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 .............................................................................................................................................................................................................. 5

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.
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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
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.
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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 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.
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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.
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.
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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.
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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.
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.
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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.
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).
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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.
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.
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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.
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.
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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.
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.
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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.
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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.
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.
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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
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.
20
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).
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.
21
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.
Open-ended 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

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.
22
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.
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
23
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.
24
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.
25
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.
Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.
26
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.
Listening 1.2.5 Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
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.
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.
27
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.
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.
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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
WEE
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:

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

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
3 according to the needs of your
Listening Listening 1. Pupils sit in circle to introduce themselves My name’s [Amir].
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 Student’s Book
the seven differentiation
Use appropriate Guess the meaning their right/left in the circle. p.5 Activity 1
listening of unfamiliar words strategies listed in the
strategies in a by using visual 3. Play memory game in the circle to remember names. Teacher’s Book introduction. Please also
variety of contexts clues when a Lesson delivery p.18 consider the following:
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 5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18: support less proficient pupils.
Complementary Complementary Vocabulary, Activity 1, TPR Activity. Ask pupils to write name cards
Skill Skill Monitor pupils carefully as they listen to the song to evaluate their vocabulary and if necessary to show during
Speaking Speaking Listening skills. Review vocabulary next lesson as necessary. memory game.
2.1 2.1.5 Post-lesson For fast finishers or more
Communicate Describe people proficient pupils you could
simple information and objects using 6. Use flashcards with the whole class to play a guessing game to review the adjectives
extend introductions to include
intelligibly suitable words and again. You could choose an appropriate post-lesson activity from the list in the
descriptions.
phrases introduction that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
29
__
LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
W
K
E
E
st rd
have got (1 & 3 person statements)
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
Speaking Speaking 1. Play a game to review vocabulary and language from previous lesson. Student’s Book
class. Please see the seven
2.1 2.1.5 p.5 Activity 2
Lesson delivery differentiation strategies listed in
Communicate Describe people
simple information and objects using 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She Teacher’s Book the introduction. Please also
intelligibly suitable words and has got brown hair / I have got brown hair. See also Teacher’s Book p.18: p.18–19 consider the following:
Grammar Box
phrases Textbook Ask some pupils for complete
3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind character sentences, while others may
Complementary pupils of the importance of being sensitive when describing people (e.g. for the flashcards form incomplete sentences at
Skill Complementary adjective ugly). this stage.
Listening Skill Continue to monitor pupils as they work in pairs. Note which pupils are having
1.2 Listening Set different targets for the
difficulties or seem to find the activity easy. This will be useful for pairing and number of pupils they describe.
Understand 1.2.2 grouping pupils in future lessons.
meaning in a Understand with For more proficient
variety of familiar support specific Post-lesson pupils/classes, you could
contexts information and 4. See Before leaving activity (Teacher’s Book p.18). introduce a few more adjectives
details of short for describing people’s
simple texts appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).
30
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
W
K
E
E
Numbers up to 100 / have got question and Yes/No answer

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:

LEARNING OUTLINE
Reading Reading 1. Review previous learning by playing a Guess who game as a whole class. Student’s Book
3.2 3.2.2 p.6 Activity 1,
Understand a Understand specific p.7 Activity 2
variety of linear information and 2. Follow with Warm up activity (See Teacher’s Book, p.20). the introduction. Please also
and non-linear details of short 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor Teacher’s Book consider the following:
print and digital simple texts closely to see whether pupils are comfortable with numbers up to 100. If some are p.20 Pupils may need more time to
texts by using having difficulty, build in extra practice in this lesson (see step 2) and in the next Numbers review numbers (see step 2).
appropriate few lessons. Consider setting a homework task related to this. flashcards
reading strategies Fast finishers could ask each
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by
For next lesson, other how many shells they
tracking the words on the page with their finger as they listen to the recording.
Complementary make sure pupils have.
Skill 5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in bring their
Reading Complementary the story to guess the meaning of the words they don’t know in Activity 2. notebooks to
3.2 Skill Post-lesson create their
Understand a Reading learning diaries
6. Play a Stand up if it’s true – sit down if it’s false game using have/has got.
variety of linear 3.2.3
and non-linear Guess the meaning
print and digital of unfamiliar words
texts by using from clues provided
appropriate by visuals and the
reading strategies topic
31
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). Teacher’s Book according to the needs of your
4.2 4.2.4 You could choose an appropriate pre-lesson activity from the list in the introduction p.20 pupils and class. Please see
Communicate Describe people that suits your pupils’ needs and interests and that will review language and/or the seven differentiation
basic information and objects using vocabulary and prepare the pupils for the lesson. Family flashcards strategies listed in the
intelligibly for a suitable words and introduction. Please also
Lesson delivery Worksheet for consider the following:
range of purposes phrases drawing and
in print and digital 2. Build model sentences on the board about pupils’ families/your own family: My Provide a gapped text (‘fill in
writing (see
name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language
media suggestion below) the blanks’) on the worksheet
from pupils as possible rather than giving them the language directly. for pupils to complete, or
Complementary 3. Pupils complete worksheet by drawing a picture of their family and writing about it provide/hide model sentences
Skill under the picture. Tell pupils that the work will be displayed so they should take on the board. For example,
Writing Complementary care with handwriting and neatness. Go around the classroom and check the pupils’ pupils need only write family
4.1 Skill writing. If some pupils are finding writing certain letters within a word challenging, description words and phrases
Form letters and Writing either show on the whiteboard how to write it, or show them on a blank page how to complete the sentences
words in neat 4.1.2 you would write it. If they are still finding it challenging, you could write that word in provided on the
legible print using Begin to use cursive dotted line and ask the pupil to trach them. Display the pictures in the classroom. worksheet/board.
cursive writing handwriting in a 4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of Some pupils could write more
some pupils. You could also follow Teacher’s Book p.20 Grammar Box here.
written work detail about themselves on the
5. Pupils move to the classroom display. Play a guessing game using the worksheets worksheet or ask more
displayed: questions in the guessing
P1: Has she got one brother? game, e.g. about appearance.
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:
32
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 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.
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:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
33
LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WE
EK
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has
:
contraction

LEARNING OUTLINE
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
Language Arts Language Arts a sentence (using according to the needs of
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.
Express an Respond grammar focus) see the seven differentiation
imaginative imaginatively and Pre-lesson about each pupil strategies listed in the
on a strip of paper introduction. Please also
response to intelligibly through 1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to
consider the following:
literary texts creating simple guess who it is about. They should find that pupil and check. Feed back by asking A digital camera
action songs on pupils to read the sentence to the class. and computer to Ask pupils to write two or
familiar topics. upload and print more sentences about the
Other imaginative Lesson delivery out photos pupil in the group.
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
appropriate. Plain paper, string You could ask more
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
Complementary write their sentences in their notebook. For example, Amir has a green hat. He likes
Complementary Skill display) their classmates about the
green colour.
Skill Writing Plain paper, glue photos.
Writing 4.3.3 Monitor as pupils write and support them as necessary. Encourage pupils to support
each other in their groups. As you monitor, you could take a photo of each group. When and ruler (if
4.3 Plan, draft and making a class
Communicate write an increased groups are finished, they can help you to upload and print out the photo of their group.
book)
with appropriate range of simple 3. Ask each group to check each other’s sentences and to discuss any changes that are
language form sentences needed before writing a final version.
and style for a For a wall display:
range of purposes Pupils write on a small piece of paper. They then put up the photo on the display with the
in print and digital papers around it and a piece of string connecting it to the picture of the pupil it describes.
media For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.
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).
34
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer

LEARNING OUTLINE
Listening Listening 1. Using flashcards, review key vocabulary and questions. Alternatively, choose to Student’s Book according to the needs of your
1.2 1.2.2 deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3 pupils and class. Please see
Understand Understand with that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
meaning in a support specific Teacher’s Book strategies listed in the
variety of familiar information and Lesson delivery p.21 introduction. Please also
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. consider the following:
Vocabulary
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards Pupils can write about one, or
the board. more than one, of the people
Word & in Activity 3.
Complementary Complementary 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards
Skill Skill Fast finishers could talk or
5. Partners read each other’s sentences to guess who it is. Encourage them to check write about something that
Writing Writing
their partner’s work for correct punctuation (use of capitals, full stops and they collect or that someone
4.3 4.3.1
apostrophes). they know collects.
Communicate Use capital letters,
with appropriate full stops and 6. Pupils rewrite their sentence based on their partner’s feedback.
language form question marks
and style for a appropriately in 7. Review and give feedback on pupils’ written work for both first and second drafts as
range of purposes guided writing at well as the peer’s feedback. Make a note of common problems to review next lesson.
in print and digital 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.
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No

LEARNING OUTLINE
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver Student’s Book according to the needs of your
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4 pupils and class. Please see
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
simple information and objects using Teacher’s Book strategies listed in the
intelligibly suitable words and Lesson delivery p.21 introduction. Please also
phrases 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking consider the following:
pupils about the people and what they have got. Strips of paper for
pupils to write a You could offer the choice of
Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on writing a full sentence, a
Skill Complementary phrase or drawing a picture +
Listening Skill 4. Give pupils a strip of paper. Ask them to write something they have got lots of and a number.
1.2 Listening how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to
Understand 1.2.5 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s Pupils may need extra support
meaning in a Understand a wide for third person. in changing the form from 3rd
variety of familiar range of short to 1st person.
5. Put pupils in large groups. One pupil collects the papers, mixes them and
contexts supported questions redistributes them. You could ask more proficient
pupils to try to find something
6. Pupils read the strips and take turns to ask the group members Have you got…? to they have got in common with
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 a classmate at the post-lesson
books. stage.
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.
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WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb

