple texts use the texts in the textbook (Student’s Book, p.58) as models
appropriate or you could write a model on the board.
reading strategies Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in the
classroom. Ask pupils which dishes sound yummy.
175
A. Look at the dishes. What are they? Which country do you think they come from? Draw
lines to match.
tacos India
sushi Italy
waffles Japan
spaghetti Mexico
samosa Belgium
155
B. Find out and write about a dish
Name of dish: ___________________________________

Country: ___________________________________
Ingredients:
______________________________________________________________________
Our dish:
156
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Food vocabulary

Innovation

In this lesson, pupils will create a chant about food. Flashcards of food
Differentiate learning
Main Skill Main Skill vocabulary according to the
Pre-lesson needs of your pupils
Language Arts 5.3 Language Arts 1. Put food vocabulary flashcards on the board in this order Copies of the
Express an 5.3.1 and class. Please
i. Line 1: sugar Food train chant see the seven
imaginative Respond ii. Line 2: peas and pineapple (see below)
response to imaginatively and differentiation
iii. Line 3: coconuts and chocolate biscuits strategies listed in
literary texts intelligibly through Worksheet (see
iv. Line 4: milk and flour the introduction.
creating simple v. Line 5: cheese below)
action songs on 2. Point to the cards and ask pupils to say vocabulary items.
familiar topics.
Other imaginative Lesson delivery
responses as 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
appropriate. starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
Complementary of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Complementary Speaking pupils remember the words if necessary.
Skill 2.3.1 The stress on the words is very important for the rhythm, and is underlined to help you and
Speaking the pupils. You can use hand or body gestures to emphasise the stress, movement such
Narrate very short
2.3 as jumping on a stressed sound or whispering & shouting. This can help less proficient
basic stories and pupils identify and practice the stress patterns.
Communicate events
appropriately to a Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
small or large
group Post-lesson
7. Ask groups to perform their chants for their classmates.

Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
180
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour, CHEESE!
CH-E-E-E-E-E-E-SE!
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms

LEARNING OUTLINE
181

Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ of your pupils and
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson.
meaning in a support specific seven differentiation
variety of familiar information and p.93
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using introduction. Please
questions such as Are there any..? also consider the
simple texts
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you following:
feed back. You could extend the
Complementary
4. Write the questions on the board: questions and/or ask
Skill Complementary
a) Imagine. What’s in your crepe? more complex
Listening 1.2 Skill
questions. Consider
Understand Listening 1.2.5 b) What do you want for lunch today/tomorrow? including cooking
meaning in a Understand a c) Mime. What are you eating? vocabulary as a
variety of familiar wide range of 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an review here, if you
contexts
short supported answer for questions a and c. think your pupils
questions would benefit.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note
that they should mime for question 3. Feed back by asking some pupils to tell the class about You may want to fully
their partner. or partially erase the
Post-lesson questions from the
7. Learning diaries: board before or during
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: the speaking activity,
depending on the
• New words I remember proficiency of your
• Activities I enjoyed pupils.
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do
this than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
182

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class. Please
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59
see the seven differentiation
simple information describe basic the lesson. strategies listed in the
intelligibly everyday routines introduction. Please also
Lesson delivery Teacher’s Book, consider the following:
2. Use flashcards to review questions by asking some higher then lower proficiency p.93
pupils about their food likes and dislikes. For fast finishers, or pupils
Complementary Complementary who rush the Speaking
3. Tell pupils you will ask some questions. They should write their answers in their Food flashcards activity, ask them to find
Skill Skill notebooks. Answers – Yes, I do. / No, I do not. more than one pupil for each
Listening 1.2 Listening 1.2.5
Questions: question.
Understand Understand a wide
meaning in a Do you have pancakes for breakfast? You could ask pupils to write
range of short
variety of familiar supported Do you like cheeseburgers? one or two more questions at
contexts Do you like yoghurt? the end of the questionnaire.
questions
Do you have soup for dinner? As you monitor, ask different
Do you want a crepe for lunch? questions to different pupils
Do brief feed back at this point, to double check that pupils have understood the about their eating and food
questions and the vocabulary. likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils routine questions.
may not find a name to put in all of the squares.
Post-lesson
in the lesson.
183
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements

LEARNING OUTLINE
1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 your pupils and class.
Reading 3.2 Reading 3.2.1
Understand a Understand the Lesson delivery Teacher’s Book, p.96–97
variety of linear main idea of short differentiation strategies
and non-linear simple texts 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Food flashcards listed in the introduction.
print and digital read the text before playing the CD. On this first reading, ask pupils to read Please also consider the
texts by using and tell you if they think they would like Tony’s pizza. following:
appropriate Fast finishers could be
3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils
reading strategies asked to help other pupils
write the sentences in full in their notebooks (from the sentence stems they
completed in the previous stage of the lesson). in the class and/or to
Complementary exchange their writing with
Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit.
Complementary another fast finisher for
Writing 4.2 Give some corrective feedback, but avoid correcting everything. Add
Skill some peer correction.
Communicate positive comments.
Writing 4.2.5
basic information Connect sentences Post-lesson
intelligibly for a using basic
range of purposes coordinating 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
in print and digital conjunctions depending on the needs of your class. Use your notes on pupils’
media performance in this unit, including this lesson, to decide which words to
focus on.
184
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Modal verb would + like

Creativity & Innovation

LEARNING OUTLINE
Pre-lesson the needs of your pupils and
Writing 4.3 Writing 4.3.3 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what class. Please see the seven
p.60 differentiation strategies listed in
Communicate with Plan, draft and write their favourite food/restaurant is. Ask them what they like to drink, too.
appropriate an increased range the introduction. Please also
Lesson delivery Teacher’s Book, consider the following:
language form and of simple sentences p.94–95
style for a range of 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on Encourage pupils to be creative
purposes in print Teacher’s Book, p.94. If possible, some
when writing their scripts. Some
and digital media tablecloths
3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few pupils will follow the model and
and/or cutlery for
Complementary role plays in groups, as suggested in the Teacher’s Book. use the given vocabulary and
acting Scissors
Skill 4. Then ask pupils to write their scripts for one role play. Each pupil should structure, but allow others to try
Complementary Speaking 2.3.1 out new or different language or
Skill write their own lines of the role play but encourage pupils to work together
Narrate very short and help each other. vocabulary, helping them to say
Speaking 2.3
Communicate basic stories and what they want to say in the role
5. Pupils practise the role play using the scripts. Monitor closely and help
appropriately to a events pupils with their writing and practicing. Remind pupils to make changes to play.
small or large their writing if they find mistakes or something they would like to improve.
group
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
185
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
TOPIC: Food, please! LANGUAGE/GRAMMAR FOCUS: Review of some and any

Innovation; Values statements

LEARNING OUTLINE
186
Pre-lesson
Main Skill Main Skill Student’s Book, according to the needs
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a of your pupils and class.
p.62–63 Please see the seven
5.3 5.3.1 competition or even won one.
Express an Respond differentiation strategies
Lesson delivery Teacher’s Book, listed in the
imaginative imaginatively and p.98–99
response to intelligibly 2. Follow the instructions for Warm up (Teacher’s Book, p.98). introduction. Please
literary texts through creating also consider the
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking following:
songs on familiar skills at each stage. Support pupils as they
topics Other 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and perform. You may need
imaginative others decide what they will cook for the competition. This could be done in small or large to motivate some pupils
responses as groups or even as a whole class. It is better to let pupils use English freely in this activity, but if
appropriate to be involved. Giving
you think they need support, then they can use the story in the Student’s Book as a model.
models and plenty of
Monitor, offer support and make a note of any common problems. Come back to these support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary
Skill Give feedback on performance and focus on common problems you found in the activity. or uncertain what they
Reading 3.3.1 Post-lesson should do or say.
Complementary Read and enjoy
Skill A1
Reading 3.3 Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
fiction/nonfiction
Read print and digital • New words I remember
independently for
texts of interest • Activities I enjoyed
information
and enjoyment • A skill I did well in (L/S/R/W)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able
to do this than others. Support pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in your lesson plan. It could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
187
LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

LEARNING OUTLINE
188

Use your notes made on pupils during this unit to adapt this plan so that your lesson your focus: according to the needs of
Main Skill Main Skill consolidates and extends language areas needed by your pupils. You might consider using
Reading 3.2 Reading 3.2.2 your pupils and class. Please
some of the material as a homework task, if appropriate. Question and see the seven differentiation
Understand a Understand answers – cut
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / strategies listed in the
up, one per pupil introduction. Please also
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities.
print and digital details of short Worksheet (see consider the following:
Pre-lesson below)
texts by using simple texts You could offer pupils a
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Self-assessment choice of these activities or
reading pupils’ needs and interests and that will review language and prepare pupils for the you could ask different pupils
strategies worksheet Get
lesson. to do different activities
Smart plus 3 depending on their individual
Complementary Lesson delivery
Student’s Book needs, based on formative
Skill 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to assessment in this unit
Complementary p.64
Speaking 2.1.1 mingle (walk around talking to different pupils) to find a partner to match the question +
Skill answer. Have pupils do more
Ask about and Teacher’s Book
Speaking 2.1 activities and/or make their
Communicate express basic 3. Write the questions on the board or show a large copy of them all. Ask questions to p.100–101
help pupils see the relationship between the form of the questions and the answers own activities
simple opinions
information (e.g. use of do/there + be / the repetition of the verbs, including contracted form of
intelligibly would). Carefully explain the contraction form of would to ensure pupils understand how
I’d is constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6?
selfassessment section of the worksheet.
7. Collect the worksheets from pupils and review them to note pupils’ performance. If there
are any areas of concern, prepare a review of these in upcoming lessons.
189
Questions & Answers for cutting up

What would you like to eat? I’d like some chicken, please.
What would you like to drink? I’d like some water, please.
Do you like omelettes? No, I do not.
Is there any cheese in your burger? Yes, there is.
Are there any carrots in your soup? No, there aren’t.
What do you want for lunch? I want some curry and rice, please.

Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.
Self-assessment:
• use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
• talk and ask questions about food Great! [ ] OK [ ] A little [ ]
• talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]
• talk about food from different countries Great! [ ] OK [ ] A little [ ]
• order food and drink in a restaurant Great! [ ] OK [ ] A little [ ]
164
UNIT 7
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

LEARNING OUTLINE
Pre-lesson the needs of your pupils and
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that class. Please see the seven
p.65 differentiation strategies listed in
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare
meaning in a support specific pupils for the lesson. the introduction. Please also
Teacher’s Book, consider the following:
variety of familiar information and p.102–103
details of short Lesson delivery
contexts Depending on the level of your
simple texts 1. Introduce the key vocabulary by following instructions for Warm up class, you can make the
(Teacher’s Book, p.102). directions Listening activity more
or less challenging by adding in
Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a detail or making it longer/shorter.
Skill Complementary place in your local area that pupils will know (e.g. a mosque or a shop), but
Listening 1.3 Skill do not tell them where they are going. Have pupils listen and follow your Some pupils may prefer to
Use appropriate Listening 1.3.1 directions in their mind. They should tell you where they are, where you took trace/draw the directions on paper
listening strategies Guess the meaning them. If/when pupils get confused, ask them to open their eyes and watch as they hear them in order to help
in a variety of of unfamiliar words you mime as you speak. Repeat once or twice, making it simpler or more
by using visual complicated according to the reactions and level of understanding of your them follow. Allow this.
contexts
clues when a pupils.
teacher or
classmate is 3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking Post-lesson
4. Use some phrases from the song to play a mime game.
192


LEARNING OUTLINE

1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the your pupils and class.
Speaking 2.1 Speaking 2.1.3 pupils do the action only if you say please. You could ask some pupils to take the Student’s Book,
Communicate Give a short Please see the seven
role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. p.65
simple information sequence of basic differentiation strategies
intelligibly directions Lesson delivery listed in the introduction.
Teacher’s Book, Please also consider the
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They p.102–103 following:
might want to sing as well but avoid having them look in their textbooks.
3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three Encourage pupils to help
Cloth for team
or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Complementary Complementary blindfolds
Skill Skill maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Listening 1.2 Listening 1.2.4 write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
Understand Understand a wide number of steps. For example: both directing and being
meaning in a range of short basic Team 1: right / straight / left / stop directed. You could make
variety of familiar supported Team 2: straight / right / straight / stop directions more simple or
contexts classroom
complicated for different
instructions
Alternatively, you could prepare the instructions on a worksheet to save time. pupils.
This game will be quite noisy and you may need to manage your class carefully. For
example, the pupils who are not playing could sit in a circle around the classroom
so you can see them all. Remind pupils who are watching that they need to be quiet
so their teammates can play the game. If you have smaller groups, then there will
be fewer pupils watching.
Post-lesson
lesson.
193
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction your pupils and class.
that suits your pupils’ needs and interests and that introduces the theme of Please see the seven
Understand a Understand specific Teacher’s Book, p.104
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils already differentiation strategies
and non-linear details of short know. listed in the introduction.
print and digital simple texts Please also consider the
Lesson delivery following:
texts by using
appropriate 2. Follow instructions for Warm up on Teacher’s Book, p.104. As you draw the animal,
reading strategies you could describe it, too,
Complementary 3. Play a guessing game, where you begin to draw – badly – an animal on the
so that more proficient
Skill board. Pupils have to guess what it is.
pupils will be able to
Listening 1.1.1
Complementary 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ guess using language
Recognise and each other on the new words.
Skill and Listening skills.
reproduce with
Listening 1.1
support a range of 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
Recognise and pupils hear and read the story.
reproduce target target language
language sounds phonemes Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them before
pupils practise for performing.
Post-lesson
194
and irregular)