LEARNING OUTLINE
according to the needs of your
Reading Reading 1. Play an action or miming game to review key sports vocabulary. Student’s Book
3.2 3.2.1 p.8 Activity 1;
Lesson delivery the seven differentiation
Understand a Understand the p.9 Activity 2
variety of linear main idea of short 2. Begin the main lesson by following Teacher’s Book p.22 Warm up strategies listed in the
and non-linear simple texts 3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per Teacher’s Book introduction. Please also
print and digital group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – p.22 consider the following:
texts by using pupils talk about the pictures). Sets of texts and Step 4 could be group reading;
appropriate 4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pictures on or each pupil in a group could
reading strategies pupils to read them and match to the correct pictures (which they already have). Student’s Book have one or more of the texts
p.8 cut up for to read or match;
Complementary 5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22). matching or some pupils could have a
Skill Complementary 6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22). text, others a picture to match.
Reading Skill
3.2 Reading Post-lesson You could ask various
Understand a 3.2.3 questions about the pictures of
7. Ask pupils to put up their hands if they can paint/do karate etc. the children to extend the
variety of linear Guess the meaning
and non-linear of unfamiliar words 8. Monitor as pupils work on the activities in the lesson to assess their understanding of activity (e.g. what they look
print and digital from clues provided can. Use this to decide how much to review and extend the language focus in the like or, to more proficient
texts by using by visuals and the next few lessons. pupils, questions about how
appropriate topic they feel when they do the
reading strategies activities).
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
3 according to the needs of your
Writing Writing 1. Use sports flashcards to play a vocabulary review game.
4.3 4.3.2 Student’s Book
Communicate with Spell an p.9 Activity 3 & 4
appropriate increased range 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can strategies listed in the
language form of familiar high he/she X? Pupils reply Yes, he/she can or No, he/she can’t. Teacher’s Book introduction. Please also
and style for a frequency words 3. Follow on with Activity 3 (Teacher’s Book, p.23). p.23 consider the following:
range of purposes accurately in Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your Sports Vary the type of activity to
in print and digital guided writing pupils are ready for it. This would be a chance to introduce some sports or hobbies that are flashcards include movement and visuals
media popular with children at the moment in Malaysia. to support understanding and
4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the help pupils remember
Complementary language according to the
Skill Complementary letters/words and ask pupils to rearrange them correctly). needs of your own pupils.
Listening Skill 5. Follow on with Activity 4 (Teacher’s Book p.23).
1.2 Listening If you have proficient pupils,
Post-lesson you could focus on adverbs
Understand 1.2.1
meaning in a Understand with 6. If time allows, play a spelling game with sports words and pictures. (e.g. very well) from Activity 4.
variety of familiar support the main 7. Learning diaries: Include an extension activity to
contexts idea of short Ask pupils to think back on their learning so far this week. In their learning diary, they can practise these in writing.
simple texts write:
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.
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements
Imagination

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You Online song (see pupils and class. Please see
Express an Respond may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline) the seven differentiation
imaginative imaginatively and so check first. strategies listed in the
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 Lines of the song introduction. Please also
literary texts creating simple can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). cut up (in verses) consider the following:
action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: Plan how to group pupils for
familiar topics. She can’t play chess.). Pupils keep the cards. this task. If your class has
Other imaginative mixed levels of proficiency,
responses as Lesson delivery then try to group pupils so
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from pre- there is a range of proficiency
Complementary lesson stage). If they hear their word, they should hold up their card. Play the song: in each group. However,
Skill Complementary http://learnenglishkids.britishcouncil.org/en/songs/i-can-run encourage all pupils to
Language Arts Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song participate equally by sharing
5.1 Language Arts again. out the lines of the song at the
Enjoy and 5.1.1 performance stage.
appreciate In addition to Year 2 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
rhymes, poems text types: simple They divide the lines between them, one each. Play the song again. Pupils order the For fast finishing groups, ask
and songs poems lines as they hear them. them to write a second verse.
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.
39
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer

LEARNING OUTLINE
Listening Listening 1. Play a word game such as Word Ladder (you can create it online: www.edu- Student’s Book p.9 according to the needs of your
1.2 1.2.5 games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming Activity 5 pupils and class. Please see
Understand Understand a wide activity in groups. Pupils write vocabulary related to the activities topic. the seven differentiation
meaning in a range of short Teacher’s Book strategies listed in the
variety of familiar supported questions Lesson delivery p.22 introduction. Please also
contexts 2. Return to some difficult or new words from the pre-lesson activity and check consider the following:
spellings/vocabulary as a whole class. Introduce new words according to the needs Action flashcards
from last lesson Extend vocabulary according
Complementary and personal interests of your pupils. to the needs and interests of
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game your class.
Speaking Skill
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach If you have extra time, pupils
Use appropriate 2.2.2 some phrases for this such as Can you help me/us, please? could write about themselves
communication Ask for attention or and/or their partner in their
4. Follow the Teacher’s Book p.22 instructions for Activity 5. notebooks, based on their
strategies help from a teacher
or classmate by Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the findings.
using suitable notes to help plan upcoming lessons.
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?
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TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

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

LEARNING OUTLINE
Reading Reading 1. Follow instructions for Teacher’s Book p.26 Warm up. Student’s Book p.11
3.2 3.2.2 Activity 1
Understand a Understand specific
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book strategies listed in the
and non-linear details of short p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7 introduction. Please also
print and digital simple texts they will read. consider the following:
Family photos (from
texts by using 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each you and your pupils) Ask different prediction
appropriate pupil, or on a worksheet). Ask pupils to read their question. questions to different pupils,
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions depending on their level of
question. They could write their answer on the paper or in their notebook. worksheet/strips, proficiency. Some may be
Complementary Complementary from Teacher’s closed questions, others open
Skill Skill 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading Book p.26 questions.
Speaking Speaking skills. Use questions to support or extend their understanding. Make notes on pupils
2.1 2.1.5 as necessary. You could give more than one
Communicate Describe people 6. Feed back as a whole class. Ask pupils to read their question then give the answer. question to some pupils to
simple information and objects using Pupils can then check each other’s answers as they listen. answer.
intelligibly suitable words and 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). Plan which pupils will answer
phrases questions during feedback to
Post-lesson
help showcase pupils who
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.
42
WEEK
:

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate

learning according
Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. Student’s Book
to the needs of your
4.3 4.3.1 p.11 Activity 1
Lesson delivery pupils and class.
Communicate with Use capital letters,
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book Teacher’s Book Please see the
language form and question marks p.11) while pupils read along. p.27 seven differentiation
style for a range of appropriately in strategies listed in
3. Pupils use the sentence beginnings to tell their partner about their family (two or more Family photos the introduction.
purposes in print guided writing at sentences). This is to review the language and help with oral planning.
and digital media sentence level Please also
4. Follow on with the Writing Tip (Teacher’s Book p.27). consider the
Complementary following:
5. Have pupils write two or more sentences about their family in their notebooks or for
Skill Complementary Provide
classroom display. They could add the family photos they brought if they are not too
Writing Skill individualised
valuable to them.
4.3 Writing feedback on pupils’
Communicate with 4.3.3 6. Collect the writing and use it to informally assess learning in this unit. Give positive and Writing.
appropriate Plan, draft and write constructive feedback to pupils using your notes on their performance during this unit. Use
language form and an increased range a basic marking key to show pupils where their mistakes are so that they can correct their You could set
style for a range of of simple sentences own work. See this link for ideas on basic marking key: different Writing
purposes in print www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 targets for different
and digital media This could be done in the next lesson(s) or as homework. pupils depending on
your pupils’ levels.
Post-lesson
If you have extra
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. time, pupils could
8. Learning diaries: play a guessing
game where they
Ask pupils to think back on their learning so far this week. In their learning diary, they can
read each other’s
write:
work and guess
New words I remember whose family it is.
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
43
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.
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Have got/have / time

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /

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

LEARNING OUTLINE
Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
material as a homework task, if appropriate. class. Please see the seven
3.2 3.2.2 Worksheets
differentiation strategies listed in
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending (see below)
the introduction. Please also
variety of linear information and the main language points in Unit 1 according to the needs of your pupils.
and non-linear details of short Flashcards of consider the following:
print and digital simple texts Pre-lesson characters from You could offer pupils a choice
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Get Smart plus of these activities or you could
appropriate your pupils’ needs and interests and that will prepare the pupils for the lesson. 3 (Greg & Anna, ask different pupils to do
reading strategies Student’s Book different activities depending on
Lesson delivery p.6) their individual needs, based on
Complementary Have got: Action cards formative assessment in this
Skill Complementary unit.
2. Show flashcards of characters from the textbook. Elicit sentences about the
Writing Skill Toy clocks
characters He/She has got... Write the sentences on the board and put the pictures Have pupils do more activities
4.3 Writing
next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or Get Smart plus and/or make their own activities.
Communicate 4.3.1
have got with he and she. 3
with appropriate Use capital letters,
language form full stops and 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the Student’s Book
and style for a question marks board, write their name and write a sentence about themselves I have got… Ask p.14 Activities 1
range of purposes appropriately in pupils questions about the form with I (have got). and/or 2 and/or
in print and digital guided writing at 3
media sentence level 4. Next pupils complete Sections A & B of the worksheet (see below).
Teacher’s Book
5. Feed back on the answers as a whole class. Note any common problems or p.31
mistakes and review as necessary.
Self-assessment
Can:
worksheets
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.
46
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.
47
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 ____
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UNIT 2
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

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

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

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

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Flashcards for Differentiate learning

daily routine according to the needs of
Writing Writing 1. Choose an appropriate pre-lesson activity from the list in the introduction that
your pupils and class. Please
4.3 Communicate 4.3.3 suits your pupils’ needs and interests and that will review language related to Worksheets, one
see the seven differentiation
with appropriate Plan, draft and write routines and prepare the pupils for the lesson. per pupil + one
strategies listed in the
language form and an increased range completed by
Lesson delivery introduction. Please also
style for a range of of simple sentences you (see below)
purposes in print 2. Review the flashcards by putting them on the board and eliciting sentences I xxx
Ask pupils to
and digital media every day and I always/sometimes/never xxx from the pupils. You can offer pupils the
bring a choice of how many
3. Put pupils in groups (one group for each flashcard). Each group should draft a toothbrush from sentences to write, or ask
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from home for the them to write more/fewer than
Skill each group to come to the board and write their sentence. Supervise and assist next lesson. 3–4.
Writing Complementary as necessary. Bring a few extra
4.3 Communicate Skill ones in case Depending on the level of
4. Review with pupils how to change the sentence to He/She and adding the third some pupils do support your pupils need at
with appropriate Writing
person -s by giving example sentences (talk about yourself and then about male not bring their this stage, you could keep /
language form and 4.3.1
and female pupils). You might want to write the sentences on the board if you own. partially keep / delete the
style for a range of Use capital letters,
feel it is necessary for your pupils. model sentences on the
purposes in print full stops and
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do every board.
appropriately in day. Tell them they will do a similar worksheet. They can write about themselves If changing or having a choice
guided writing at or about someone in their family. First, they should write three or four sentences between 1st person (I) and 3rd
sentence level in their notebooks. person (he/she) is too
Give pupils time to draft their sentences. Monitor carefully and give corrective complicated for pupils, you
feedback as necessary. Ask pupils to exchange their notebooks with their partner can limit it to 1st person only.
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 your lesson plan. It
shouldn’t be set for homework.
54
Suggested worksheet for Lesson 20
Name: ___________________________ Class: ________________
Every day….
Draw and write
55
WEE
K:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
& Innovation routines
CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond this is not appropriate, pupils could and class. Please see
imaginative imaginatively and Lesson delivery use a pencil to pretend to brush the seven
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My A song about brushing your teeth – strategies listed in the
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is This is the way… introduction.
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw You can use this video or
Complementary Complementary some arrows to show up, down, left and right, round and round. Ask something similar about brushing
Skill Skill pupils to move their toothbrushes in the direction you tell them: Brush teeth:
Language Arts Language Arts left; brush round and round etc. https://www.youtube.com/watch?
5.1 5.1.1 v=4XLQpRI_wOQ
4. Tell pupils they will hear a song and watch a cartoon about brushing your
Demonstrate Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
appreciation appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
through non- rhymes, poems What has he got? What colour is his toothbrush? etc).
verbal responses and songs https://www.ssyoutube.com/watch?
5. Tell pupils they will hear the song again, and this time they should mime v=4XLQpRI_wOQ
with their toothbrushes. Encourage them to sing along too if possible.
If these links are unavailable, try
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. asking Google or YouTube for
‘This is the way we wash our hair, wash our hair, wash our hair. ‘This is the way I brush my teeth
We do it in the morning/evening.’ song’
Pupils work in groups of three or four to choose a daily routine action and Flashcards for daily routine
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.
56
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions

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

LEARNING OUTLINE
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Teacher’s Book differentiation strategies
Lesson delivery listed in the introduction.
everyday routines p.35
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum … to
meaning in a short supported Fast finishers or more
work?)
variety of familiar questions proficient pairs of pupils
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
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.
58
Worksheet for Lesson 23
Class survey
Names: __________________and____________________ Class: _________

Our question:
_________________________________________________________________
Answers:
Yes Total:
No Total:
Write Yes or No :
59
WEEK: LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

STANDARD STANDARD LEARNING OUTLINE
REFERENCES STRATEGIES
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- according to the
Student’s Book, needs of your pupils
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support Teacher’s Book the seven
2. Tell pupils this is your job – you are a teacher, and you teach and help children every day.
and non-linear key features of a p.36 differentiation
Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. strategies listed in the
print and digital simple word cards:
texts by using monolingual Lesson delivery introduction. Please
firefighter, fire, also consider the
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 following:
you have one). dentist, fix, teeth
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which Class set of
monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which dictionaries
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next
appropriate to the correct picture on the board.
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.
60
WEEK:
habits/occupations

LEARNING OUTLINE
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 of your pupils and
Communicate with Spell an increased needs and interests. class. Please see the
appropriate range of familiar Teacher’s Book seven differentiation
language form and high frequency Lesson delivery p.37 strategies listed in the
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. introduction. Please
Flashcards of also consider the
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations
and digital media following:
Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this question worksheet) encourage pupils to use
Complementary Complementary when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to support You could put the
strategies or classmate by others. This will be useful information when pairing and grouping pupils in the future. occupations words on
using suitable the board for pupils to
5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as copy the spelling if
questions
appropriate. necessary.
Post-lesson
write:
61
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.
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.
62
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEE
LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;

K:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language

means of transport

LEARNING OUTLINE
In this lesson, pupils will say and perform a rhyme in groups about coming to school. Flashcards or Differentiate
Main Skill Main Skill
Language Arts Language Arts Pre-lesson pictures of : learning according
to the needs of your
5.1 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. a child walking
pupils and class.
Enjoy and 5.1.2 Draw a child next to the car, bike and bus. a car and a
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. Please see the
child standing seven differentiation
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it
and songs types: simple strategies listed in
Lesson delivery a bike and a the introduction.
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing
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
Complementary
words and actions. child standing
Complementary skill
6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
Listening 1.2.3 The Going to
add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. 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
63
WEEK:
habits and occupations
CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
Colour pencils/pens pictures. It is better to have them write
Lesson delivery
notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short sentences depending on their
4. Tell pupils they will talk about the person on their picture. They proficiency level.
appropriately to a basic stories and should plan what they are going to say. They could write notes
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
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.
64
Name: __________________ Class: _________
Draw, write and say.
_A______________________
65
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

needs of your pupils and class. Please
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20
see the seven differentiation strategies
2.1 2.1.2 Revision)
Communicate Find out about and Teacher’s Book, p.38– listed in the introduction. Please also
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm Occupations & You could use word cards for some or
up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill Listening small groups match the occupation with what the person does pairs words.
Listening 1.2.5 (e.g. pilot + fly a helicopter).
1.2 Understand a wide With more proficient classes, you could
4. Introduce/review the question and answer What do you want to finish the lesson with the Optional
Understand range of short
be when you grow up? Drill the questions and then have pupils activity (See Teacher’s Book p.39)
meaning in a supported questions
ask and answer their partner.
variety of familiar
contexts 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
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.
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TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
& Citizenship habits

Reading Reading 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 needs of your pupils and class. Please
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local consider the following:
Vocabulary flashcards
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about what Copies of pictures next read just one of the texts.
texts by using topic the organisations do, using some first language and providing to texts on Student’s
appropriate English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies their learning diaries. questions and drawing attention to
Lesson delivery difficult vocabulary in the texts and
Complementary
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
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 simple texts new vocabulary.
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)
67
WEEK:
routines

Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 39 & 40–41 consider the following:
2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive
4. Show pupils the three questions on the page. Pupils work in
4.1 handwriting in a
pairs to ask and answer the questions. Monitor carefully as
Form letters and limited range of
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.
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
68
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.
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LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
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+ be + occupation
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to

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

LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
lesson consolidates and extends language areas needed by your pupils. You according to the needs of
Reading 3.2 Reading Worksheets (see below)
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
differentiation strategies
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3
listed in the introduction.
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. Teacher’s Book, p.44–45 You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list choice of these activities or
Complementary
Writing 4.2.4 in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill worksheets pupils to do different
Describe people
Writing 4.2 Lesson delivery activities depending on
and objects using
Communicate their individual needs,
suitable words and 2. Show pupils the picture and tell them the boy is Hamid and the girl is May.
basic information based on formative
phrases They are brother and sister. Ask pupils to look at and read silently the text
intelligibly for a assessment in this unit.
on the worksheet. Ask a gist question, for example, Who wrote this?
range of purposes
Hamid or May? Have pupils do more
in print and digital
media Ask questions about the language: activities and/or make their
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.
71
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.
72
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 [ ]
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UNIT 3
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Values statements (be + -ing)