LEARNING OUTLINE
195
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 your pupils and class.
Writing 4.3 Writing 4.3.2 Spell that suits your pupils’ needs and interests and that will review language to
Communicate an increased range Teacher’s Book, p.104–105 Please see the seven
prepare pupils for the lesson. differentiation strategies
with appropriate of familiar high
language form and frequency words Lesson delivery Sets of 10 blank listed in the introduction.
style for a range of accurately in guided cards/pieces of card-sized Please also consider the
2. Tell pupils you have one sister (for example). Ask pupils some questions to following:
purposes writing elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it paper, one per pair
in print and digital should be, for example, 3 sisters or 3 sister. You could introduce two
media or three more irregular
3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5.
plural nouns in this lesson
Complementary 4. Play the CD to review the story on Student’s Book, p.66, then pupils do if you feel your pupils are
Complementary Skill Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers ready for this, for
Skill Writing 4.1.2 Begin with a partner before checking as a whole class. Monitor closely to see example, nouns that add
Writing 4.1 Form how pupils manage with this activity. Encourage use of cursive writing and
to use cursive an e (class – classes)
letters and words remind pupils to take care with spelling, using the text as a model.
handwriting in a
in neat legible 5. Give pupils 10 blank cards per pair. They write the singular and plural of
limited range of
print using cursive five irregular nouns, one word on each card. Focus on handwriting as well
written work
writing as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end of
the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for sheep.)
Post-lesson
196
Encourage pupils to reflect more deeply and using more English. Some
pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries.
set for homework.
TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions

197
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available Differentiate learning
Main Skill Main Skill at: according to the needs of
Language Arts Language Arts www.youtube.com/watch?v=q
1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 Please see the seven
5.1 Enjoy and 5.1.2
appreciate In addition to Lesson delivery differentiation strategies
rhymes, poems Year 2 text types: 2. Show pupils the two stick figures drawing. You can download the video listed in the introduction.
and songs simple poems 3. Use the drawing to check the meaning of new target language by typing in ss before
• How do I get to the…? YouTube i.e.:
• Go straight ahead www.ssyoutube.com/watch?v=
• Keep going, qHJe8WcVQD4
• Turn left/right , (If you click on the white box at
Complementary • Take the first/second/third/fourth on the left/right the bottom of the screen, you
Skill Complementary 4. Help pupils to say the target language by saying it yourself, and ask them can put subtitles on or off,
Listening 1.2 Skill to repeat it. Do this a few times until pupils can say the target language depending on what is suitable
Understand Listening 1.2.2 with confidence. for your pupils.)
meaning in a 5. Play the directions rap. Ask pupils to listen and do the actions in the video
variety of familiar Understand with
as they listen. There will be a few new words in the video. There is no A simple picture of:
contexts support specific
need to teach these, because the rapper makes their meaning clear with • two stick figures with a
information and his gestures. speech bubble coming
details of short 6. Play the video again. This time ask pupils to sing the rap and do the from the mouth of one
simple texts actions. figure. In the speech
7. If there is time, repeat step 6. bubble write. How do I
get to the…?,
Post-lesson
• a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on.
restaurant
Pupils do the action and sing the rap as they watch the video.
• roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead, ii)
then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
and irregular)
198

LEARNING OUTLINE
Listening 1.2 Listening 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the your pupils and class.
Understand Understand with cards after the activity or at the end of the lesson.
meaning in a support the main differentiation strategies
variety of familiar idea of short p.105
contexts simple texts 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. Please also consider the
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards following:
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100 This style of freer writing
/fat). may be challenging for
Skill Skill 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Writing 4.2 Writing 4.2.4 that they can use the
4. Ask each pupil to write at least two sentences about an animal (using They …).
Communicate Describe people models from the Listening
They could use some ideas from stages 2 and 3 of the lesson or they could use
basic information and objects using activity. You could provide
their own ideas.
intelligibly for a
suitable words and some examples on the
range of purposes 5. Pupils read their sentences to a partner or in a small group. The other pupils
in print and digital phrases should guess what animal it is. board before asking pupils
media to write for themselves.
Post-lesson
199
Primary Year 3 SK Scheme of Work SCHEME OF WORK: TEXTBOOK
BASED LESSON (Unit 7)
and irregular)

LEARNING OUTLINE
Speaking 2.1 1. Have pupils look at their cards from Lesson 100 and read the words. Using of your pupils and class.
Speaking 2.1.5
Communicate flashcards, check pupils’ understanding of the words by playing Slap in small Teacher’s Book, p.105 Please see the seven
Describe people
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. differentiation strategies
Pupil-made cards listed in the
intelligibly suitable words and Lesson delivery
phrases from Lesson 100 introduction. Please
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. Animal flashcards also consider the
3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should following:
Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Fast finishers can be
Skill Complementary farm. encouraged to label the
Listening 1.2 Skill 4. You could extend the vocabulary here to focus on animals more commonly found animals on the farm.
Understand Listening 1.2.2 on farms in Malaysia, or you could talk to pupils about the differences at the end of
meaning in a Understand with the lesson. For more proficient
variety of familiar support specific pupils, they could add
contexts information and 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity another animal, if they
details of short 4). The partner listens and draws in the animals they hear their partner say, so at and their partners know
simple texts the end of the activity, both pupils have the same animals on the farm. Note that the word in English.
drawing and colouring can take a lot of time for some pupils. Set time limits and be
firm with them. Tell pupils that they may have time at the end of the lesson or can Monitor and ask pupils
work at home to make their farm ‘beautiful’. about their pictures,
6. Ask pupils to write a list of what is now on their farm. They compare it with their extending their
partner, who should have the same list. Speaking and Listening
skills.
Post-lesson
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
200
TOPIC: Out and about

CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)

LEARNING OUTLINE
Pre-lesson
1. Play Stop! Tell pupils an action to mime. When you say Stop! they have your pupils and class. Please
Reading 3.2 Reading 3.2.1 to freeze in position. If they do not stop immediately, then they are out of Student’s Book, p.68
Guess the Understand the see the seven differentiation
the game and should sit down. strategies listed in the
meaning of main idea of short
unfamiliar words simple texts Lesson delivery Teacher’s Book, p.106 introduction. Please also
from clues consider the following:
2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the
provided by words that will be used in this lesson. Cut up texts (p.68) one You could change the main
visuals and the copy, enlarged activity so pupils have the
topic Complementary 3. Ask pupils questions about what they can and can’t do in those places to
texts with them and they find
Skill introduce the idea of rules. Use some of the vocabulary that will be used
Copies of the pictures of the correct picture. This will
Reading 3.2.3 in this lesson, miming to show the meaning.
the places cut up, one mean they only read one
Guess the meaning 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around picture per pupil text, but may be more
Complementary of unfamiliar words the room (you might want to do this before the lesson). Hand out the suitable for lower proficiency
Skill from clues provided pictures, one per pupil. Ask pupils to get up and to move around the classes.
Reading 3.2 by visuals and the room, reading the four texts. They should read all four texts, then decide
Guess the topic which set of rules goes together with their picture. Before beginning the You could have pupils work
meaning of activity, check that all the pupils know what their picture represents. in groups for the matching
unfamiliar words activity, giving each group a
from clues 5. Follow instructions for Activity 1, Teacher’s Book, p.106.
provided by 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
visuals and the suitable for more noisy or
Post-lesson difficult to manage classes.
topic
7. Play the mime game again, but change the rules a little. Instead of saying
Stop, you will say Do not… and include some of the verbs from the
lesson vocabulary.
201


LEARNING OUTLINE
202
Pre-lesson
Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ your pupils and class.
Writing 4.2 Writing 4.2.3 needs and interests and that will introduce the topic of rules by having pupils think of rules for p.69
Communicate Give simple Please see the seven
different places they know. differentiation strategies
basic information directions Teacher’s Book,
Lesson delivery listed in the introduction.
intelligibly for a p.106–107
Please also consider the
range of purposes 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). following:
in print and digital Flashcards from
2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity
media groups, taking turns with the teacher’s role. You could pair pupils of
3, p.69
3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
help pupils remember the vocabulary. Activity 4, so that the more
Complementary Complementary proficient pupils can
4. Follow the instructions for Activity 3 (Teacher’s Book, p.107).
Skill Skill support the less proficient
Writing 4.3.1 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then
Writing 4.3 ones. Monitor carefully to
Use capital letters, work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including
Communicate with
full stops and the apostrophe in Do not contraction Don’t. make sure both pupils are
appropriate
language form question marks Monitor and support pupils working in pairs and assist with language and punctuation. Talk to contributing, however.
and style for a appropriately in pupils about any unusual rules they have written.
Post-lesson
in print and digital sentence level
media 6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to
do this than others. Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
203
TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives

In this lesson, pupils will make a folded book of rules. Small pieces of paper Differentiate learning
Main Skill Main Skill (about 12 cm long according to the needs of
Language Arts 5.3 Language Arts 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide)
Express an 5.3.1 Please see the seven
board. differentiation strategies
imaginative Respond 2. Ask pupils to guess the topic : Rules, Rules, Rules!
response to imaginatively and listed in the introduction.
creating simple 3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on the other side.
familiar topics. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil says
Complementary the rule. Then another pupil says a number and another pupil says the rule.
Skill Continue in this way until they have said all of the rules.
Complementary Writing 4.3.2 Spell 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
Skill an increased so that they have a book of four pages.
Writing 4.3 range of familiar 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
Communicate high frequency on each page.
with appropriate words accurately 8. Tell pupils to swap their folded books with a partner and write the rules below
language form and in guided writing each picture. If necessary, they can use their coursebook to check spelling, or can
style for a range of ask each other or you for help.
purposes
in print and digital Post-lesson
media 9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
204
SCHEME OF WORK:


LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
suits your pupils’ needs and interests and that will review language to prepare of your pupils and class.
Listening 1.2 Listening 1.2.2 Student’s Book, p.69
Understand Understand with pupils for the lesson. Please see the seven
meaning in a support specific differentiation strategies
Lesson delivery Teacher’s Book, p.106– listed in the
variety of familiar information and
details of short 2. Play a whole class Listening and/or Speaking game using the rules flashcards 7 introduction. Please
contexts
simple texts from previous lessons. also consider the
3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). Poster paper per group, following:
4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one coloured pens and If some of your pupils
Complementary
Skill Complementary (or pair by pair), to read out one of their classroom rules. Other pupils listen pencils don’t like working in
Listening 1.2 Skill and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
Understand Listening 1.2.1 gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
meaning in a Understand with points at the end for their originality, effort and language, rather than for However, this may be a
variety of familiar support the main winning the competition.
good chance to help
contexts idea of short simple 5. Tell pupils they will make a classroom rules poster. They should work in a
texts them get used to
group of six to decide on at least three rules for their poster, taking at least
one rule from each pair. Follow instructions for Optional activity (Teacher’s working with more
Book, p.107). Remind pupils to spend time making the posters look nice, pupils. Be clear about
including using cursive writing. how many rules each
Post-lesson pair gives to the group
so that there is a fair
6. Have pupils look at the posters and say which rules they agree with. You
contribution. This also
could have them decide which poster will be used as their classroom ‘rule
ensures less proficient
book’, and display that poster.
or quieter pupils have a
chance to contribute.
TEXTBOOK BASED LESSON (Unit 7)
205
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place

LEARNING OUTLINE
1. Choose an appropriate pre-lesson flashcard or word-based activity from the list your pupils and class.
Speaking 2.1 Speaking 2.1.2 Find Student’s Book,
Communicate out about and in the introduction that suits your pupils’ needs and interests and that will Please see the seven
p.70
simple information describe everyday review places vocabulary to prepare pupils for the lesson. differentiation strategies
intelligibly routines listed in the introduction.
Lesson delivery Teacher’s Book, Please also consider the
2. Draw a clock on the board and ask pupils what it is (or you could use a toy p.108–109 following:
clock). Draw various times on the board (on the hour and half past) to review Avoid pairing more
Complementary Complementary time taught so far. Toy clock (optional) talkative pupils with quieter
Skill Skill 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. ones. Instead, try to pair
Listening 1.2 Listening 1.2.5
4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of Scissors quieter/shier pupils with
Understand Understand a wide
Snap in pairs – pupils each put their cards in a pile face down. At the same those who will support
meaning in a range of short time, they turn over the top card and say what it is. If the cards match, they them, especially at stage 3.
variety of familiar
contexts
supported also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. If you have very high
questions Continue until one pupil has no more cards.
proficiency pupils in your
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong class, you could pair them
pair to model the activity for the class.
together. Then at stage 4,
Monitor and support pupils as they play these games. You may want to write encourage them to ask
some of the language on the board to support them, especially quarter
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
Make sure that pupils keep the cards safe, or collect them in so that they can could imagine an answer
be used in later lessons. and mime.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
206
SCHEME OF WORK:


LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction your pupils and class. Please
Reading 3.2 Reading 3.2.1 Student’s Book, p.71
Understand a Understand the main that suits your pupils’ needs and interests and that will review the signs see the seven differentiation
variety of linear idea of short flashcards from Lesson 96. strategies listed in the
Teacher’s Book, p.110 introduction. Please also
and non-linear simple texts Lesson delivery
print and digital consider the following:
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from If you have fast finishers in
appropriate made. Elicit from the pupils what the signs show them (Turn left/right, Lesson 96.
Complementary Traffic lights, Stop). the class, they could help
reading strategies
Skill 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & with those who find it more
One example of each sign
Reading 3.2.3 3 from Student’s Book, p.71). Ask them to read the instructions and challenging to understand the
made up for this lesson
Guess the meaning decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = instructions. If possible, avoid
Complementary of unfamiliar words traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures translation.
Skill from clues provided to check their own answer before checking as a whole class. Worksheet with texts 1, 2
Reading 3.2 by visuals and the & 3 from Student’s Book
4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to p.71
Understand a topic
make each sign as you read the instructions aloud. If possible, avoid use
variety of linear
of first language.
and non-linear
5. Have pupils choose one sign to make and make it in pairs.
print and digital Materials for making signs
texts by using 6. Follow instructions for Activity 2, Teacher’s Book, p.110. (see Teacher’s
appropriate Post-lesson Book, p. 110)
reading strategies 7. Follow instructions for Optional activity, Teacher’s Book, p.110.
207