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

LEARNING OUTLINE
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 class. Please see the seven
Understand Understand with Teacher’s Book, p.46
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Book, p.46) using flashcards Flashcards of action verbs consider the following:
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this Depending on the level and
simple texts before the lesson), then put pupils in a large circle around the You can find sets of knowledge of your class, you
room. They should listen to you say run, jump, dance and move printable flashcards for this could introduce more verbs.
Complementary Complementary around the room doing this action as you say it. Stop and say topic at:
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m http://learnenglishkids.british Some pupils may find it too
Listening Listening xxxing. Repeat as required. council.org/en/flash challenging to sing along to all of
1.3 1.3.1 cards/actions-flashcards the song. Remind them, if
4. Pupils return to their seats. Follow the instructions in Teacher’s necessary, that they only need to
Use appropriate Guess the meaning Book, p.46 Activity 1
listening of unfamiliar words sing as much or little as they
strategies in a by using visual Watch as pupils sing to see which pupils are confident and want.
variety of contexts clues when a which are less confident. You can also then see which words in
teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
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LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, needs of your pupils and class.
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25 Please see the seven differentiation
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
intelligibly suitable words and Teacher’s Book, Please also consider the following:
Lesson delivery p.46–7
phrases Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46)
drawing, while others will do it much
Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus their sentence in their notebooks (but
Recognise and Listening 1.1.1 on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
reproduce target Recognise and wins. they do not read it later).
language sounds reproduce with
support a range of 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
target language pupils present their pictures to each other and decide which pupils to
phonemes ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
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.
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LEARNING OUTLINE
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or Student’s Book,
3.2 3.2.1 do the actions. p. 26–7 (and 25 for
Understand a Understand the pre-lesson)
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts Teacher’s Book, consider the following:
2. Introduce the new vocabulary (see Warm up and Vocabulary on p.48–49
print and digital Teacher’s Book, p.48). If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill
4. Give each pupil a sentence card (there will be some the same). They (blank/without text) If you have some less proficient
Complementary Reading
Skill 3.2.3 should come out to the board to decide which picture to put it with. You Sentence cards to pupils in the class, the sentence
Reading Guess the meaning could do this in groups if it is easier to manage. match pictures 1, 3, matching activity could be done
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 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
76

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.
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LEARNING OUTLINE
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27
Communicate Spell an increased introduction that suits your pupils’ needs and interests and that will
with appropriate range of familiar review language and prepare pupils for the lesson. Teacher’s Book, p.49 the seven differentiation
language form high frequency strategies listed in the
Lesson delivery Worksheet for crossword introduction. Please also
and style for a words accurately in puzzle (see below)
range of purposes guided writing consider the following:
2. Play a spelling game to review some spellings of key vocabulary (for
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and Alternatively, you could pair
4. Play the CD to review the text on Student’s Book, p.26 pupils so they can support
variety of linear details of short
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the lines individually first before
appropriate rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
Post-lesson
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.
78
Crossword
1
1. [insert picture of to clean’]
2
2. [insert picture of flowers]
3. [insert picture of to wash up]

3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
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TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values of household chores

LEARNING OUTLINE
In this lesson, pupils will make a circular book. Circles of paper, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs of
5.3 5.3.1 diameter, two circles your pupils and class. Please
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
imaginative imaginatively and A pin / end of a paper
pupils for the lesson. introduction.
response to intelligibly through clip to pin the top
literary texts creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
action songs on Student’s Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if
Other imaginative needed.
responses as
Lesson delivery
appropriate.
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Complementary that their circle is divided into four sections. Pupils do not need a ruler for this:
Complementary Skill the lines do not need to be completely straight.
Skill Speaking 2.1.5 5. Tell pupils to draw four household activities, one in each section of the circle.
Speaking Describe people 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
2.1 and objects using line, as in step 4.
Communicate suitable words 7. Tell pupils to cut out one section of the second circle, so that this circle has
simple information and phrases three sections.
intelligibly 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
the first circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their
circular books. They can do this quarter by quarter by moving the top circle
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.
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LEARNING OUTLINE
Listening Listening 1. Play a guessing game where you draw, on the board, a picture of a person Student’s Book, according to the needs of
1.2 1.2.2 doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 your pupils and class. Please
Understand Understand with pupils ‘what’s he/she doing?’ Pupils can have one guess each time until see the seven differentiation
meaning in a support specific someone guesses the correct answer. Teacher’s Book, strategies listed in the
variety of familiar information and p.49 introduction. Please also
Lesson delivery consider the following:
contexts details of short Flashcards for new
2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to
simple texts vocabulary Decide how many, and
Complementary their partners about the pictures. Feed back on this by eliciting details about all which, new words/phrases to
Skill of the pictures, to check that all pupils have understood the pictures and introduce depending on your
Listening Complementary remember the key vocabulary. You could introduce the characters’ names at pupils’ performance in the
1.3 Skill this point, if you think the names will confuse pupils when they hear the lesson so far. It shouldn’t be
Use appropriate Listening recording. more than four or five, even
listening strategies 1.3.1 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). with more proficient pupils.
in a variety of Guess the 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
contexts meaning of lives (e.g. playing the guitar, throwing a ball, playing badminton).
unfamiliar words
by using visual 5. Have pupils play a mime game in pairs or small groups. Student A mimes an
clues when a action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
teacher or Post-lesson
classmate is
6. Ask pupils to tell you what new words they have learned today. Keep this
speaking
informal, so you can see how much they remember and which pupils seem to
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.
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Speaking Speaking 1. Play a game to review vocabulary from the previous lesson. This should Student’s Book,
2.1 2.1.5 focus on the written form of the words. p.27
Communicate Describe people listed in the introduction. Please also
simple information and objects using Lesson delivery Teacher’s Book, consider the following:
intelligibly suitable words and 2. Have pupils work in small groups to play a game, where they have sets p.49 The second card game (step 4) could
phrases of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards be extended so that pupils give more
Complementary over two cards in turns to try to find a matching pair of cards. (pictures + clues about the flashcard, using more
Skill sentences) language that they know.
Speaking Complementary 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).
2.2 Skill Other pupils may not be able to give
4. Pupils play a game in small groups with their cards: clues, so the group can simply guess
Use appropriate Speaking
communication 2.2.2 - In turns, the pupil turns over a card, look at it but keep it secret. what is on the card from memory.
strategies Ask for attention or
help from a teacher - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
or classmate by - The pupil asks ‘What do you think? What’s he doing?’
using suitable
questions - The group guesses what’s in the picture.
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.
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Values negative statements

LEARNING OUTLINE
according to the needs of
Reading Reading 1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28–
3.2 3..2.1 Give pupils 2–3 minutes to do some exercise in the classroom. You could 29
Understand a Understand the suggest aerobics or Zumba, for example. Watch pupils to see which
variety of linear main idea of short vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book, strategies listed in the
p.50–51 introduction. Please also
and non-linear simple texts – e.g. Zumba, aerobics, dancing, jogging.
print and digital consider the following:
Copies of pictures of
texts by using Lesson delivery four children on Fast finishers could do an
appropriate 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28 additional Writing task at the
reading strategies new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each) end of this lesson, where
you can teach them vocabulary for what they were doing. they write a sentence about
Complementary Copies of the texts each child to say one more
Complementary Skill 3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book action they are not doing.
Skill Reading they are doing. Put them on the board. p.28 (one text per
Reading 3.2.2 pupil) Ask different pupils
3.2 Understand specific 4. Give each pupil a text. Ask them to read the text and decide which picture it different/more/fewer
Understand a information and matches. Feed back by asking a pupil to come out and label each picture with questions to guide their
variety of linear details of short the name of the child. understanding of the text
and non-linear simple texts 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3). (see Teacher’s Book).
print and digital
texts by using 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
appropriate p.50–51).
reading strategies You may wish to note pupils who have difficulty with Activity 2 and those who
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
83
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.
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Writing Writing 1. Play a True/False game, where you/pupils mime an action. Student’s Book, p.29
4.2 4.2.4 They should say what they are not doing as well as what they
Communicate Describe people are doing. Encourage, but don’t insist on full sentences at this Small pieces of paper listed in the introduction. Please also
basic information and objects using stage, but use this as a way to assess pupils’ language at the for Writing activity, one consider the following:
intelligibly for a suitable words and beginning of the lesson. per pupil You could ask pupils to write at least
range of purposes phrases one/two sentences on their cards.
in print and digital Lesson delivery
media Consider having pupils write in pairs so
2. Tell pupils they will make sentences. Pupils work in pairs. Give
Complementary that they can support each other if
each pair one set of words for a cut-up sentence (see
Skill necessary.
sentences below). There are several different sets. Ask pupils
Complementary Reading to arrange the words into a sentence. They should keep the
Skill 3.2.2 sentences tidy on their desk during the next step. Don’t feed
Reading Understand specific back on this 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,
variety of linear simple texts Activity 3, to find which child their sentence is about. They can
and non-linear circle the child in the picture if they don’t know the characters’
print and digital names.
texts by using
4. Feed back on each sentence as a whole class, so pairs can
appropriate
check their answers.
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.
85
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.
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.
86
WEE
K:
TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values happening now, sports vocabulary

In this lesson, pupils will create a song in small groups. Words and music to Differentiate learning according to the
Language Arts 5.3 Language Arts Pre-lesson the song One finger, needs of your pupils and class. Please
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep see the seven differentiation strategies:
imaginative Respond introduction that suits your pupils’ needs and interests and that will moving (see below) listed in the introduction.
response to imaginatively and introduce the topic of the lesson (sports vocabulary).
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
Complementary Complementary
sports in any way they choose.
Skill Skill
5. Write verses 3 and 4 on the board, or give pupils a handout.
Speaking Speaking
6. Put pupils into groups of 4–5 and ask them to choose new words and
2.1 2.1.5
actions for verses 3 and 4, and to practise their song (see worksheet
Communicate Describe people
below).
simple information and objects using
intelligibly suitable words Post-lesson
and phrases 7. Pupils perform their songs with actions for their classmates.
87
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 keep moving – words
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
We’re catching the ball We’re _______________________________
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re doing gymnastics We’re _______________________________
88
WEE
K:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values negative statements

LEARNING OUTLINE
Listening Listening 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book,
1.2 1.2.2 suits your pupils’ needs and interests and that will review language and prepare p.29
Understand meaning Understand with pupils for the lesson.
in a variety of familiar support specific Teacher’s Book, strategies listed in the
contexts information and Lesson delivery p.51 introduction. Please also
details of short consider the 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
Complementary mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Skill Use language pupils know: you are supporting the pupils
Writing Complementary who most need it. This will
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can see help them work more
with appropriate Writing two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
language form and 4.3.3 3. Follow instructions for Activity 3 (Teacher’s Book, p.51). greater sense of
style for a range of Plan, draft and write achievement.
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
themselves. work with you to help less
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.
89
LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive statements

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30
Communicate Describe people your pupils and class.
simple information and objects using Lesson delivery Teacher’s Book, p.51–53 Please see the seven
intelligibly suitable words and differentiation strategies
2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Prepare a set of cards to listed in the introduction.
phrases Teacher’s Book, p.51). demonstrate the activity
Complementary Please also consider the
(Student’s Book p.125) following:
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the instructions
Listening 1.2 Skill for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play Scissors for pupils Choose pupils who are
Understand Listening 1.2.5 the Speaking & Listening game in pairs. confident personalities to
meaning in a Understand a wide Monitor carefully as pupils work to see how they communicate, how come to the front of the
variety of familiar range of short accurately they use and pronounce the sentences. Give feedback on class for the Post-lesson
contexts supported questions some common errors at the end of activities without saying which pupils activity. If they are less
made the mistakes. proficient in English, that
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. speak much in front of the
class, just mime.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
90
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories

W
K
E
E
forms (be + -ing)

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all

LEARNING OUTLINE
Reading 3.2 Reading 3.2.1 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review according to the
Understand a variety Understand the main vocabulary (see Teacher’s Book, p. 57, Optional activity). Student’s Book, needs of your pupils
of linear and non- idea of short simple p.32–33 and class. Please see
Lesson delivery the seven
linear print and digital texts
texts by using 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, Teacher’s Book, differentiation
appropriate reading including the word table tennis. Ask pupils if they play any of these sports, including p.56–57 strategies listed in the
strategies Complementary Skill table tennis, and/or if they think it is an easy or difficult sport. introduction. Please
also consider the
Writing 4.3.2 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7)
Complementary Spell an increased following:
4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell
Skill range of familiar high you about a time when they have done/experienced this. You could ask some/a
Writing 4.3 frequency words group(s) of pupils to
Communicate with accurately in guided write some questions
appropriate language writing Ask pupils to think back on their learning so far this week. In their learning diary, about the story for
form and style for a they can write: each other to answer.
range of purposes in New words I remember Some examples are
print and digital given on p.57 of the
media Activities I enjoyed 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.
91
WEEK:
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 Student’s Book,
your pupils and class.
Communicate Plan, draft and write tasks list for ideas. p.31
with appropriate an increased range Please see the seven
language form of simple sentences Lesson delivery Teacher’s Book, differentiation strategies
and style for a p.54–55 listed in the introduction.
2. Review the cards as a whole class, by following the instructions in Warm up Please also consider the
range of purposes (Teacher’s Book, p.54). Sets of cards from
in print and digital Complementary following:
Lesson 44
media Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read Pupils will take different
Speaking 2.3.1 the instructions silently before you read them aloud. Have them look at the Poster paper, times to draw and colour
Complementary Narrate very short pictures. Ask questions to check their understanding, e.g. What is she cutting? scissors, colour their pictures. Set a time
Skill basic stories and What is she drawing? Is she writing now? pens/pencils per limit.
Speaking 2.3 events pupil
4. When pupils have finished, ask them to write about their pictures on the back of With large classes, try
Communicate
their picture. Small papers for Activity 2 in groups.
appropriately to a
labelling pictures,
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).
92
WEEK
:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary

In this lesson, pupils will make and share a jigsaw. Jigsaw template, either draw it or Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson see available template at: according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the www.timvandevall.com/templates/ your pupils and class.
imaginative Respond introduction that suits your pupils’ needs and interests and that will make-your-own-jigsaw-puzzle- Please see the seven
templates/ differentiation strategies
response to imaginatively and review and introduce sports vocabulary.
literary texts intelligibly through Lesson delivery Scissors (one pair of scissors per
Please also consider the
creating simple 5 pupils in your class)
2. Divide pupils into four equal groups. Ask them to stand up, come to the following:
action songs on
front of the class, and make four lines facing the board. Tell them that
familiar topics. they will take turns to write the names of sports, and that they will get a Fast finishers can create
Other imaginative point if they spell the sport correctly. an extra jigsaw if time and
responses as 3. Give the first pupil in each line a piece of chalk or board pen. Tell resources allow.
appropriate.
them 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
Skill Skill
second pupil in the line, who writes a new sport. Continue in this way
Writing 4.3 Writing 4.3.2
for 3 minutes or so.
Communicate Spell an increased
5. Stop and check the spelling of the sports, and give points for correct
with appropriate range of familiar
spellings.
language form high frequency
6. Give each pupil the jigsaw template.
and style for a words accurately
7. Ask pupils to draw pictures of sports on the top row of the jigsaw
range of purposes in guided writing
template, and to write the name of each sport underneath on the
second row. They can use the words on the board to help if necessary.
media
8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and
match sports with pictures.
93
LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
W
K
E
E
Values (be + -ing)


LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your A chant or song focusing Differentiate learning
Writing 4.2 Writing 4.2.4 lesson consolidates and extends language areas needed by your pupils. You on present continuous. according to the needs of
Communicate Describe people might consider using some of the material as a homework task, if appropriate. You can choose your pupils and class.
something suitable for Please see the seven
basic information and 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
enjoy and find useful. listed in the introduction.
range of purposes phrases of activities.
in print and digital Get Smart plus 3
media Pre-lesson following:
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book p.34 You could add some
Skill that suits your pupils’ needs and interests and that will review language Teacher’s Book p.58–59 activities from Student’s
Complementary Listening 1.1.1 and prepare pupils for the lesson. Book, p.34 to provide
Skill Recognise and Worksheets (see below) extra practice with
Listening 1.1 reproduce with Lesson delivery problematic language or
Recognise and support a range of 2. Play the chant or song and have pupils mime the action. You can choose for fast finishers.
reproduce target target language
or write your own chant or song, or use one of: You could ask some
language sounds phonemes https://www.youtube.com/watch?v=OYimASoZ6oI pupils to create some
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en review activities for the
https://www.youtube.com/watch?v=Dl8g2pZ82ME . class.
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
94
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’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
95
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 [ ] A little [ ]
talk about different sports and activities Great! [ ] OK [ ] A little [ ]
talk about jobs to do in the house Great! [ ] OK [ ] A little [ ]
96
UNIT 4
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEE
K:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

LEARNING OUTLINE
Get Smart plus 3 Differentiate learning
Pre-lesson
Main Skill Main Skill according to the needs of
Listening 1.2 Listening 1.2.1 1. Ask pupils what the weather is like today. Review or teach the necessary Student’s Book, your pupils and class.
Understand Understand with vocabulary. p.35 Please see the seven
meaning in a variety support the main Lesson delivery differentiation strategies
of familiar contexts idea of short Teacher’s Book, listed in the introduction.
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm p.60 Please also consider the
up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in following:
Complementary a cold country in winter?; Have you seen snow before? Flashcards of
Skill Complementary 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. seasons If the final circle activity is
Speaking 2.2 Skill Use this as a chance to see how much vocabulary pupils know on the topic of difficult to manage with
Use appropriate Speaking 2.2.1 weather. Do an extra review activity if necessary. your class, or you have
communication Keep interaction 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils pupils who prefer not to
strategies going in short to tell each other what their favourite season is. speak in front of the whole
exchanges by class, you could try this in
repeating key 5. Have pupils stand in lines or in a circle. They should play a chain game: small groups. Try
words from the Pupil A: My favourite season is x. nominating one pupil in
other speaker Pupil B: x? My favourite season is y / My favourite season is x too. each group to come to you
for instructions and
Pupil C: y? My favourite season is z. / My favourite season is y too.
returning to the group to
Model the language clearly before starting, using different pupils who share explain what to do.
and do not share favourites.
Post-lesson Review more weather
vocabulary at the
6. Ask pupils to mime the weather as they listen to the song again (see TPR beginning of the lesson
activity, Teacher’s Book, p.60). with some or all of your
pupils if you think this is
necessary.
97
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEE
K:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