LEARNING OUTLINE
208
SCHEME OF WORK:
Writing 4.3 Writing 4.3.2 Spell 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a your pupils and class.
Communicate an increased range suitable activity to review animal vocabulary taught in the unit. Teacher’s Book, p.114– Please see the seven
with appropriate of familiar high 115 differentiation strategies
frequency words Lesson delivery listed in the introduction.
language form
and style for a accurately in Animals flashcards Please also consider the
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work following:
range of purposes guided writing in pairs on this activity. Copies of pictures of
in print and digital You may need to play a
3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2
media word game that reviews
Student’s Book p.74). spellings at the beginning of
Complementary
4. Give each place a number/letter, or assign a mime, or put the pictures the main lesson if some of
Skill
around the room. Say a rule and pupils have to say which place(s) it your pupils often have
refers to by saying the number/letter, doing the mime (action, e.g. stand difficulty with spelling.
Skill Understand with
Listening 1.2 support specific up/sit down/turn around), or touching the relevant picture. For example: If some pupils have
Understand information and Teacher: Turn off your mobile phone particular difficulty with the
meaning in a details of short spelling, they can look back
variety of familiar simple texts Cinema = A, so pupils say A
contexts through the unit to find the
Cinema = stand up, so pupils stand up words.
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
209

A skill I did well in (L/S/R/W )
Ensure you allocate time for this activity in your lesson plan. It shouldn’t
be set for homework.
210
SCHEME OF WORK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values


LEARNING OUTLINE
Main Skill Main Skill Pre-lesson according to the needs
Language Arts 5.2 Language Arts 5.2.1 Play the song from Student’s Book p.65 to review the directions vocabulary. Have of your pupils and class.
1. Student’s Book,
Express personal Ask and answer pupils sing along and/or do the actions. Please see the seven
p.72–73 (and 65 for
responses to simple questions differentiation strategies
Lesson delivery per-lesson) listed in the introduction.
literary texts about characters,
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of Please also consider the
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, following:
happen in the story. p.112–113
Complementary Encourage more
3. Read the story to pupils. As you do that, ask prediction questions, e.g. proficient pupils to use a
Skill
Complementary What do you think is going to happen next? greater range of
Speaking 2.1
language by asking
Communicate Skill Will they go to the park today?
them more complex
simple information Speaking 2.1.4 Ask What will they find in the park? questions. Try to ask
intelligibly about, make and
Do you think the tunnel will be scary/dark/long? more open questions to
respond to simple
Note that the questions use future will. The pupils do not need to focus on this, but all pupils. You could also
predictions
should understand that the questions are prediction questions. They do not need to encourage some pupils
answer in full sentences and do not need to use future forms in their answers. to ask questions.
4. Play the recording of the story and ask some questions to check pupils’ understanding
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
211
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends


LEARNING OUTLINE
212
SCHEME OF WORK:
Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Main Skill Main Skill your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Writing 4.2 Writing pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
Communicate 4.2.3 if appropriate. see the seven differentiation
basic information Give simple Places cards cut up from strategies listed in the
Pre-lesson
introduction. Please also
intelligibly for a directions 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131
range of purposes consider the following:
introduction that suits your pupils’ needs and interests and that will (Lesson 108)
in print and digital prepare pupils for the lesson. You could offer pupils a
media choice of these activities or
Self-assessment
Lesson delivery you could ask different pupils
worksheet
2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
directions to read. Put the pupils and groups and get them to read and depending on their individual
Complementary
try to match directions to places on the map. Pupils can trace on the needs, based on formative
Skill Complementary
map the directions from A to B. assessment in this unit
Reading 3.2 Skill
Understand a 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
variety of linear Reading 3.2.2 according to the map. Ask pupils to look at the sentences on the
Understand specific activities and/or make their
and non-linear worksheet and say if they are True or False.
information and own activities.
print and digital 4. Using flashcards of signs, review the directions, including Do not (go /
details of short
texts by using turn)… As you review them, put them on the board in two columns,
appropriate simple texts
positives and negatives. Elicit from pupils what the difference is and
reading strategies when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
they feel they know the language now. They should complete the How
did I do in Unit 7? self-assessment section of the worksheet.
Collect worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
213
Self-assessment worksheet How
did I do in Unit 7?
give directions Great! [ ] OK [ ] A little [ ]

talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
talk about places in the town Great! [ ] OK [ ] A little [ ]

say some rules for different places Great! [ ] OK [ ] A little [ ]
tell the time Great! [ ] OK [ ] A little [ ]
UNIT 8
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

LEARNING OUTLINE
214
Main Skill Main Skill 1. Play a word game to elicit what yesterday’s day was (and date if pupils are according to the needs
familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
Listening 1.2 Listening 1.2.2 Student’s Book, p.75
Understand Understand with understanding with some Yes/No questions about yesterday (where they class. Please see the
meaning in a support specific were, what happened, what the day/date was). seven differentiation
variety of familiar information and Teacher’s Book, p.116 strategies listed in the
Lesson delivery introduction. Please
simple texts 2. Introduce the new vocabulary by following the instructions for Warm up and Vocabulary flashcards also consider the
Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, following:
(places and time-of-day
randomly. expressions) You could encourage
Complementary 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to more proficient pupils
Skill Complementary the song to tell you which order the flashcards should go in (first the place to use longer phrases
Listening 1.2 Skill visited in the morning, then the afternoon, then the evening). You could do or full sentences when
Understand Listening 1.2.5 this as a matching activity with the times of day flashcards if it is simpler. asking about where
meaning in a Understand a wide
4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s pupils were yesterday,
variety of familiar range of short Book, p.116). but do not insist on it.
contexts
supported 5. Ask pupils to tell you where they were yesterday at different times of day.
questions Pupils needn’t use full sentences – they can just answer with the place name.
Give pupils vocabulary as they need it.
Post-lesson
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

LEARNING OUTLINE
215
Main Skill Main Skill 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
your pupils and class.
Lesson delivery Student’s Book,
Communicate Narrate very short Please see the seven
p.75
appropriately to a basic stories and 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand differentiation strategies
small or large events if they were there yesterday. Give support to pupils as you elicit full past simple listed in the introduction.
group sentences e.g. I was at the shopping centre. Ask pupils Where was he/she Teacher’s Book, Please also consider the
yesterday? to elicit He/She was… Repeat a few times with different places, p.116–117 following:
choosing different pupils. Choose more proficient or
Places cards from confident pupils first for
Complementary 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7.
Complementary Lesson 112 the beginning stage of the
Skill Skill 4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give lesson delivery.
Speaking 2.2 Speaking 2.2.2 real (not imagined) answers, and should ask for your help in English. Remind
Use appropriate Ask for attention or them how to ask for help, e.g. Can you help me, please? How do I say xxx in Some pupils may be able
communication help from a teacher English? to say more than one
strategies or classmate by Monitor carefully as pupils do Activity 2. Support pupils where necessary and place they were at
using suitable note what kinds of problems pupils have. Do whole class feedback and return to any yesterday.
questions problem areas at the end of the activity. You could also note useful vocabulary that
comes up in the Speaking activity and teach it to the whole class at the end. Post-
lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)

LEARNING OUTLINE
216
Main Skill Main Skill Student’s Book, p.76– needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the Please see the seven differentiation
Reading 3.2 Reading 3.2.1 introduction that suits your pupils’ needs and interests and that 77
Understand a Understand the main strategies listed in the introduction.
will review language to prepare pupils for the lesson. Please also consider the following:
variety of linear idea of short simple Teacher’s Book, p.118–
and non-linear texts Lesson delivery 119 If you think the key vocabulary is
print and digital 2. Introduce the vocabulary using the adjective flashcards; also, familiar to pupils, you could use word
texts by using Adjectives flashcards: cards. If it is new, then use picture
mime your reaction to the things in the flashcards to show the something that is: scary
appropriate meaning of the adjective. Take care that the pupils understand flashcards. If pupils are not familiar
reading strategies Complementary (e.g. an old house),
the subject of the sentence (i.e. the clown is funny, not the with popcorn, you may need to
Skill funny (e.g. a clown),
person laughing). You could use the suggestions in Warm up explain that people often eat this at
Listening 1.2.5 delicious (e.g. a cake),
(Teacher’s Book, p.118). Ask pupils for more things they find the cinema in some countries.
Understand a wide boring (e.g. a person
Complementary boring/funny/scary etc. to check understanding). looking bored in front of Ask different pupils different questions
range of short
Skill 3. Tell pupils they will read a story about going to the cinema. Elicit the TV – note it is the to check understanding. Try to ask all
supported questions
Listening 1.2 the words film and popcorn if possible, and put the TV that is boring) pupils at least one question, if possible
Understand word/flashcards on the board. Ask pupils which words
meaning in a Flashcards or word with your class size.
(adjectives) they think will go with film & popcorn. You could
variety of familiar take a vote and put the most popular answer on the board. cards of film and
contexts popcorn
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s
Book, p.77 and follow instructions for Grammar Box on
Teacher’s Book, p.119.
Post-lesson
217
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
Something I feel proud (about my English)
Encourage pupils to reflect more deeply and using more
English. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for
this activity in your lesson plan. It shouldn’t b e set for
homework.
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

218
Pre-lesson Get Smart plus Differentiate learning
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits 3 according to the needs of
Writing 4.3 Writing 4.3.2 Spell your pupils’ needs and interests and that will review the adjectives from the previous your pupils and class.
an increased range lesson. Please see the seven
Communicate Student’s
with appropriate of familiar high differentiation strategies
Lesson delivery Book, p.77
language form frequency words listed in the introduction.
(and 76 to
and style for a accurately in 2. Divide pupils into small groups. Give each group a paper, so that you have about the Please also consider the
remind of following:
range of purposes guided writing same number of papers for each adjective. Tell pupils they should write or draw story)
in print and digital something (one word or picture) that they think about when they hear the word If some pupils dominate
media (adjective). They can use the picture dictionary at the back of the Student’s Book to group work, then tell them
help them if necessary or they can ask for your help. Set a short time limit, then the Teacher’s
they each get to write/draw
Complementary groups pass the paper to the next group, receiving a new paper from another group Book, p.119
one word/picture. Then
Skill with a different adjective (the other group’s word). Pupils should think of something make sure they change
Complementary Reading 3.2.2 new to put on each paper. Continue with the new adjective for at least four rounds. Papers with papers at least once for the
Skill Understand specific Monitor and provide support as pupils work and check they are working as a team. one of the number of pupils in the
Reading 3.2 information and groups so that they all have
Understand a 3. Feed back on the final papers and provide any relevant new vocabulary in English. headings:
details of short Note down this vocabulary so that you can return to it in later lessons. These are scary, a turn to write.
variety of linear
and non-linear simple texts words that are important to the pupils and have been thought up by them. delicious, Note that this task becomes
print and digital 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s boring, funny more difficult as more words
texts by using Book, p.119). Remind pupils to take care with spelling and handwriting. (one paper per are on the paper. Try to
appropriate 5. Pupils choose words from the papers from step 2 to write sentences in their group) have more proficient pupils
reading strategies notebooks starting with I think…. They could draw a picture to go with their writing if go last. Pupils should help
they finish quickly.
each other with ideas in the
Post-lesson groups.
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).

LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place

219
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit Text of Where Differentiate learning
Main Skill Main Skill to a farm. They should use the past simple. were the animals according to the
Language Arts Language Arts on Nur and needs of your pupils
Pre-lesson Imran’s farm? and class. Please
5.2 5.2.1 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think
Express personal Ask and answer (see below) see the seven
this will take too much time, prepare the cut-outs yourself and give one set of animals to each pair differentiation
responses to simple questions of pupils. Worksheet of
literary texts about characters, strategies listed in
2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal animals to cut the introduction.
actions and names and barn, tractor, fence and gate. out (see below or
events of choose your
interest in a text Lesson delivery own)
3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For
Complementary example, Put the cow behind the barn. Check answers with the whole class. Scissors, one
Complementary
Skill 4. Give pupils the text Where were the animals on Nur and Imran’s farm? per pair of pupils
Skill
Writing 4.2 5. Ask pupils to read the text and place the animals in the correct position.
Writing 4.2.4
Communicate 6. Check answers with the whole class.
Describe people 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
basic information
intelligibly for a and objects turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to write
range of using suitable a new text on the worksheet.
purposes in print words and Post-lesson
and digital media phrases 8. Ask pairs to swap texts and to place their animals according to the description in their partner’s
text.
9. Ask pupils to check their answers in groups of four.

Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was in front of the gate. The duck was behind the fence.
Now it’s your turn

The next day, the horse……..
The cow….
The goat….
The duck….
Animals to cut out
220
221
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple

LEARNING OUTLINE
1. Play a game to review the places, activities and adjectives from the unit so far. You your pupils and class.
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that Please see the seven
p.77
meaning in a support specific suits your pupils’ needs and interests. differentiation strategies
variety of familiar information and listed in the introduction.
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the p.119 following:
words from the pre-lesson task, one on each card: home / shopping centre / cinema,
etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. You could write and leave
Complementary Blank word the words on the board
Complementary Teach and include quiet/noisy, and ask pupils to add more words if they can.
Skill cards (one set from the pre-lesson task
Skill 3. Play a word association game with the word cards in groups of four: Divide the cards
Speaking 2.1.1 per group) for pupils to copy later if
Speaking 2.1 into sets (places/activities/adjectives), shuffle the sets and place face down. In turns,
Ask about and you think they will need
Communicate pupils turn over the top card of each pile and make a sentence. They then decide as this. Or you could
simple information express basic a group if the sentence makes sense or not. For example.: encourage them to find
intelligibly opinions I was at home. The film (It) was scary. = I think this is ok. the words in the textbook
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is to check their spelling.
silly. Ask pupils to add at least
Ask pupils to remember some of the funny answers and feed back on those after the one or at least two words,
activity. Monitor and help pupils with sentences and to decide whether they are ok or depending on your class.
not. Keep the cards in groups’ sets for next lesson.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
lesson.
222
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple

LEARNING OUTLINE
223
Pre-lesson
Main Skill Main Skill according to the needs of your
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.77 pupils and class. Please see
that suits your pupils’ needs and interests and that will review language to the seven differentiation
Communicate Ask about and Teacher’s Book, p.119
simple information express basic prepare pupils for the lesson. strategies listed in the
intelligibly opinions Pupil-made word cards introduction. Please also
from Lesson 118
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review If some stages of the lesson
the Listening activity. are too difficult for some of
your pupils, or if they can’t
Skill Skill 3. Follow instructions for Activity 4, Teacher’s Book, p.119.
think of anything to write, they
4. Using the pupil-made cards from the last lesson, ask pupils to work in the can choose some words from
Communicate Narrate very short same groups as in Lesson 118. Give the groups back their same cards. earlier in the lesson or could
appropriately to a basic stories and Pupils divide the cards into sets, as before. Divide groups in pairs of pupils, make it up.
small or large
group events they take either the places set of cards OR the activities + adjectives set
More proficient pupils could
and use them to play a guessing game:
write in full sentences.
Places: Pupil A takes a card, pupil B has to guess where the pupil was:
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g.
the film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their
group and play again.
224
6. In notebooks, pupils write down where they were at the weekend.
They write their opinions of what they were doing. Pupils need only write in
note form, single words at this point. Monitor and help pupils write what they
want to write by supplying them with the vocabulary. Remind them to ask for
your help in English.
7. Pupils use their notes to tell their partner where they were and their
opinion (adjective). Monitor and help pupils use as much language as they are
able to. Some pupils may have difficulty using complete and accurate
sentences.
Focus on communication rather than accuracy to help build confidence in
Speaking. You could correct some common mistakes and useful new
vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage
pupils to ask the speakers questions if they can. Again, focus on fluency rather
than accuracy and allow single words or phrases at this stage.
TOPIC: Where were you yesterday? LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
CROSS-CURRICULAR ELEMENT: Science &
Technology statements (positive & negative)

LEARNING OUTLINE
225
Main Skill Main Skill Student’s Book, p.78–
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class.
79 Please see the seven
Understand a Understand suits your pupils’ needs and interests and that will review vocabulary from the
specific differentiation strategies
variety of linear previous lesson, leaving the words on the board for later in this lesson. Teacher’s Book, p.120–
and non-linear information and listed in the introduction.
Lesson delivery 121 Please also consider the
print and digital details of short
texts by using simple texts Vocabulary flashcards following:
2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city
appropriate is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. Consider pairing more and
reading strategies Find out if pupils know this city or have been there, as appropriate. Ask them less proficient pupils
when they think the pictures were taken [in the past, 1900]. together, so the more
proficient pupil can support
Complementary 3. Write key words in a list on the board, and ask pupils to read them as you write (if the less proficient one in
Complementary Skill not already there from pre-lesson stage): cinemas / theatres / shopping centres. the prediction activity.
Skill Writing 4.2.2 Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the
Writing 4.2 words to elicit some sentences from more proficient pupils, introduce negative Some pupils may write full
Make and give
Communicate wasn’t/weren’t. prediction sentences,
basic information reasons for others shorter ones (see
intelligibly for a simple 4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with example). Some may not
range of purposes predictions these words). Ask pupils which of these things were found in New York City in write anything, just put a
in print and digital 1900 – they should tick what was and cross what wasn’t found (in their opinion). tick or a cross.
media Pupils work in pairs to make predictions and write their answers in full sentences,
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check their answers
with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could
use this as a classroom-based informal assessment of Reading. Collect the books
after the activity to review and make a note of pupils’ performance.
Post-lesson
they can write:
226
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
227
TOPIC: Where were you yesterday?

CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
& Citizenship (n’t)) + determiners (many/a/any)

LEARNING OUTLINE
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs
pupils’ needs and interests and that will review language to prepare pupils for the lesson. of your pupils and class.
Writing 4.2 Writing 4.2.4 Student’s Book,
Communicate Describe people Please see the seven
Lesson delivery p.78-79
basic information and objects using differentiation strategies
intelligibly for a suitable words 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a listed in the
and sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. Teacher’s Book, introduction. Please
range of purposes
p.120–121 also consider the
in print and digital phrases by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom).
media Change the focus to your hometown. For example: There weren’t any motorbikes in [your following:
town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the You could have pupils
date and add key vocabulary for talking about your town as appropriate. Make sure to use a work in pairs to help
range of language from the Grammar Box (Teacher’s Book, p.120). each other write
Complementary Complementary 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. sentences.
Skill Skill Include There weren’t any…+ plural. Alternatively, you could
Writing 4.3 Writing 4.3.1 ask pupils to write
Communicate with Use capital 4. Follow instructions for Activity 3, Teacher’s Book, p.121
individually (for
appropriate letters, full stops 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can
language form and example, two or more
and question work in pairs to talk about and complete the table in Activity 4. Then they use their answers to
style for a range of sentences) and to then
marks write two or more sentences in their notebooks. Remind pupils to take care with punctuation
purposes in print appropriately in and spelling, and the apostrophe for n’t in particular. You could collect this writing in to peer assess each
and digital media guided writing at review, as informal, classroom-based writing assessment. other’s writing.
sentence level
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
228
LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories

CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education How much did she/she spend? Numbers up to 100.

In this lesson, pupils will create a puzzle story for a classmate to solve (Optional ): Differentiate
Main Skill Main Skill Pre-lesson flashcards to learning according
Language Arts Language Arts 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to represent to the needs of your
5.3 5.3.1 the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and pupils and class.
Express an Respond Alvin Please see the
Lesson delivery
imaginative imaginatively and seven differentiation
2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of Worksheet strategies listed in
response to intelligibly through their suggestions were right. (see below,
literary texts creating simple the introduction.
3. Went, bought and How much did she spend may be new language for pupils. If they are new Damia and
action songs on words, pupils can guess their meaning from context. Briefly elicit their meaning and review if Alvin stories) If you have fast
Complementary familiar topics. necessary. finishers in this
Skill Other imaginative 4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] lesson, they could
Reading 3.2 responses as 5. Check the answer with the whole class and ask them to explain how they reached the answer. write another or a
appropriate. Reward pupils for their effort to find the correct answers, even if they get the maths wrong different puzzle for
Understand a
variety of linear (because doing maths in English may be harder than in their first language). their
Complementary 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should partners/another
and non-linear
Skill use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as pair/the class.
print and digital
Reading 3.2.2 you think is appropriate.
texts by using 7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles. Post-lesson
Understand
appropriate
specific 8. Share any well-written or interesting stories with the whole class.
reading
information and
strategies
details of short
simple texts
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket

Alvin went to the supermarket. He bought _____________________________________. Each ________________________ was RM _____.
229
He bought ______________________________________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____. How

much did he spend?
230
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)

LEARNING OUTLINE
231
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the needs
of your pupils and
Listening 1.2 Listening 1.2.2 needs and interests and that will review language to prepare them for the lesson. Student’s Book,
Understand Understand with class. Please see the
p.80
meaning in a support specific Lesson delivery seven differentiation
variety of familiar information and 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one of strategies listed in the
contexts details of short these and ask them how it was. Review some adjectives at this point and introduce/review Teacher’s Book, introduction. Please
simple texts interesting. Ask pupils for examples of something they find interesting. p.122 also consider the
following:
3. Follow the instructions for Vocabulary on Teacher’s Book, p.122.
4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look Flashcards of You can use more
Complementary
Skill Complementary carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. lesson proficient or confident
Speaking 2.2 Skill 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line to vocabulary pupils to model the
Use appropriate Speaking 2.2.1 an adjective each in pencil. They should tell their partner their guesses. Model the exchange, dialogue with you in
communication Keep interaction e.g. step 5 You could write
strategies going in short Pupil A: I think the circus was noisy. it on the board to
exchanges by
repeating key Pupil B: Noisy? Me too. / I do not think so. I think it was boring. support some pupils,
words from the 6. Tell pupils what the children did and how it was. You can make up your own sentences here, or perhaps erasing it after
other speaker can use: some time.
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. Choose an appropriate post-lesson activity from the list in the introduction that suits your pupils’
needs and interests and that will review the main areas covered in the lesson.
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions
232

LEARNING OUTLINE
Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 Word cards from Lesson your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the introduction that
Communicate Ask about and suits your pupils’ needs and interests and that will review places, activities and 118
simple information express basic differentiation strategies
adjectives to prepare pupils for the lesson.
intelligibly opinions listed in the introduction.
2. Using the questions from this lesson (see worksheet below), ask some pupils following:
about yesterday/the weekend/last week: You may want to ask the
Where were you yesterday? more confident pupils
Skill Skill
When were you there? questions at first, and
Listening 1.2 Listening 1.2.5 others after, supporting
Understand Understand a How was it? them by putting key
meaning in a wide range of Some pupils may not be able to answer in full sentences. Support these pupils words on the board or
variety of familiar
short supported by writing some/all of the questions and possible answers on the board. Allow asking simpler questions
contexts
questions short answers at this stage. Note which pupils have problems so that you can (e.g. Were you at the
give them extra support at the next stage. xxx?)
3. Give out the worksheets (see below) and ask pupils to write the questions in full Allow pupils to help each
in the left-hand column of the worksheet. Monitor carefully and support pupils, other when writing the
and encourage pupils to help each other too.
questions on the
4. Show and explain the example answer, and ask pupils to write their own answers worksheet.
in the table. Monitor carefully as before and provide relevant vocabulary if
needed.
5. Ask pupils to talk to at least two friends and make a note of their answers. They
should not show each other their worksheets. Feed back on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118.
Shuffle the cards all together. Pupil A takes a card. Pupils B, C & D take turns to
ask Pupil A questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday
evening.
Pupil D asks: How was it? // It was good.
233
Continue until pupils have each had at least two turns at taking a card.
Post-lesson
in the lesson.
A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:
_______________________ _______________________
Where at the
__________________ ? cinema
When yesterday
___________________? evening
How funny
____________________?
B: Now ask at least two friends

CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
Technology (was/were/n’t) statements

LEARNING OUTLINE
234
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class.
Understand a Understand specific suits your pupils’ needs and interests and that will introduce the topic of Teacher’s Book, p.181 Please see the seven
variety of linear information and transport to prepare pupils for the lesson. differentiation strategies
and non-linear details of short Cut-out copies of car & listed in the introduction.
Lesson delivery bicycle pictures from Please also consider the
print and digital simple texts
Student’s Book, p.118 following:
texts by using 2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book,
appropriate (one set per pair)
p.181. Think about how to pair
reading strategies Glue pupils. Sometimes pupils
Complementary 3. Hand out the worksheets (see below) and the pictures – one set per pair. will work well when they
Skill Pupils stick the pictures in the correct squares. Check the answers before Worksheet (see below), are with a friend and they
Reading 3.2.3 moving on to the next stage of the lesson. one per pair will support each other,
Complementary Guess the meaning
4. Ask pupils to look at part 2 of the worksheet. They should read the words and whatever their
Skill of unfamiliar words
try to put them in the grid on the worksheet. proficiencies.
Reading 3.2 from clues provided
Understand a by visuals and the 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils Plan a task for fast
variety of linear topic to guess meaning from the pictures in the book. finishers – for example,
and non-linear ask them to add more
print and digital 6. Ask pupils to read the text again. They should check their answers to the
worksheet. Note that some of their answers may also be true, so discuss words they think may be
texts by using
appropriate these with pupils (e.g. a carriage is faster than an old bicycle, so they may in the texts.
reading strategies have put fast for the carriage).
7. Follow instructions for Activity 2 on Teacher’s Book, p.181.
8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).
Post-lesson
235
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
236
Our names:
___________________________ and ___________________________
Tansport now and in the past
1. Stick the pictures onto the grid in the right place.
CARS BICYCLES
NOW
IN THE
PAST
2. Now write the words in the grid. Sometimes you can write the words in more than
one square:
small wheel carriage big wheels
fast slow very fast
203

CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple
& Citizenship (was/were/n’t: questions and statements

LEARNING OUTLINE
239

Writing 4.3 Writing 4.3.3 Plan, 1. Play a word game that focuses on the spelling of the words which will be used later in of your pupils and
Communicate with draft and write an the lesson.
appropriate language increased range of seven differentiation
form and style for a simple sentences p.124–125
range of purposes in introduction. Please
2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they
A diary also consider the
print and digital media write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday.
following:
Complementary 3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step). Worksheet (see
below) Remind pupils that they
Skill
4. Draw attention to the Writing Tip on Student’s Book, p.81. can use Kelly’s diary
Complementary Writing 4.3.2 Spell
(Student’s Book, p.81)
Skill an increased range 5. In their notebooks, pupils write short answers to the questions in the blue box on as a model.
Writing 4.3 of familiar high Student’s Book, p.81. Monitor and help pupils with ideas and vocabulary.
Communicate with frequency words Fast finishers could
appropriate language accurately in guided Pupils then draft full sentences for these answers in their notebooks. answer the questions
form and style for a writing about more than one
6. Ask pupils to exchange their work with a partner, who should read and check their
range of purposes in writing (spelling, language, punctuation, etc). They should also find one thing they like day of the week.
print and digital media about their partner’s writing. Monitor closely to make sure this peer feedback is
productive, kind and that the corrections that pupils suggest are correct.
7. For the final draft on the worksheet (see below), ask pupils to focus on making their
diaries look good. They can illustrate the diary in the space at the bottom of the page, or
they could write about another day if there is extra time.
Collect their writing and review it as informal classroom-based assessment. Note
common problems and errors, and give plenty of positive feedback.
Post-lesson
240
My Diary
My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
205

LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)

LEARNING OUTLINE
your pupils’ needs and interests and that will review language to prepare pupils for your pupils and class.
Language Arts 5.2 Language Arts Student’s Book,
Express personal 5.2.1 the lesson. Please see the seven
p.82–83
responses to Ask and answer differentiation strategies
Lesson delivery listed in the introduction.
literary texts simple questions
2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for Teacher’s Book, Please also consider the
about characters,
the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / p.126–127 following:
actions and events
of interest in a text fast food / cheeseburger / chips / delicious / film / popcorn / boring. Ask different pupils
Complementary 3. Tell pupils they will read a story. Ask them to read the story and to tell you whose different questions about
Skill weekend sounds best. Take a vote on the answer. Encourage pupils to guess the the story, and ask for
Reading 3.2 meaning of the word hospital from the pictures and the context. volunteers for other
Understand a Complementary
4. Ask pupils to read the story again and to check to see which words from step 2 of the questions. Ask some
variety of linear Skill pupils for their opinions of
and non-linear Reading 3.2.3 lesson are in the story. You could have them listen to the story on the CD at this
stage. Consider asking the While reading questions (see Teacher’s Book, p.126). the story, and ask
print and digital Guess the meaning comprehension questions
texts by using of unfamiliar words 5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value (See
Post-story activity, Teacher’s Book, p.126). using some of the
appropriate from clues provided
reading strategies by visuals and the language from the unit, or
6. Play the Press conference game (Teacher’s Book, p.127).
topic different language for
Post-lesson more proficient pupils.
7. Have a set of pupils act out the text for the class and ask the audience to offer some
positive and constructive feedback.
243
LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions

LEARNING OUTLINE
244
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: according to the needs
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material of your pupils and
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 class. Please see the
variety of linear specific seven differentiation
Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s strategies listed in the
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book introduction. Please
print and digital details of short
p.84 also consider the
texts by using simple texts Pre-lesson
appropriate following:
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’
reading strategies needs and interests and that will prepare pupils for the lesson. Teacher’s Book You could offer pupils a
p.128–129 choice of these
Complementary Lesson delivery activities or you could
Skill
2. Pre-teach key vocabulary for the texts about homework (see below). Texts (see ask different pupils to
3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to below), colour do different activities
Skill Understand a
tell you which one they have, to check they know whether they are A or B. pencils/pens depending on their
Listening 1.2 wide range of
individual needs, based
Understand short supported 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils
Self-assessment on formative
meaning in a questions should fill in the texts with the correct form of be. Model an example on the board to show pupils
assessment in this unit.
variety of familiar what to do. worksheets
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not show Have pupils do more
each other the answers. activities and/or make
6. With their new partner, pupils write at least two questions about the texts. Review question their own activities.
forms before they begin as necessary, e.g.
Was there internet?
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers? How
is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know the
language now. They should complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the learning in this unit).
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Text A1:
245
When I was a child, we were often at the library to find out information for homework. There weren’t any computers but there were lots of books in the library. It was
quiet there and we were very quiet, too.
Text B1:
Now, sometimes there are children at the library. They are there at the weekends. But now, there is the internet to find out information for homework. Children do their
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s noisy.
Text A2:
Now, sometimes there _______ children at the library. They _______ there at the weekends. But now, there _______ the internet to find out information for homework.
Children do their homework at home. Sometimes at home it _______ quiet, but sometimes it _______ quiet, it _______ noisy.
Text B2:
When I _______ a child, we _______ often at the library to find out information for homework. There _______ any computers but there _______ lots of books in the
library. It _______ quiet there and we _______ very quiet, too.
Self-assessment worksheet

In English, I know how to: (teacher to design questions, see examples from previous units)
UNIT 9
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language

LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements

LEARNING OUTLINE
246
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of your
your pupils’ needs and interests and that will introduce the topic of holidays to pupils and class. Please see
Understand Understand with prepare pupils for the lesson. the seven differentiation
p.85
meaning in a support the main strategies listed in the
Lesson delivery introduction. Please also
variety of familiar idea of short simple
contexts texts 2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit Teacher’s Book, consider the following:
language about the topic. Show the pictures and ask pupils what they can see, p.130
Some pupils will be better able
about their experiences. Use the key vocabulary in your questions and encourage to sing along than others,
pupils to guess what it means, based on the pictures you are showing them. Copies of the some pupils may want to sing,
3. Follow instructions for Vocabulary on Teacher’s Book, p.130. pictures from but others may not want to.
Skill Skill
4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to Activity 1, one Don’t insist that all pupils sing.
one another for the next stage of the lesson). Tell pupils they will listen to a song. picture per pupil Focus on enjoyment rather
Communicate Describe people
When they hear the part about their picture, they should hold it up. Play the CD. than accuracy.
simple information and objects using
intelligibly suitable words and 5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask Encourage as much language
phrases pupils to try to remember the song (they should have their books closed), and to as possible at stage 2 and the
put their pictures in the order they appear in the song. post-lesson stage, but do not
6. Play the song again so pupils can check their answers. Encourage pupils to sing insist on full or accurate
along to some or all of the song if they want. Watch pupils to see which pupils are
sentences – different pupils
confident at this stage, and which are less confident.
will be able to produce
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85).
different amounts of language.
Post-lesson Ask different questions and/or
8. Ask pupils to tell you if they did any of those things on their last holiday. give different prompts to
Encourage a review of the key vocabulary. different pupils to push them
within their ability.
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

LEARNING OUTLINE
247
Main Skill Main Skill Student’s Book, p.85 of your pupils and class.
Speaking 2.1 Speaking 2.3.1 1. Review the pictures and vocabulary from Student’s Book, p.85 with a game.
Communicate Narrate very short Teacher’s Book, Please see the seven
appropriately to a basic stories and Lesson delivery p.130 –131 differentiation strategies
small or large events listed in the
2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards introduction. Please
audience Sentence cards (see
below). also consider the
below, cut up, one set
3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils per pair or small following:
Complementary what they did on their holiday and put some ideas on the board. Try to include the group)
Complementary You could ask pupils to
Skill activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what
Skill Reading 3.2.2 Colour pens or pencils present to each other in
they did on their holiday.
Reading 3.2 Understand specific groups if you have
Understand a 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk some very shy pupils in
information and about their pictures and choose some pupils who have made a good effort, to
variety of linear your class. This will
details of short present to the class. Allow pupils to practise first before presenting to the class if
and non-linear give more pupils a
print and digital simple texts necessary, and offer plenty of praise. Coll ect pupils’ pictures or ask them to keep
them safe for a later lesson. chance to present.
texts by using
appropriate
5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
reading strategies
pictures or cut-up sentences from this lesson instead of more strips of paper as
mentioned in the instructions.
Post-lesson
they can write:
248
activity in your lesson plan. It could be set for homework.
Sentence cards to cut up for Lesson 130
We were on an island.
We packed our bags.
We jumped on a plane.
We played on the beach.
It was really fun!
We sailed a boat.
TOPIC: On holiday LANGUAGE/GRAMMAR FOCUS: Past simple (irregular

Environmental Sustainability verbs): Questions & statements

LEARNING OUTLINE
249
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your of your pupils and
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the class. Please see the
p.86
variety of linear meaning of lesson. seven differentiation
and non-linear unfamiliar words strategies listed in the
from clues
Lesson delivery Teacher’s Book, introduction. Please
print and digital
provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and p.132 also consider the
texts by using
appropriate visuals and the elicit some differences between the forest and forests/jungles in your local area. Ask Pictures of forest following:
reading strategies topic pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the
Some pupils may know
board. Worksheets A & B the vocabulary already.
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children (see below)
If that is the case, plan
in the story did any of the same things.
Complementary Complementary a different activity for
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words Dictionaries
them so they can work
Reading 3.2 Reading 3.2.4 on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the
words in the dictionary. They should draw a picture to show what each one means. towards the Learning
Understand a Recognise and Colour pens and
use with support Pupils can work in pairs for this activity. Standards of this
variety of linear pencils (optional)
and non-linear key features of a 5. For the second part of the worksheet, pupils read the story to find the words on their lesson.
print and digital simple worksheet. Then they work in their pairs to guess the meaning and draw a picture to
texts by using monolingual show their understanding. Ask them to cover the vocabulary section at the top of the
appropriate dictionary page.
reading strategies 6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether they
have experience of doing these things.
Post-lesson
lesson.
250
Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest
fish
bee
lunch
2. Find the words in the story. Look at the pictures and draw.
flower
river
fire
picture
213
Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower
river
fire
picture
2. Find the words in the story. Look at the pictures and draw.
forest
fish
bee
lunch
214
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

LEARNING OUTLINE
254
Writing 4.3 Writing 4.3.3 Plan, Student’s Book,
Communicate with draft and write an your pupils’ needs and interests and that will review language to prepare pupils for Please see the seven
p.87
appropriate increased range of the lesson. differentiation strategies
language form simple sentences listed in the introduction.
and style for a
range of purposes 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You p.132–133 following:
Complementary could play the CD if necessary to remind them.
in print Skill Fast finishers or more
and digital media 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Pictures from proficient pupils could
Reading 3.2.2
understanding that this is talking about the past by eliciting the date of the weekend. Lesson 130 draw another picture about
Understand specific
4. Follow the instructions for Activity 2, Teacher’s Book, p.133. what they did at the
information and weekend and write about
Complementary 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as Glue
details of short that as well.
Skill a prompt, ask pupils to draft sentences in their notebooks to describe what they did
simple texts
Reading 3.2 on holiday. Encourage some pupils to
Understand a Make sure you monitor carefully and support pupils, giving them feedback on their ask each other questions
variety of linear work and helping them with vocabulary and form. about their holidays,
and non-linear 6. Pupils exchange their notebooks with a partner, who checks the work for them. especially if they finish
print and digital Encourage pupils to talk to each other about their writing and to give positive
texts by using quickly.
feedback about it. This might be about content or language. Monitor to see how
appropriate pupils work on peer feedback and help with any problems or corrections.
reading strategies
7. Ask pupils to write their final draft on a piece of paper.
8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong to
which pictures. This would provide extra reading practice.
Post-lesson
9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other questions
and/or ask them about their holidays.
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …
255
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will learn a poem, suggest an ending, and share their Flashcards or Differentiate learning according to
Main Skill Main Skill finished poem with classmates. drawings of a boy the needs of your pupils and class.
Language Arts 5.1 Language Arts and a girl, a forest, Please see the seven differentiation
Pre-lesson
Enjoy and 5.1.2 castle, room, box, strategies listed in the introduction
1. Show a flashcard of Sasha and Jason (use different names for the key, door.
appreciate In addition to Year characters if preferred) and tell pupils that they went on holiday in a big
rhymes, poems 2 text types: forest. Put the flashcard/drawing of the forest on the board.
and songs simple poems.
Lesson delivery Copy of Sasha
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit
and Jason went
their suggestions, and then tell them that they saw a castle. Add your
picture of the castle to the board. on holiday poem
3. Show pupils the picture of the castle. Ask them to guess what was in the
castle, and again, elicit their suggestions. Don’t tell pupils what was really
in the castle.
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Complementary castle.
Skill 5. Start by saying the first two lines of the poem, pointing to the pictures on
Complementary
Speaking 2.3.1 the board as you do so.
Skill
Narrate very short 6. Put the picture of a room on the board, elicit what Sasha and Jason saw
Speaking 2.3
next, and say the next line of the poem.
Communicate basic stories and
7. Continue to build up the poem in this way for each new line until the end.
appropriately to a events 8. Now say the whole poem again, this time getting pupils to join in. Point to
small or large
the pictures to help pupils remember.
group
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind the
door. Tell them to practise saying their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to
each other. Pupils can mime and use body language as they perform their
poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
Sasha and Jason went on holiday

Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
256
In the big, big room, there was a big, big box In
the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.

And behind the big, big door, there was a ….
257

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class. Please
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for see the seven differentiation
p.87
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take strategies listed in the
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). introduction. Please also
contexts details of short Teacher’s Book, consider the following:
simple texts Fast finishers could do
2. Review past tense verb forms. You could do this by playing a mime game, where
pupils mime what they did at the weekend. First play as a whole class, choosing a another round of this activity
Verb flashcards using the story on Student’s
Complementary pupil to mime and the class to say You xxx at the weekend, then play in pairs or
small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Skill Complementary
Speaking 2.1 Skill pupils’ minds.
Communicate Speaking 2.1.5 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
simple information Describe people 4. In pairs or small groups, pupils play a True/False game based on the pictures in
intelligibly and objects using
Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip to
suitable words and
the forest, and their classmate(s) should say whether it is True or False. Monitor
phrases
carefully and listen for accurate use of past tense verb forms. Offer plenty of praise
but also give feedback and correction on past tense form as necessary.
5. Play Hot card pantomime using the verb flashcards (see Optional activity,
Teacher’s Book, p.133).
Post-lesson
lesson.

258

LEARNING OUTLINE
259
Main Skill Main Skill Pre-lesson Student’s Book, according to the needs of
Speaking 2.2 Use Speaking 2.2.1 Keep 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class.
appropriate interaction going in your pupils’ needs and interests and that will review language to prepare pupils for the
communication short exchanges by differentiation strategies
lesson. Teacher’s Book, listed in the introduction.
strategies repeating key words p.133
from the other Lesson delivery Please also consider the
speaker Verb flashcards following:
2. Using the verb flashcards, model the question and answer:
Complementary Worksheet (see Depending on your class
Question: What did you do at the weekend? and/or individual pupils,
Skill below, optional)
Writing 4.3 Complementary Answer: At the weekend? I xxx. you could extend the
Communicate Skill dialogue so pupils ask a
with appropriate Writing 4.3.3 3. Use the verb flashcards to have pupils practise the question and answers. Note that
pupils are repeating the time expression in the answer as a way to practise discourse second question: How was
language form and Plan, draft and write it? This would review
style for a range of and interaction skills (see Learning Standard, Main Skill).
an increased range language from lessons in
purposes of simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the
in print and digital Unit 8.
table on Student’s Book, p.87, or you could use a worksheet like the one below, which is
media a little more pupil-friendly. They can also ask more classmates for their answers if there
is time.
Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.
5. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.
6. Ask pupils to check their partner’s work and provide some feedback. Monitor at this
stage and the previous one to check pupils’ use of past tense forms, giving support and
praise where needed.
7. If you are using the worksheet, pupils can write the final draft of their sentences on the
worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that you
can review their progress in use of past simple and identify any other areas that are
causing problems.
Post-lesson
260
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
Encourage pupils to reflect more deeply and using more English. Some pupils will be
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.
261
Alternative worksheet for Lesson 135
At the weekend
1. Ask about the weekend and note or draw.