LEARNING OUTLINE
according to the needs
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.35
of your pupils and
Communicate Ask about and suits your pupils’ needs and interests and that will review weather and
simple information express basic seasons vocabulary. Teacher’s Book, p.60 class. Please see the
intelligibly opinions seven differentiation
Lesson delivery Plain paper, 4 pieces per strategies listed in the
group of 4 introduction. Please
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch
Complementary Skill also consider the
and listen as they do this to see how well they remember the key vocabulary. following:
Skill Listening 1.2.2
Listening 1.2 Understand with 3. Explain to pupils that in many countries in the world, the seasons have Pupils may have
Understand support specific weather as described in the song. You can also explain that in some different and
meaning in a information and countries, the school year starts in September (e.g. European countries), unexpected ideas when
variety of familiar details of short which is autumn. In other countries (e.g. Japan), it starts in the spring, April. brainstorming.
contexts simple texts Ask pupils to tell you when the school year starts in Malaysia and if they know Encourage these and
when it starts in any other countries. Ask pupils to look at the song words and support them with the
think about how it might be different for Malaysia. necessary language.
4. Put pupils in groups of four. Give each group four pieces of paper. Check that Stretch more proficient
all pupils know the names of the seasons. Ask pupils to write the name of a pupils by encouraging
season on each one. Pupils then brainstorm vocabulary and ideas for each of them to then use it in
the different seasons. They write one word/phrase/idea on the paper and then the Speaking activity.
pass it to their neighbour, who writes another idea, and so on. They needn’t
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
98

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.
99
LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask pupils p.36 of your pupils and
variety of linear main idea of short what the day and month are today. class. Please see the
and non-linear simple texts Teacher’s Book, seven differentiation
Lesson delivery strategies listed in the
print and digital p.62
texts by using 2. Write the day and month on the board. Ask pupils how well they remember the days introduction. Please
appropriate and months in English. Ask one or two pupils if they can recall them for you. Cut up days of the also consider the
Complementary following:
reading strategies 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and week & months of
Skill count down. Review the months and days and check their answers. the year Group more proficient
Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain pupils in separate
Complementary Narrate very short how we know it’s autumn (leaves on the ground), including having some pupils groups to less proficient
Skill basic stories and perform to the class. pupils. Give months to
Speaking 2.3 events the more proficient and
5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note
Communicate days to the less
any difficulty or confusion.
appropriately to a proficient to put in
small or large 6. Feed back on their performance and review language by writing on the board: order.
group in saturday and on may
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.
100
LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:
expressions: on + day of the week

LEARNING OUTLINE
Writing 4.3 Writing 4.3.2 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
needs of your pupils
Communicate with Spell an increased can remember and act it out for the class. p.36–37
appropriate range of familiar and class. Please see
language form and high frequency Lesson delivery Teacher’s Book, the seven
style for a range of words accurately in 2. To review spelling of days of the week, play a team board game. Divide the class into p.63 differentiation
purposes in print guided writing four or five groups. One pupil from each group at a time should come to the board. Say strategies listed in the
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 Worksheet for also consider the
Complementary pupil in the team. diaries (see following:
Complementary Skill 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well below) Remind pupils they
Skill Speaking 2.1.2 pupils can spell the days of the week. Review any problematic spellings after the can write two or more
Speaking 2.1 Find out about and activity. words. More proficient
Communicate describe basic When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
simple information everyday routines sentences.
intelligibly 4. Elicit from pupils other activities they may have during the week. Write these on the
board. Talk to pupils about the activities they do. You could ask fast
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.
101
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
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LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEE
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TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about
Innovation the seasons

LEARNING OUTLINE
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.
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and
Express an 5.3.1 Pre-lesson next page) and a class. Please see the seven
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the copy of the words on differentiation strategies listed in
response to imaginatively and introduction that suits your pupils’ needs and interests and that will the board or on a the introduction. Please also
literary texts intelligibly through introduce the topic of warm and cool seasons. handout consider the following:
creating simple Lesson delivery You could ask more proficient
action songs on 2. Teach pupils to sing the Seasons song words to the tune of Frère pupils or groups to create a
familiar topics. Jacques (see below). second set of actions for their
Other imaginative 3. Ask them to choose actions for the song and perform the song again song if they finish quickly.
responses as
with the actions.
appropriate.
4. Elicit the pattern of the song from pupils:
Name of season x2
Skill Skill Adjectives x2
Speaking 2.3 Speaking 2.3.1 -ing verbs x3
Communicate Narrate very short With our friends x2
appropriately to a basic stories and 5. Now put pupils into groups of 4–5 and ask them to choose new words
small or large events and actions for the song, and to practise their song. They can choose
group a song either about the warm season or the cool season if they prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.
Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.
Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.
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LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
WEEK:
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
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand Understand with pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 of your pupils and
meaning in a support specific games, tennis, cinema. class. Please see the
variety of familiar information and Teacher’s Book, seven differentiation
contexts details of short Lesson delivery p.63 strategies listed in the
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it introduction. Please
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have Worksheet (see also consider the
karate on Monday; I never play computer games. Consider introducing more adverbs if below) following:
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
Speaking 2.1 Speaking 2.1.2 3. Ask pupils to tell their partner how often and when they do the activities. exchanging
Communicate Find out about 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). information, encourage
simple information and describe basic more proficient pupils
5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from
intelligibly everyday routines Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s to use full sentences.
Expect less language
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
from lower proficiency
6. Pupils exchange the information in pairs so they have a complete worksheet. They should pupils.
do this by speaking to each other to communicate the information, but they should not
look at each other’s worksheets. If pupils lack
confidence they can
7. Collect the worksheets and review pupils’ work. See how well they have remembered to
check each answer
spell the words and how well they have achieved the Listening task. Make notes of
(sentence) with their
common mistakes and of pupils’ progress.
partner‘s worksheet as
Post-lesson they do 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.
104
A. Sue’s Diary
B. Bob’s Diary
105
WEEK:
expressions (birth month): It’s in + month

Speaking 2.1 Speaking 2.1.2 1. Play a word game that focuses on the current month. You could Student’s Book, p.37
Communicate Find out about and choose an appropriate pre-lesson activity from the list in the
simple information describe basic introduction that suits your pupils’ needs and interests. Teacher’s Book, p.63 listed in the introduction. Please also
intelligibly everyday routines consider the following:
Lesson delivery Month word cards (one
per pupil) If you have a more proficient class, you
2. Give each pupil a month word card. Ask all the pupils with could introduce giving the date of their
Complementary Complementary January to raise their hand/card, then February and so on. Elicit A wrapped-up present birthday, which uses on . Explain why it
Skill Skill
the order of the months as you go. Card and coloured is on and not in (it is a precise day).
Writing 4.1 Writing 4.1.2
Form letters and Begin to use cursive 3. Have pupils stand up and say the months on their cards in pends & pencils for Some pupils may say a full sentence in
words in neat handwriting in a order, without modelling. Repeat, but a little faster and continue birthday cards, if time. Activity 5, while others may give a short
legible print using limited range of as necessary, making this a fun drill. answer. However, encourage them all
cursive writing written work to use in.
4. Follow the instructions in the Teacher’s Book (p.63) for Activity
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.
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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.
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WEE
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TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time
& Citizenship expressions: in + month/season

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39
Understand a Understand specific that suits your pupils’ needs and interests and that focuses on familiar
Teacher’s Book, p.64–65 Please see the seven
variety of linear information and foreign countries.
and non-linear details of short differentiation strategies
Lesson delivery A large world map listed in the introduction.
print and digital simple texts
texts by using Vocabulary flashcards Please also consider the
2. Put the world map on the board/wall and ask pupils to gather around it. following:
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book
reading strategies and Thailand. Talk about major world countries and include Australia p.38 cut up (and stuck on Consider the roles
and Canada, asking pupils to show you where they are, if they can. the walls around the room carefully, so that the
Complementary manager is a capable pupil
before the lesson). Two or
Complementary Skill 3. Introduce and practise the vocabulary using the flashcards. Using the in the group. Provide visual
three copies of each text.
Skill Speaking 2.2.2 map, ask pupils in which countries they might find these things. Accept or oral prompts if your
Speaking 2.2 Ask for attention or different suitable answers. Ask pupils if we find these things in Malaysia. Worksheet (see below, one class is mainly low
Use appropriate help from a teacher 4. Follow the Teacher’s Book (p.64) for Vocabulary. per group) proficiency to help them
communication or classmate by carry out step 5.
strategies using suitable 5. *Make sure the texts are stuck on the wall for this stage of the lesson.
questions Show pupils the pictures on Student’s Book, p.38. Ask them which Review expressions for
country they think each is. Tell pupils they will read about the three asking for help or
countries. They will work in teams of four to read together. Assign roles – clarification and leave them
three of the pupils are runners, they will read about one of the countries on the board if necessary.
each; the fourth pupil is the manager. The manager stays at the desk Support pupils with
with the worksheet (see below). The manager reads the sentences different questions as they
about the countries to the relevant team member, who runs to their text read the texts on the wall.
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.
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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
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& Citizenship
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review

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

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

LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary. p.116
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 differentiation
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where strategies listed in the
the countries are. Try to include the six countries on Student’s Book, p.116. Write the World map (if you introduction. Please
have a large class,
Complementary names of the countries on the board and leave them there. also consider the
have one map per
Skill Complementary following:
3. Introduce the concept of time zones using the time at the moment compared to large group of
Reading 3.2 Skill another city pupils know of and some of the places from the previous activity. pupils) You could have
Understand a Reading 3.2.1 some/all pupils work
variety of linear Understand the 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, in pairs to read and
and non-linear main idea of short morning/afternoon/evening). Ask them to show you on the map where it is one per pupil) guess the places on
print and digital simple texts morning/afternoon/night. Review these words as necessary. the labels.
Sticky
texts by using
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. tape/tack/pins
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.
113
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.
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WEEK:
expressions: in + season/period