Me My friend: My friend: My friend:
__________________ __________________ __________________
2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
221
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple

(regular and irregular verbs): positive & negative
statements

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your of your pupils and
Understand a Understand pupils’ needs and interests. Ask pupils if they keep a diary. p.88–89
class. Please see the
variety of linear specific seven differentiation
Lesson delivery strategies listed in the
and non-linear information and
details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they Teacher’s Book, introduction. Please
print and digital
might hear. In pairs, they write three or four words on paper or in their notebooks (do not p.133–134 also consider the
texts by using simple texts
appropriate worry about spelling at this stage, and allow pupils to ask you for English vocabulary for following:
reading strategies words they want to include.
If your pupils need
3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). extra support, you
Complementary
Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the could give a sentence
Complementary Reading 3.2.4 CD. They should check to see if their predictions were correct. Give feedback. for each picture in
Skill Recognise and 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard / Activity 2, and ask
Reading 3.2 use with support museum (if they are new to your pupils).
them to decide Yes or
Understand a key features of a 6. Ask pupils to tell a partner what they think these words mean, based on the content of the
simple No for each one as
variety of linear text (they can use their first language if necessary). Then ask them to check all the words in
and non-linear monolingual the dictionary to see if they were correct. Feed back by asking if they had guessed correctly. you say them.
print and digital dictionary
7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
texts by using
appropriate 8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this
reading strategies activity and help as necessary. Some pupils may find this activity difficult as there are a lot of
pictures and they need to understand a lot of details in the text to decide if they are right or
not.
Post-lesson
264

LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

LEARNING OUTLINE
265
Pre-lesson Get Smart plus Differentiate
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that 3 learning according
Writing 4.3 Writing 4.3.3 suits your pupils’ needs and interests and that will review language from this unit to the needs of your
Communicate Plan, draft and to prepare pupils for the lesson. Student’s pupils and class.
with appropriate write an Book, p.89 Please see the
Lesson delivery
language form increased range seven differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word strategies listed in
search (see worksheet below. Note: answers are in red for you, print in black Teacher’s the introduction.
range of sentences
and white). Book, p.135 Please also
purposes in print
and digital 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures consider the
media and answers to Activity 2 on Student’s Book, p.89. Worksheet following:
Complementary (see below)
Skill 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Writing 4.3.2 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Complementary Spell an Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Skill increased range carefully at the beginning of the activity and be ready to help pupils as they write. six pupils) for the
Writing 4.3 of familiar high Note that the focus isn’t on accuracy at this stage. If necessary, have pupils write
frequency words write, fold and pass
Communicate just notes on the papers at this stage.
with appropriate accurately in activity. This would
6. At the end of the activity, pupils/pairs take the paper that they started. They
language form guided writing allow more
should read through the paper and check the language and/or develop the
and style for a sentences. They should ask for help if they need it, from you or from the pupil(s) proficient pupils to
range of who wrote the line of the story. Monitor closely and support pupils at this stage to support lower
purposes in print help them develop a more accurate piece of writing. proficiency pupils in
and digital
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark Writing.
media
mistakes to show pupils where they are (e.g. by circling them) if you think they
can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.
266
Post-lesson
Look, find and write.

T I F C O D S W A A
U L D I D A N E A T
B I H M F B J N M E
W S R G B O R T A D
G Q W O S U U K C W
S C A A V G B N Z E
Y P S E M H D O D R
F T O O K T W U R E
E.g. take: took

1. do: ______________
267
2. go: ______________
3. buy: ______________
4. is: ______________
5. eat: ______________
6. swim: ______________
7. are: ______________
8. find: ______________
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.

268
In this lesson, pupils will sing a song. Flashcards or drawings of a sea Differentiate
Main Skill Main Skill horse, jellyfish, turtle, octopus, baby learning according
Pre-lesson shark and blue whale. to the needs of your
Language Arts Language Arts 1. Write the title of the song on the board. Tell pupils that the sailor is a woman,
5.1 Enjoy and 5.1.2 pupils and class.
and ask them to guess some of the things she saw. Write their suggestions Super simple songs video of : A
appreciate In addition to Please see the
on the board. sailor went to sea, sea, sea:
rhymes, poems Year 2 text seven differentiation
www.youtube.com/watch? strategies listed in
and songs types: simple Lesson delivery v=DX2Er--LYmQ
poems. 2. Tell pupils that now they can check their guesses. Ask them to listen to the the introduction.
song and remember two animals or more which the sailor saw. You can download the video by
3. Play (or sing) the song. Pupils can join in if they like. typing in ss before YouTube i.e
4. Elicit answers from pupils. If they tell you the names of the animals in their www.ssyoutube.com/watch?
own language, accept their answers, and write the animal names in English v=DX2Er--LYmQ
on the board.
If you cannot play the video in class,
5. Show pupils an animal flashcard/drawing and ask them to say which word
the picture goes with. Continue in this way for the other five animals in the sing the song yourself. The lyrics
Complementary song. and music notes are on the next
Skill Complementary 6. Ask pupils to make a note of the animals in their books. page. (The lyrics to the music notes
Speaking 2.1 Skill 7. Play (or sing) the song again and ask pupils to sing along with the song. are slightly different to the lyrics of
Communicate Speaking 2.1.5 Post-lesson the song we have chosen: we
simple Describe people 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the suggest that you stay with our
information and objects song with pupils, pointing to the flashcards on the board as you do so, to words.)
intelligibly using suitable help their memory as they sing.
words and
phrases
To see what she could see, see, see

Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html But all that she could see, see, see
Was the bottom of the sea, sea, sea!
A sailor went to sea, sea, sea
269
To see what she could see, see, see But

all that she could see, see, see Was a
sea horse swimming sea, sea, sea!

But all that she could see, see, see
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

Was a turtle swimming and a jellyfish swimming and a sea horse swimming in
the sea, sea, sea!

Was an octopus swimming and a turtle swimming and a jellyfish swimming and
a sea horse swimming in the sea, sea, sea!
Was a baby shark swimming and an octopus swimming and a turtle swimming
and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

Was a blue whale swimming and a baby shark swimming and an octopus
swimming and a turtle swimming and a jellyfish swimming and a sea horse
swimming in the sea, sea, sea!
270

irregular verbs): positive & negative statements

LEARNING OUTLINE
your pupils’ needs and interests and that will review language to prepare pupils for your pupils and class. Please
Understand Understand with the lesson. see the seven differentiation
p.89
meaning in a support short strategies listed in the
variety of familiar simple
contexts narratives 2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Pupils’ shared consider the following:
your feedback on it. Pupils work in their pairs to write a final draft, based on the writing from
Lesson 137 If there are some common
feedback on their draft. They should write on paper. mistakes pupils have made in
Complementary Complementary 3. Ask pairs to join another pair, so that they are working in groups of four (2 + 2). In their writing, you could cover
turns, pairs read their story to each other. They listen to the other pair’s story and Coloured pencils
Skill Skill these as a whole class at the
draw (sketch if time is short) the six stages of the story onto the worksheet (see
Writing 4.3 Writing 4.3.3 Plan, beginning of the lesson.
below). If necessary, show pupils how they can draw a negative (She didn’t xxx) Worksheets
Communicate with draft and write an Monitor carefully and help
by drawing the picture and putting a line through it. (marked) from
appropriate increased range of
language form and 4. Spread the picture worksheets and the final stories around the room or on a big Lesson 137 lower proficiency pupils with
simple sentences table. Ask pupils to look at the pictures and read the stories to try to match them. corrections. You can ask fast
purposes in print You could do this as a whole class or it could be in large groups, depending on Worksheet (see finishers to help you with this.
and digital media your class size and set up. below)
Post-lesson
in the lesson.
271
Listen and draw.
1. 2. 3.
4. 5. 6.
272
LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

LEARNING OUTLINE
1. Choose one of the games in Revision (See Teacher’s Book, p.136). your pupils and class. Please
Communicate Describe people Lesson delivery see the seven differentiation
p.90
simple information and objects using strategies listed in the
2. Based on the stories pupils wrote together in the previous lessons, or on their real introduction. Please also
intelligibly suitable words and experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’
phrases Teacher’s Book, consider the following:
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards p.136–137
for this. If you have extra time in this
Complementary 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. lesson, or if you have fast
Verb flashcards
Skill Complementary 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. finishers, you could extend
Listening 1.2 Skill step 2 (or repeat it later) into
Understand 5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). Scissors
Listening 1.2.5 a guessing game in pairs,
Pupils could use their cut-ups from Activity 1 for this game.
meaning in a Understand a wide also based on the stories
variety of familiar range of short Post-lesson
contexts pupils wrote before.
supported 6. Learning diaries:
questions Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
273

irregular): Negatives & questions

LEARNING OUTLINE
274
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the pupils and class. Please see
introduction that suits your pupils’ needs and interests and that will the seven differentiation
Understand a Understand specific Teacher’s Book, p.138
variety of linear information and review language to prepare pupils for the lesson. strategies listed in the
and non-linear details of short Worksheets (see below) introduction. Please also
print and digital simple texts Questions (cut up and
texts by using 2. Tell pupils they will read an email about a holiday. Give pupils a stuck around the room In the email Reading activity
appropriate worksheet (see below, one per pair) and ask pupils to tell you who pupils could write short
reading strategies before the lesson)
went on holiday [James]. You could ask them about the email answers or full sentences,
Complementary
(To/From/Date). depending on their proficiency
Skill
level.
Writing 4.2.5 3. Tell pupils they will answer some questions about James’s email.
Complementary Connect sentences There are 5 questions around the room (remember to stick these up
Skill using basic before the lesson). Pupils, in pairs, should take it in turns to go and find
Writing 4.2 coordinating the question, read and remember it, return to their partner and tell the
Communicate conjunctions partner. Together they should find the answer in the text. The partner
basic information writes the answer. Then they swap roles for the next question. The
intelligibly for a pupil writing must be sitting at the desk and the pupil reading the
range of purposes question cannot take the question off the wall or shout it to their
in print and digital partner – they must remember it and tell it to the partner. Check the
media answers as a class after having pairs check with another pair.
Monitor carefully during this activity to manage behaviour and pairwork
as well as to evaluate pupils’ Reading, memory,
Speaking/communication and Writing skills.
4. Have pupils look at the picture on Student’s Book, p.91. Ask them to
tell you about the boy in the picture and where they think he is. Play
the CD and ask pupils to read along with it.
5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not
follow the teacher’s guide for this stage from Teacher’s Book, p.138.
6. Ask pupils to look again at James’s email. They find and tell their partner two or three similarities and two or three
differences between his holiday and Tim’s holiday.
Some suggestions:
Similarities:
It was hot in Australia and Mexico.
Tim and James took pictures.
Tim and James enjoyed (liked) their holiday.
275
Tim and James were at the beach.
Tim and James went swimming and sailed a boat.
Differences:
Tim was in Mexico but James was in Australia.
Tim bought a hat but James didn’t buy anything.
James’s dad saw a shark but Tim’s dad didn’t see a shark. (we think)
7. Ask pupils to write at least one similarity and one difference on the
worksheet individually. You could collect these to review pupils’ progress.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will review
the main areas covered in the lesson.
276
1. Read the email.

To: ahmadahmad@kmail.co
From: timtim@ymail.co
Date: 21st January, 2019
Dear Ahmad,
How are you?
Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It
was summer in Australia and it was very hot! We went to Sydney and I went shopping. We visited
a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then we went
to the beach. We sailed a boat and went swimming. My dad saw two sharks but they didn’t eat us!
It was a really great holiday!
Please tell me about your holiday.

Love,
James
2. Find and answer the questions.
1. _______________________________________________________________
2. _______________________________________________________________
3.________________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
3. What’s the same? What’s different?
The same (and):
_________________________________________________________________
Different (but):
_________________________________________________________________
Questions for Lesson 141

1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?
232
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

LEARNING OUTLINE
279
Pre-lesson
Writing 4.2 Writing 4.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class. Please
p.91
Communicate Connect sentences your pupils’ needs and interests and that will review language to prepare pupils for see the seven differentiation
basic information using basic the lesson. strategies listed in the
Teacher’s Book, introduction. Please also
intelligibly for a coordinating Lesson delivery p.138–9
range of purposes conjunctions consider the following:
in print and digital 2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer. Pupils can add information
media about their holidays, with
3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday more proficient pupils adding
Complementary in Australia, and ask them to re-read the text on Student’s Book, p.91 to check. more than less proficient
Skill
4. Introduce any vocabulary that you think will be useful to pupils talking about their pupils.
Complementary Writing 4.3.1 Use
Skill capital letters, full holidays. You may need to focus
Writing 4.3 stops and question 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils attention on features of the
Communicate marks appropriately to write their answers to these questions in their notebooks. Short answers are ok model email before pupils
with appropriate in guided writing at at this stage. Note that it can be any holiday, not just a summer one! Monitor
sentence level begin to write.
language form and closely and help with extra vocabulary as necessary.
purposes in print 6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
and digital media
7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but,
and to pay attention to punctuation, using James’s email as a model. If you have
email set up, pupils could use computers for this activity.
Monitor and help pupils, asking questions to elicit as much language as possible
and providing feedback on their language as well as the content.
Post-lesson
lesson.
TOPIC: On holiday LANGUAGE/GRAMMAR FOCUS: Past simple review

CROSS-CURRICULAR ELEMENT:
Environmental Sustainability
280
LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book, p.92– according to the needs
Language Arts Language Arts of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your 93 Please see the seven
5.2 5.2.1 pupils’ needs and interests and that will introduce the words bear and cub to prepare
Express Ask and answer differentiation strategies
pupils for the lesson. Teacher’s Book, listed in the
personal simple questions p.140–141
responses to about characters, Lesson delivery introduction. Please
literary texts actions and Flashcard/picture of a also consider the
2. Show the picture of the bear cub and ask pupils to tell you what they know about following:
events of interest bear cub
bears.
in a text Pictures of Malaysian Different pupils will be
3. Tell pupils they will read a story about a bear cub. They should read the story and say
Complementary bears (e.g. sun bear) able to give you a
if it has a happy ending. Have pupils quietly read the story about the bears.
Skill different response to
Reading 3.3 Complementary 4. Ask pupils to read the story again and circle any new words/words they do not know. your questions about
Read Skill They should then write the words in their notebook. the story and in the
independently Reading 3.3.1 5. Ask pupils to work with a partner and to decide the meaning of the new words, based discussion about
for information Read and enjoy on the pictures in the story. They could draw a picture or write the meaning in their protecting animals.
and enjoyment A1 notebooks. Keep the focus on
fiction/nonfiction 6. Ask pupils what they think of the story. You could ask a few comprehension questions fluency, and try to ask
print and digital to check their basic understanding of the story, but the aim of this reading is more for questions to stretch
texts of interest pleasure, not for complete understanding. each pupil to their own
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the limit.
instructions for Post-story activity on Teacher’s Book, p.141.
8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their
environment. Show a picture of a sun bear. You can find information to share with the
pupils online, for example, in English:
www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm or
nationalzoo.com.au/animal/malaysian-sun-bear/
Post-lesson
9. Play the Say if it’s true game (See Teacher’s Book, p.141).
LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple review
281

LEARNING OUTLINE
Depending on your focus: Differentiate learning
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson according to the needs
Get Smart plus 3 of your pupils and
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider
Communicate Describe people and using some of the material as a homework task, if appropriate. Student’s Book p.85, p.87, class. Please see the
basic information objects using p.91, p.94 seven differentiation
Note: You could also make use of the review activities in Revision (Student’s Book strategies listed in the
intelligibly for a suitable words and
p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of activities. Teacher’s Book p.142–143 introduction. Please
range of phrases
purposes in print Pre-lesson also consider the
Blank cards following:
and digital media
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Verb flashcards from this
Complementary your pupils’ needs and interests and that will prepare pupils for the lesson. When pupils are
unit making the word cards,
Skill
Lesson delivery Self-assessment worksheet you could provide the
verbs on the board to
Skill Understand a wide 2. Use the flashcards to review key verbs in present form. copy. Or you could say
Listening 1.2 range of short the words, then elicit
Understand 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs,
supported to write the verb on a blank card (present tense). Repeat for all verbs. the spelling from some
meaning in a pupils so that others
variety of familiar questions
4. Write sentences on the board to show both present and past forms, e.g. can listen and write on
contexts the cards.
I go to school at 8 o’clock every day.
Pupils can use the
Yesterday, I went to school at 8 o’clock. Student’s Book (p.85
Hana doesn’t like cheese. and p.87) to find the
past tense forms of the
Ali didn’t like the film at the cinema last week. verbs if they need to,
or they could use this
5. Ask pupils why we use go and went in these sentences. They needn’t use words to check them.
like ‘past’ or ‘present’, but can say because it’s every day or because it was
yesterday. Explain that it’s in the past. You could provide a
gapped text on a
6. Ask pupils in their pairs to write the past form of the verb on the back of each card.
Monitor and help pupils, making sure they are accurate. Ask pairs to help each worksheet to support
other if necessary and/or check the verbs with the whole class.
7. Pairs play a game with their cards. They spread the cards on the table with the
present form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the
282
past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then jumbled up questions
in their notebooks, pupils write at least two sentences about what they did at the on a worksheet if you
weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or you
could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?) watch ask different pupils to
/ you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. Avoid based on formative
assessment in this
using grammatical words, but show pupils what you mean.
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend. Have pupils do more
Then each group member has to ask a question about the weekend until pupils activities and/or make
can think of no more questions to ask. Each pupil takes a turn to read their
their own activities.
sentences.
Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.
12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.
Post-lesson
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
upcoming lessons.
Worksheet for Lesson 144 Self-

assessment worksheet How did
I do in Unit 9?
283
• talk about last weekend Great! [ ] OK [ ] A little [ ]
• talk about my holiday Great! [ ] OK [ ] A little [ ]
• ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
• ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]
284
UNIT 10
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

LEARNING OUTLINE
285
Listening 1.2 Listening 1.2.2 1. Play a mime or guessing game to review animal vocabulary. your pupils and class.
Lesson delivery Teacher’s Book, p.144
variety of familiar information and Animal flashcards (enough listed in the introduction.
2. Use animal flashcards to further review animal words pupils know and to
contexts details of short for one per pupil, to include Please also consider the
then introduce new animal vocabulary.
simple texts all the animals in the song) following:
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask
You could try to elicit the
pupils what they can tell you about the animals.
Complementary comparative sentence from
Skill 4. Play a guessing game as a class. some pupils in this lesson,
Listening 1.1 Complementary You say: This animal is tall/small/thin etc. although do not insist on it
Recognise and Skill from all pupils.
reproduce target Listening 1.1.1 Pupils guess: It’s the giraffe/rat etc.
language sounds Recognise and Have pupils play the game in pairs. Monitor carefully as pupils do this
reproduce with activity and note down any common problems to return to later on. You
support a range of could ask one or two pairs to present in front of the class.
target language
phonemes 5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:
286
set for homework.

LEARNING OUTLINE
287
your pupils’ needs and interests and that will review animal vocabulary to prepare your pupils and class. Please
Communicate Describe people and pupils for the lesson. see the seven differentiation
p.95
simple information objects using strategies listed in the
intelligibly suitable words and
phrases 2. Using the animal flashcards, play a game to review the adjectives that is suitable Teacher’s Book, consider the following:
for your class, for example memory matching or listen and grab, where pupils have p.144–145
Ask different pupils to write
the cards spread around the room or on the table in front of a group. The teacher different words/
Complementary says a word and pupils race to grab the right card. Animal phrases/sentences on their
Skill 3. Re-introduce the comparative form using the animal flashcards and then follow flashcards
Listening 1.2 pictures, ranging from a full
Complementary instructions for Grammar Box on Teacher’s Book, p.144.
Understand Skill comparative sentence for fast
meaning in a 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
Listening 1.2.2 a flashcard and asking pupils to tell their partner a sentence about the animal using
variety of familiar Understand with pupils to single animal words
contexts adjective + -er + than.
support specific and/or adjectives for others.
information and 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
details of short pictures. They should present their pictures in small groups before choosing some
simple texts pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).
Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.
288
LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class. Please
p.96–97 see the seven differentiation
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare
variety of linear information and pupils for the lesson. strategies listed in the
and non-linear print details of short p.146–147
and digital texts by simple texts
using appropriate 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals
If some pupils read much
reading strategies they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards
faster than others, avoid
scary. Ask if they think sharks are scary. Do the same with the other sea Worksheet (see
Complementary rushing the slower readers.
animals and elicit adjectives for each.
Skill below) You could ask faster pupils to
Complementary Reading 3.2.3 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill Guess the meaning circling it. They may not know the answer, but they can guess.
notebooks of what they know
Reading 3.2 of unfamiliar words
4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a from clues provided the worksheet.
variety of linear by visuals and the dolphins, and then ask them
and non-linear print topic 5. Ask pupils to circle the words science and project. Encourage pupils to try to to tell the class when suitable.
and digital texts by work out what the words mean from the context and from the pictures,
using appropriate especially picture 6. They should tell their partner before checking as a whole
reading strategies class.
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
Post-lesson
Sea animals
Guess and circle.
289
Which one is…?
Bigger? blue whale elephant

Pretty? dolphin orca
Scary? dolphin shark
Now read and check.
TOPIC: The world around us LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

CROSS-CURRICULAR ELEMENT:
Environmental Sustainability adjectives; Statements

LEARNING OUTLINE
290
Pre-lesson Flashcards of Differentiate learning
Main Skill Main Skill 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Writing 4.2 Writing 4.2.4 this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
Communicate Describe people activity, depending on the kind of game they are playing. worksheet (see and class. Please see
basic information and objects below) the seven
Lesson delivery differentiation
intelligibly for a using suitable
range of words and 2. Show the Malaysian animals flashcards and put them on the board. You could play a game strategies listed in the
Worksheet (see introduction. Please
purposes in print phrases with these if you have time, for example a miming game or a guessing game. Teach the
word endangered. below) also consider the
and digital media
following:
3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered
Complementary animal in Malaysia. They then draw a picture. Key: turtle; pangolin; tiger; orangutan; rhino More proficient pupils
Complementary Skill 4. Say some sentences about one of the animals. Pupils should listen and guess which animal can write more than
Skill Writing 4.3.2 you are talking about. Talk a little about these animals being endangered including the others in their
Writing 4.3 Spell an reasons for this and some of the ways we can help to protect them. This could be done in notebooks.
Communicate increased range first language. For example:
with appropriate of familiar high This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
language form frequency words It is endangered. – (hawksbill) turtle
and style for a accurately in
5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
range of guided writing
the worksheet. Pupils can work in pairs.
purposes in print
Monitor and help pupils with their writing so they can say what they want to say about the
and digital media
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson

Animals in danger in Malaysia!
What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o
291
3. r – t – g – e – i
4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship

LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary
292
In this lesson, pupils will write and share puzzle sentences about animals for their Five pairs of sentences Differentiate learning
Main Skill Main Skill classmates to solve. which describe an animal: according to the
Language Arts Language Arts needs of your pupils
Pre-lesson 1. They live in the sea.
5.3 5.3.1 and class. Please
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than see the seven
Express an Respond your pupils’ needs and interests and that reviews animals and adjectives. dolphins.
imaginative imaginatively and differentiation
Lesson delivery 2. They’ve got four legs. strategies listed in
response to intelligibly through
2. Read out the first pair of your five pairs of animal description sentences. Ask pupils in They’re faster than dogs. the introduction.
literary texts creating simple 3. They like cheese. They
action songs on groups to suggest possible animals, and elicit their suggestions. Sometimes more
than one answer is possible. Accept different answers. are smaller than rats.
familiar topics. 4. They are black and white.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences.
4. Elicit from pupils that the first sentence is a fact about the animal, and the second They are bigger than rats.
responses as
sentence compares it with another animal. Pupils may not use the word ‘compare’ 5. They are grey. They are
appropriate.
but may find other ways to convey its meaning. fatter than cats.
5. Choose an animal, and ask the whole class to suggest two possible sentences for it Possible answers include
Complementary (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill than a giraffe.). Ask pupils to sing their sentences and mime. 1. Blue whales
Writing 4.2.4 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 2. Lions, tigers, cheetahs
Complementary Describe people of sentences following the pattern identified. Write the patterns on the board to help 3. Mice
Skill and objects using pupils if necessary. 4. Zebras
Writing 4.2 5. Hippos
suitable words and Post-lesson
Communicate
basic information phrases 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
intelligibly for a classmates to guess.
range of purposes 8. If there is time, ask a few pairs to read out their sentences for the whole class to
in print and digital guess.
media
293
Pri
(Unit 10)

LEARNING OUTLINE
294

1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.97 your pupils and class.
Listening 1.2 Listening 1.2.2 suits your pupils’ needs and interests and that will review language to prepare Please see the seven
Understand Understand with pupils for the lesson. Teacher’s Book, p.147
variety of familiar information and Lesson delivery Animals flashcards listed in the introduction.
contexts details of short Please also consider the
2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six following:
simple texts per pair/small group)
3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
class or individuals in the class, you could give them five or six cards (or make more or fewer
Complementary more). Ask pupils to write different animals on each card (in plural form as they
Skill Complementary will use them to compare). cards. This would give
Speaking 2.1 Skill more/fewer words to spell
Communicate Speaking 2.1.5 Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
simple information Describe people and the Student’s Book, worksheets from previous lessons, or a dictionary to check
spelling. the ordering task
intelligibly objects using
suitable words and more/less challenging.
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
phrases in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.
Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
295
Pri
mary Year 3 SK Scheme of Work SCHEME OFAsk
WORK:pupilsTEXTBOOK
to think back on their learning
BASED LESSON so far this week. In their learning
(Unit 10)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

LEARNING OUTLINE
296

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
your pupils and class.
Speaking 2.1 Speaking 2.1.5 pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book,
Communicate Describe people Please see the seven
lesson. p.97
simple and objects differentiation strategies
information using suitable Lesson delivery listed in the introduction.
intelligibly words and Teacher’s Book, Please also consider the
2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147
phrases following:
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask
pupils to do different actions, e.g. Depending on your class
Prepare 5–6
Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa you could have pupils work
sentences to
Skill Complementary Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than in pairs for the quiz. It
Listening 1.2 Skill compare pupils
Saha’s. might be more fun if they
Understand Listening 1.2.4 in the class
3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and work with a friend.
meaning in a Understand a
note their answers in their notebooks. You will say a sentence and they should write
variety of familiar wide range of True or False. Read your sentences – these should be a mixture of True and False
contexts short basic
sentences and should be sensitive to pupils. Pupils listen and decide whether they are
supported True or False.
classroom
instructions 4. Check the answers with the class and elicit full sentences from pupils.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.
297
Pri
(Unit 10)
TOPIC: The world around us LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology adjectives; Statements & questions with which

LEARNING OUTLINE
298
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your of your pupils and class.
Reading 3.2 Reading 3.2.2 pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98
Understand a Understand Please see the seven
pupils for the lesson. differentiation strategies
variety of linear specific Teacher’s Book,
and non-linear information and Lesson delivery listed in the
p.148–9 introduction. Please
print and digital details of short 2. Using the picture of the Solar System, find out what pupils know about it already. Some
texts by using simple texts pupils may know a lot but others may not, or they may know it in their first language, but not Picture of the also consider the
appropriate in English. Solar System following:
reading (e.g. Student’s If you have pupils who
3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils Book, p.98)
strategies know a lot about the
Complementary which ofder they think they come in (in terms of their position from the sun or in terms od their
Skill sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Reading 3.2.3 know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Complementary Guess the set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Skill meaning of class later.
System and/or the
Reading 3.2 unfamiliar words
4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
Understand a from clues
variety of linear provided by 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
and non-linear visuals and the Book, p.98 or other Solar System picture) and to guess what Solar System means.
print and digital topic
6. Ask pupils to read the text to find out whether their answers were correct about the order.
texts by using
Note that the answer is in the first paragraph. You could have them race to find the answer
appropriate
perhaps.
reading
strategies 7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
Post-lesson

Technology adjectives
299
Pri
(Unit 10)
LEARNING OUTLINE
Pre-lesson Get Smart plus 3
Differentiate learning
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Writing 4.3 Writing 4.3.3 Plan, your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and class.
Communicate with draft and write an prepare pupils for the lesson. p.99 Please see the seven
appropriate increased range of differentiation strategies
Lesson delivery
language form and simple sentences listed in the
style for a range of 2. Introduce the superlative adjectives using pupils as examples in a similar way (and Teacher’s Book,
introduction. Please
purposes in print with similar caution) as Lesson 151. p.149
also consider the
and digital media 3. Follow instructions for Grammar Box on Teacher’s Book p.149. following:
Complementary Worksheet (see
Skill 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer Consider using a model
below)
Writing 4.3.1 Use using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of the
Complementary capital letters, full at the text on p.98. Ask pupils to do this in pairs. planets. This could be
Skill stops and question 5. Pupils now read the text on p.98 again to check their answers and extend them into full added to the worksheet
Writing 4.3 marks appropriately answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, spelling or you could write it on
Communicate with in guided writing at etc. Check the answers and focus on language accuracy as well as the content of the the board. Or you could
appropriate sentence level answers. elicit some model
language form and 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see sentences from pupils
style for a range of below). They can use the information in the text or they can find out more information about the different
purposes in print using computers, by asking you or by asking other pupils if appropriate. planets before the final
and digital media Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson
about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.
300
Name:
_____________________ The Solar System.
This is
____________________________.
___________________________________
___________________________________
___________________________________
___________________________________
301
TOPIC: The world around us LANGUAGE/GRAMMAR FOCUS: Superlative questions

CROSS-CURRICULAR ELEMENT: Environmental
Sustainability

In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About Differentiate learning
Main Skill Main Skill Malaysia according to the needs of
Pre-lesson worksheet on the your pupils and class.
Language Arts Language Arts 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during
5.2 5.2.1 next page Please see the seven
‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones differentiation strategies
Express personal Ask and answer needed below – tallest, longest, highest, etc. If you think that
responses to simple questions listed in the introduction.
Lesson delivery other pupils in
literary texts about characters, For step 5, provide
actions and 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the your school would
weaker pupils if
events of worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can enjoy answering necessary with a writing
interest in a text see in the pictures (e.g. a river, a mountain). questions about frame:
3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange Which is the __est ___
ask pupils to in Malaysia?’
Complementary 106 Building, Kuala Lumpur).
Complementary compile their
Skill 4. Ask pupils to write the questions individually and to check their questions with a partner. Fast finishers can use
Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the questions into a
Writing 4.3 their own ideas to make
Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions quiz. Your pupils
Communicate extra superlatives
Plan, draft and could share the
with appropriate Example questions: questions.
write an quiz with pupils in
language form increased range Which is the longest river in Malaysia? [ the Rajang River] For step 8, weaker pupils
and style for a of simple other classes.
Which is the highest mountain in Malaysia? [ Mount Kinabalu] can use ideas on p.98
range of sentences
purposes in print Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book if
and digital media Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin necessary
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.
302
303
304
1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999 Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

Technology adjectives

LEARNING OUTLINE
305
Main Skill Main Skill Pre-lesson according to the needs of your
Student’s Book, p.99 pupils and class. Please see
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Understand Understand a wide Teacher’s Book, p.149 the seven differentiation
suits your pupils’ needs and interests and that will review adjectives to prepare
meaning in a range of short strategies listed in the
pupils for the lesson.
variety of familiar supported questions Pupils’ worksheets introduction. Please also
contexts Lesson delivery from Lesson 153 consider the following:
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions If you have pupils who have a
Skill for Activity 3, Teacher’s Book, p.149. lot of knowledge on this topic,
Complementary Reading 3.2.2 you could group these pupils
3. Show some of the worksheets from Lesson 153 and ask pupils to remember
Skill Understand specific what they wrote, then give them back to pupils. together so that they
Reading 3.2 information and challenge each other with the
Understand a 4. Ask pupils to write one question in their notebooks about the planet that they
details of short information they know.
variety of linear and simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as
non-linear print and models and for ideas.
digital texts by 5. Pupils work in groups. In turns, they ask the group their question. The others in
using appropriate the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson

306
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?
Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

LEARNING OUTLINE
307
Main Skill Main Skill Pre-lesson Student’s Book, according to the needs of
Speaking 2.1 Speaking 2.1.5 your pupils and class. Please
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits p.100 see the seven differentiation
Communicate Describe people
simple information and objects using your pupils’ needs and interests and that will review adjectives to prepare pupils strategies listed in the
intelligibly suitable words and for the lesson. Lesson delivery p.150–151
phrases consider the following:
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your
Introduce and include the adjectives old and young. Ask some pupils about their Some pupils may need
family support with the Speaking
Complementary families.
Complementary Dice, one per activity. You could model the
Skill
3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
Reading 3.2 Skill
prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as consider providing a written
Understand a Reading 3.2.2 Self-assessment
pupils do this activity and check their use of superlative adjectives in particular. model on the board.
variety of linear Understand specific worksheet (see
and non-linear information and 4. Tell pupils they are going to play a game. They will need dice and a counter (they If you have groups that finish
below)
print and digital can use some paper, a rubber, pencil sharpener etc). Follow instructions for the game quickly, they could
details of short
texts by using Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four write some new questions to
appropriate simple texts pupils.
reading strategies make it longer.
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
in the lesson.
Self-Assessment worksheet
How did I do in Unit 10? In
English, I know how to:
• talk about different animals Great! [ ] OK [ ] A little [ ]
• talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
• compare different animals Great! [ ] OK [ ] A little [ ]
308
• compare people Great! [ ] OK [ ] A little [ ]
• talk about the Solar System Great! [ ] OK [ ] A little [ ]
TOPIC: The world around us

CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Technology & superlatives

LEARNING OUTLINE
309
Reading 3.2 Reading 3.2.3 your pupils’ needs and interests and that will review planet names to prepare Student’s Book,
Understand a Guess the meaning Please see the seven
pupils for the lesson. p.101
and non-linear from clues provided Lesson delivery listed in the introduction.
print and digital by visuals and the Teacher’s Book, Please also consider the
1. Tell pupils they will make models of the Solar System and talk about them in this
topic p.152-153 following:
texts by using lesson, but first they need to know how to do it. Give each pair a set of cut-up
appropriate pictures and texts from Student’s Book, p.101. Tell them these are the instructions Pupils may need support in
reading strategies for making the model of the Solar System. With their partner, they should read Cut-up copies of preparing for the show and
and match the text to the correct picture, then put the texts + pictures in order to the pictures and tell activity (step 4). You
Complementary make the model instructions. Remind them they can use clues from the pictures to texts 1–4
Skill could provide a model and
help them. (Student’s Book,
Complementary Listening 1.2.4 let pupils prepare their
2. Read the instructions in order and pupils listen to check their answers. Check the p.101), one copy
Skill Understand a wide per pair presentation by writing it
Listening 1.2 range of short basic instructions by having one or two pupils say them again. Ask questions to check
pupils’ understanding of the instructions. first if you think they will
Understand supported need this support.
meaning in a classroom 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. Various
variety of familiar instructions Monitor carefully to make sure pupils are working well together and are able to resources (see
contexts follow the instructions. Teacher’s Book,
4. Follow instructions for Activity 2 on Teacher’s Book, p.152. p.152)
Post-lesson
in the lesson.
TOPIC: The world around us LANGUAGE/GRAMMAR FOCUS: Review of superlatives &

Imagination comparatives

LEARNING OUTLINE
310
Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). your pupils and class.
Writing 4.3 Teacher’s Book, p.153
Communicate with draft and write an Please see the seven
Lesson delivery differentiation strategies
appropriate increased range of
2. Talk to pupils about the universe, telling them that there are many solar Poster paper listed in the introduction.
language form and simple sentences
style for a range of systems in the universe, but we don’t know very much about the other solar Please also consider the
purposes in print systems. Tell pupils they will imagine a solar system. You could give an Colour pens and following:
and digital media example of another solar system, an imaginary one, or even have pupils pencils More proficient
research this, if you have time.
groups/pupils can include
Complementary 3. Ask pupils to work in groups of three or four. First they note in their notebooks different information about
Skill the basic information about the planets in their imaginary solar system, e.g. their solar system, for
Complementary Writing 4.2.4 how many planets there are, what they are called, how big/hot/cold they are
Skill example whether the
Describe people and etc. Monitor carefully and help pupils with ideas and language at this planning
Writing 4.2 stage. planets have life on them,
Communicate objects using moons around them etc.
4. Each group makes a poster. They should decide who will write, who will draw
basic information suitable words and
and who will manage the group. The writer(s) should draft the text that will go
intelligibly for a phrases
on the poster, the artist(s) should plan and draw the solar system on the
range of purposes
poster, the manager should make sure that the information is correct between
the artwork and the text.
media
5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as pupils
do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values

LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives
311
LEARNING OUTLINE
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class.
Language Arts 5.2 Language Arts
suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102–
Express personal 5.2.1 Please see the seven
pupils for the lesson. 103
responses to Ask and answer differentiation strategies
literary texts simple questions Lesson delivery listed in the introduction.
Teacher’s Book, p.154– Please also consider the
about characters, 2. Tell pupils they are going to read a fairy story. Ask them whether they know any 155 following:
Complementary actions and events other fairy stories (e.g. Sleeping Beauty). Note that many have been made into
Skill of interest in a text films by Disney, so pupils may know them. Ask different kinds of
Copies of cut-outs of the questions to different
Reading 3.3 Read 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the pupils so that you are
independently for Complementary Tell pupils that many men in the land want to marry the princess, so they have story (one per pair/small challenging them to a
information and Skill some competitions. Hand out the character sets (the three strong men in picture group) level where they can still
enjoyment Reading 3.3.1 2, the three jokers in picture 3, the three running men in picture 4) and elicit
Read and enjoy A1 some adjectives to describe them. Ask pupils to put them in order of how reply. This may be related
fiction/nonfiction strong/funny/fast they are. Picture of the princess to the type of question
print and digital from the story (higher/lowerlevel
texts of interest 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see thinking) or the language.
whether they were right. Remind them that they do not need to understand
(You could choose a
every word and can use the pictures to help them understand the storyline.
different story if it is more
5. Play the CD and have pupils follow along. Follow the instructions for While appropriate to your local
reading on Teacher’s Book, p.154–155.
culture)
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
Post-lesson
LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: The world around us

CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Sustainability & superlatives
312

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson according to the needs
Student’s Book, of your pupils and
Writing 4.3 Writing 4.3.3 Plan, p.119
draft and write an 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your class. Please see the
Communicate
with appropriate increased range of pupils’ needs and interests and that will introduce the word camel and review Malaysian Teacher’s Book, seven differentiation
language form and simple sentences animals from Lesson 148. Lesson delivery p.182 strategies listed in the
style for a range of introduction. Please
purposes 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of also consider the
in print and digital camels from following:
3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book,
media If you have little time
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. p.119
in this lesson, focus
5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian on the second part of
Complementary 148. Return their sentences to them from that lesson, having pupils work in the same pairs if animals
the lesson, which is
Skill possible. Ask pupils to look at their sentences, to check them and to develop the information flashcards
Complementary about Malaysian
Reading 3.2 further, using some superlative adjectives if possible. This will depend on the animal itself. Pupils’
Skill animals.
Understand a Encourage pupils to add some information anyway. sentences from
Reading 3.2.2
variety of linear 6. Ask pupils to draw their animal in large size on paper and cut it out. Lesson 148
Understand
and non-linear
print and digital specific 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
texts by using information and of paper. glue,
appropriate details of short string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
reading strategies simple texts Very large
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or poster paper /
Endangered animals around us). display board
9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson
10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.
313
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917 http://bpk.moe.gov.my/

Primary Year 3 SK SOW

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

Content overview .........................................................................................................................................................................................................................................

1. Content and organisation of the Primary Year 3 Scheme of Work ........................................................................................................................... 7

Primary Year 3 Scheme of Work

1. Content and organisation of the Scheme of Work

3. Pre-lesson and post-lesson tasks

4. Differentiation strategies for Primary pupils

6. Scheme of Work (Lessons 1–160)

What does the Primary Year 3 Scheme of Work consist of?

The Scheme of Work consists of the following two types of lessons:

How are the Primary Year 3 Scheme of Work lessons organised?

Typical lesson cycles

Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus

Teachers should note the following:

2. Scheme of Work Template: Supporting Information

2. Main Skill Focus

7. Content Standards and Learning Standards

8. Main Skill and Complementary Skill

3. Pre-lesson and Post-lesson tasks

1. Suggested Pre-lesson tasks

PRE-LESSON TASK 1: WORK OUT THE WORDS

1. Choose a key topic word from the lesson.

PRE-LESSON TASK 8: PREDICT THE CONTENT

1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.

2. Suggested post-lesson tasks

POST-LESSON TASK 1: SPOT THE DIFFERENCES

1. Choose about 7 words related to the lesson.

1. Draw 4 columns on the board.

1. Briefly review the vocabulary on the flashcards.

4. Differentiation strategies for Primary pupils

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided The

Strategy 3: Differentiate by the outcome expected from pupils

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 5: Differentiate by supporting individual learning preferences and needs

Strategy 7: Differentiate by the feedback given

pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.

Term in Year 3 Curriculum

Term in Year 3 Curriculum

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency words

6. Scheme of Work: Lessons 1–160 UNIT

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language;

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Name: _______________ Class: ________ Date: __________

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Name: _____ Class: Date:

say what I can do Great OK A little

say what people can do Great OK A little

Name: ___________ Class:

Names: ______and Class: _

Name: __________ Class: _ Draw,