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.39
Communicate Find out about and that suits your pupils’ needs and interests and that will review language and
simple information describe basic prepare pupils for the lesson by introducing/reviewing the word holiday. Teacher’s Book, p.65 Please see the seven
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
Complementary do in the holidays)
Complementary Skill Lesson delivery following:
Skill Speaking 2. Review and introduce the sports and activities vocabulary from this and Think about the interests of
Speaking 2.1.5 some previous lessons. Add any that you think pupils may do during the the pupils in your class and
2.1 Describe people school holidays or other times of the year. include vocabulary relevant
Communicate and objects using to them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
intelligibly phrases holidays. the lesson where you ask
For sports they do not do (e.g. probably the three on Student’s Book, p.39), pupils to identify their
ask them if they have ever seen these sports, where people do them etc. favourite sport/activity for
the holiday or a particular
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). time of year.
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a For the final activity, ask
good idea for pupils to ask each other what they do in the school pupils when their favourite
holidays/rainy season/etc, rather than the summer, depending on your time of year / season is
context. and make that the focus of
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…
115
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.
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WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

LEARNING OUTLINE
Pre-lesson Differentiate learning

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

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

LEARNING OUTLINE
Pre-lesson Differentiate learning

Main Skill Main Skill Get Smart plus 3
Language Arts 5.3 Language Arts 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Express an Respond your pupils’ needs and interests and that focuses on climate and weather. Student’s Book,
imaginative imaginatively and p.42–43
response to intelligibly through
2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or introduction. Please also
literary texts creating simple Teacher’s Book,
action songs on use a picture of a snow globe. Ask pupils if they have seen something like this p. 70–71 consider the following:
familiar topics. before. If pupils have a lot of
Complementary Other imaginative 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas A snow globe or difficulty writing freely, you
Skill responses as in note form on the board. large clear ball if could provide some models
Writing 4.2 appropriate 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell available of different kinds of
Communicate you about the picture. Let pupils read the texts on p.42. Choose some pupils to sentences on the board to
basic information read different characters’ parts. Ask pupils what they think will happen next. Magic globe give them some ideas. They
intelligibly for a Complementary worksheet (see can also look in the
range of purposes 5. Have pupils read the second page of the story silently before playing the CD. below) Student’s Book (p.43) for
Skill
in print and digital Writing 4.2.4 Follow While reading and after reading suggestions (Teacher’s Book, p.70–71) for ideas.
media Describe people talking to pupils about the story. Elicit as much as possible. Ask pupils if they liked
and objects using the story. Let more proficient pupils
suitable words and 6. Ask pupils where they would like to go if they found a magic globe. Give pupils the write as much as they can,
phrases worksheet (below) and ask them to draw their ideas and to write at least one too.
sentence about it. They can give it a title or a name.
This is a free writing activity, which lets pupils write what they can. You can give
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.
120
Name: _____________ Class: ______
________________
________________________________
121
LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4

LEARNING OUTLINE
Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might consider using some of the material as a your focus: according to the needs
homework task, if appropriate. of your pupils and
Communicate with Use capital letters, Get Smart plus 3
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 Book p.72–73) and/or consider offering pupils a choice of activities. Student’s Book, seven differentiation
and style for a appropriately in p.44 strategies listed in the
range of purposes guided writing at Pre-lesson introduction. Please
Teacher’s Book, also consider the
in print and digital sentence level 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.72–73
media following:
needs and interests and that will prepare pupils for the lesson.
Card, if possible, There is space on the
Complementary Lesson delivery or plain paper worksheet for another
Complementary Skill question. More
2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in Picture of a girl
Skill Speaking and on the other side on. proficient pupils can
Speaking 2.1.2 Worksheet (see write their own
2.1 Find out about 3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show below) question here. They
Communicate and describe that side of their card, if on they should show the other side. Say some sentences which can also ask more than
simple information basic everyday practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place Bell one friend.
intelligibly routines of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this
game difficult. Example sentences: Choose among these
and other available
I like to play tennis ___ spring. practice materials for
this Language
It’s my birthday ___ March.
Awareness lesson,
Hassan and Zikri have football ___ Saturday afternoon. based on the needs
and interests of your
4. Ask pupils questions to elicit the rules for when we use in and on. class.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in
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.
122
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 [ ]
123
UNIT 5
LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:
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 Student’s Book, p.45
Understand Understand with that suits your pupils’ needs and interests and that focuses on the word
meaning in a support specific house.
variety of familiar information and differentiation strategies
Lesson delivery Flashcards of key listed in the introduction.
contexts details of short vocabulary
simple texts Please also consider the
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
Complementary etc.) and then introduce prepositions behind and in front of. Extend to a You could ask some more
Skill Complementary game like Simon Says, where they only run and touch if you say please. confident pupils to become
Listening 1.2 Skill teacher in the first stage of
Understand Listening 1.2.1 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well the lesson (Run and Touch
meaning in a Understand with pupils already know the prepositions and modify your lesson plan game).
variety of familiar support the main accordingly.
contexts idea of short simple Now you know your pupils
4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time a little better, choose how
texts
pupils listen, they should point to the correct room in the house as they hear best they will work in a
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
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
124
LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, according to the needs of your
Communicate Describe people p.45, p.47 pupils and class. Please see
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? Teacher’s Book, strategies listed in the
phrases to review and check understanding of the prepositions. If you notice that your p.74 introduction. Please also
pupils are finding these difficult at this stage, include another stage to review consider the following:
Complementary them further, such as a ‘listen and draw’ in their notebooks. Clothes While reviewing prepositions,
Skill 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). flashcards ask questions and use some
Listening 1.2 Complementary 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the mime to different pupils to help
Understand Skill flashcards. Play a game to practise the new vocabulary. them at their level of
meaning in a Listening 1.2.5 understanding. These might
5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that be closed questions, e.g Is it
variety of familiar Understand a wide
the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and
contexts range of short behind the door (mime
some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to
supported questions behind)? or What can you find
draw a dress and some trousers in the house.
under your bed at home?
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
in the lesson.
125
LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;
possessive pronouns

LEARNING OUTLINE
according to the
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book,
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic and p.46
and class. Please see
variety of linear information and prepare pupils for the lesson.
and non-linear details of short Teacher’s Book, the seven
print and digital simple texts Lesson delivery p.76 differentiation
texts by using strategies listed in the
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and introduction. Please
appropriate some pupils and ask them to put them on the left side of the classroom if they are clothes clothes
reading strategies Complementary also consider the
and the right if they are furniture. flashcards following:
Skill
Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see For the mini
Complementary Spell an increased below) performance after the
4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary
Skill range of familiar story, you could
in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need
Writing 4.3 high frequency encourage some
work in pairs to categorise the words. They should write the words into the correct cloud, some
Communicate with words accurately in taking care to copy the spelling accurately. If there are still some new words in the dictionaries for pupils to change the
appropriate guided writing worksheet, you could ask pupils to use dictionaries to find the meanings of the new this lesson story a bit to include
language form and different vocabulary.
words. They can draw a small picture next to the word on their worksheet to show the
meaning if it is helpful.
purposes in print
and digital media Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
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.
126
Clothes or furniture?
Look at the words and write. Are they clothes or furniture?
Clothes Furniture
socks armchair trousers wardrobe

bookcase dress desk fridge
shirt cupboard coat trainers
127
LESSON: 68 (Writing 13) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEE
K:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

LEARNING OUTLINE
Get Smart plus 3
Writing 4.1 Writing 4.1.2 1. Choose a confident pair of pupils who will come to the front of the class and try to Student’s Book, according to the needs of
Form letters and Begin to use cursive act out the story from Lesson 67. The class can help if necessary. p.46–47 your pupils and class.
words in neat handwriting in a Please see the seven
Lesson delivery differentiation strategies
legible print using limited range of Teacher’s Book,
cursive writing written work 2. Write the words on the board: headscarf, carpet, mirror (and choose one or two p. 76–77 listed in the introduction.
more clothes/furniture words that might be new but useful to your pupils) Please also consider the
following:
Model using the dictionary and hand out to each pair/group. Assign each Clothes and
Complementary Complementary pair/group one of the words and ask them to check the meaning in the dictionary. furniture For higher proficiency
Skill Skill They should draw the item in their notebook and write the word underneath it. flashcards from pupils (or classes), you
Reading 3.2 Reading 3.2.4 3. Have each pair/group present their word to the class. Return the worksheets from previous lesson + could extend the
Understand a Recognise and use Lesson 67 and ask them to add the four words to it. four new words dictionary activity and/or
variety of linear with support key have pupils brainstorm
and non-linear features of a simple 4. Have pupils read the story on Student’s Book, p.46 quietly. Dictionaries and share more clothes
print and digital monolingual 5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. and furniture vocabulary.
texts by using dictionary Remind pupils to use cursive writing. Monitor and check they are on task and do
appropriate not have any problems. If you have a pupil(s) who
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.
128
W
K
E
E
Innovation
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperatives

LEARNING OUTLINE
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.
Language Arts Language Arts one piece for each pupil. according to the needs of
5.3 5.3.1 Pre-lesson (White paper is suitable – the your pupils and class.
Express an Respond 1. Write the letters ym and ohuse on the board. paper does not need to have Please see the seven
imaginative imaginatively and 2. Ask pupils to unscramble these letters to make two words. different colours on each differentiation strategies
response to intelligibly through 3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and side, as suggested by the listed in the introduction.
literary texts creating simple that they will make a paper house in the lesson. video below.)
action songs on Lesson delivery Simple child-friendly
familiar topics. 4. Give each pupil a square piece of paper. instructions to use in the
Other imaginative 5. Prepare step-by-step instructions for making a paper house in a jazz chant lesson. (Check how to make
responses as style. Give out the instructions one by one. Ask pupils to sing with you the a very simple origami house
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
skill skill
chant together.
Listening 1.2 Listening 1.2.4
8. Ask pupils to label two of the four rooms in the house and to draw two items
Understand Understand a
of furniture in each of these two rooms.
meaning in a wide range of
variety of familiar short basic Post-lesson
contexts supported 9. Put pupils in pairs or small groups.
classroom 10. Ask them to share their houses and to name the items of furniture their
instructions classmates have drawn.
11. If you want to make a class display, ask pupils to label other rooms and to
draw other items of furniture at home. You could use their completed work to
create a class display of houses.
129
WEE
K:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with
Values possessive pronoun: Whose?

LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.47
Understand Understand with suits your pupils’ needs and interests and that will review clothes vocabulary to
meaning in a support specific prepare pupils for the lesson. Teacher’s Book, p.77 Please see the seven
contexts details of short Lesson delivery listed in the introduction.
2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review following:
the language Whose xxx is this/are these? and encourage pupils to ask the
Complementary questions, too. You could play a circle game. Choose pupils who are
Skill Complementary naturally outgoing to be the
Listening 1.2 Skill 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again. thieves, even if they are
Understand Listening 1.2.5 4. Follow the instructions for Activity 3 (Teacher’s Book, p.77). not as proficient.
meaning in a Understand a wide Sometimes an overly
variety of familiar range of short Monitor as pupils listen and see how well they do in getting the correct active pupil can be
contexts supported answers. Based on this, you could give more Listening practice by asking motivated by an activity like
questions pupils about the clothes again or you could play a game to further review the this.
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
130
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.
131
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEE
K:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate Ask about and pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47 needs of your pupils
simple information express basic the lesson. and class. Please see
intelligibly opinions Teacher’s Book, the seven
Lesson delivery p.77 differentiation
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). strategies listed in the
Small pieces of introduction. Please
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t paper/card, one also consider the
Skill Skill write their name, but should write a code name. per pupil
Listening 1.2 Listening 1.2.5 following:
4. Collect the cards and redistribute them. Pupils should mingle around the classroom to
Understand Understand a wide try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils If giving a reason is
meaning in a range of short answer, encourage them to give a reason for their answer, for example: too challenging for
variety of familiar supported questions some/all of your
I think it’s Hanifa’s because she likes red shoes.
contexts pupils, then they can
I think they’re Ahmad’s because Ahmad is good at drawing. say I think… to give
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
132
LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
WEE
K:
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
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review key language to prepare pupils for p.48–49 your pupils and class.
variety of linear of unfamiliar words the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.78–79 listed in the introduction.
texts by using topic 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Please also consider the
/ small groups what they know about Japan. They will probably use first language for Map of Japan following:
appropriate (optional)
reading strategies this. When feeding back, help pupils translate some of their ideas into English and/or There may be some first
Complementary provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures language used in this
Skill Japan. from Student’s lesson. You can
Complementary Reading 3.2.1 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48 encourage and support
Skill Understand the they can see. different pupils to use as
Reading 3.2 main idea of short 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct much English as they can
Understand a simple texts pupils to the pictures to try to guess the meaning of the new words. by helping them with
variety of linear vocabulary and language
5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book,
and non-linear that you think each pupil
p.78).
print and digital is capable of.
texts by using 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
appropriate Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to
reading strategies informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
in the lesson.
133
EK:
WE
TOPIC: My new house CROSS-CURRICULAR ELEMENT:

Innovati on
LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity & is/are: Singular & plural

LEARNING OUTLINE
Pictures of
traditional style
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your local/national according to the
Communicate basic Describe people pupils’ needs and interests and that will review key language to prepare pupils for the houses needs of your pupils
information intelligibly and objects using lesson on the topic of homes and houses. Include key words such as wood, water, light.
for a range of suitable words and Poster paper, the seven
Lesson delivery differentiation
purposes in print and phrases pens, rulers etc.
digital media 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences strategies listed in the
between this and pupils’ own homes. If possible a introduction. Please
Complementary 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses template for also consider the
design of a following:
Complementary Skill are traditionally built to respect the natural environment. (this may be in first language)
Skill Writing 4.3.3 (For an interesting article see: traditional house Pupils can write
Writing 4.3 Plan, draft and http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf ) Note that sentences according
Communicate with write an increased you will need to choose and simplify the information given here. card for each to their own level.
appropriate language range of simple 4. Ask pupils what key features make an environmentally friendly home (e.g. natural group for making Encourage them to try
form and style for a sentences building materials, use of natural energy and resources – water, light etc). houses and write something a
range of purposes in little above their level
5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a
print and digital and support them in
poster or a model (if possible). They should design a house and then each pupil writes
media this.
a 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.
134
WEEK
: LESSON: 74 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

LEARNING OUTLINE
In this lesson, pupils will create an action story in groups. Differentiate learning
Main Skill Main Skill Flashcards or pictures
Language Arts 5.1 Language Arts Pre-lesson Words for We’re going your pupils and class.
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and difficult walk home. home action story Please see the seven
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
rhymes, poems simple texts, and Write the story on the listed in the introduction.
Lesson delivery board, or put it on a
and songs sing simple songs Please also consider the
3. Ask pupils to stand in a circle, or to stand at their desks if there is not handout
with intelligible following:
enough space for a circle in your classroom.
pronunciation,
4. Tell pupils the We’re going home story (see next page): use actions to make Fast finishers can create
Complementary rhythm and
the meaning of over, under and through clear. an extra verse for their
Skill intonation
5. Retell the story and ask pupils to join in with the actions. story.
Speaking 2.3 In addition to Year
6. Tell the story again, with pupils doing the actions and saying the words.
Communicate 2 text types:
7. Clarify with pupils that there is one more place to go through before they are
appropriately to a simple poems home. Ask pupils to suggest possible places to go through (e.g. forest, rice
small or large field, jungle, tunnel, school, shopping centre) .
group Complementary
8. Divide pupils into groups of 3–4. Tell them to finish the story with another
Skill
verse and to practise their story and the actions. Write the story on the
Speaking2.3.1
board or give them a handout of the story to help them.
Narrate very short
basic stories and Post-lesson
events 9. Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse.
135
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.
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
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 _______________
Let’s go through it
Hurray! Now, we’re home.
136
WEEK: LESSON: 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review

Listening 1.1 Listening 1.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Student’s Book, your pupils and class.
Recognise and Recognise and your pupils’ needs and interests and that will review the names of rooms and p.49–50
reproduce target reproduce with furniture words to prepare the pupils for the lesson. Please see the seven
language sounds support a range of Teacher’s Book, differentiation strategies
target language Lesson delivery p.79–80 listed in the introduction.
phonemes 2. Show the flashcards and drill the four new words. Explain to pupils how these are Please also consider the
words with two sounds (syllables). Show how each word is made up of the two Flashcards for following:
sounds. Play a game where pupils have to listen and say the second syllable. Use cushion,
Complementary slippers, table, Depending on the needs
Skill Complementary picture flashcards. Introduce/review the written word at the end of this stage of the
flower of your class, you could
Speaking 2.1 Skill lesson only. extend the pronunciation
Communicate Speaking 2.1.5 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). Scissors stage of the lesson to
simple information Describe people look at rhyming words or
intelligibly and objects using 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s more words with two
suitable words and Book, p.80). syllables.
phrases
Post-lesson For fast finishers or more
5. Learning diaries: proficient pupils, have
Ask pupils to think back on their learning so far this week. In their learning diary, they them tell a partner about
can write: a room in their house.

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.
137
WEE
K:
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 Student’s Book, p.48-
Communicate Describe people Student’s Book, p.48. 49
simple information and objects using Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you Teacher’s Book, p.79 differentiation strategies
phrases think pupils need to review key vocabulary further. For example, put labels of listed in the introduction.
the names of different rooms around the classroom. Say a piece of furniture Please also consider the
Complementary and pupils have to decide which room it belongs in. Note that there may not be following:
Skill Complementary fixed answers for this. Pupils can work at their
Speaking 2.2 Skill Lesson delivery own level in these
Use appropriate Speaking 2.2.2 activities. Encourage
communication Ask for attention or 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
strategies help from a teacher more than their ability by
4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them
or classmate by helping them individually
in a pile in the middle of the group. In turns, pupils take a picture. Without
using suitable and according to their
showing it, they should describe it. Other pupils in the group should guess
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
138
WEEK:
is/are: Singular & plural; Prepositions of place; Adjectives

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will introduce key vocabulary from p.51 your pupils and class.
variety of linear information and this lesson. Write and leave the words on the board. Please see the seven
and non-linear details of short Teacher’s Book, differentiation strategies
print and digital simple texts Lesson delivery p.82 listed in the introduction.
texts by using 2. Tell pupils about your house (this can be real or something from a magazine) Please also consider the
using the pictures. Use some of the words from the pre-lesson activity you left on Some pictures of following:
appropriate your house, if
reading strategies Complementary the board. Have pupils listen and then tell you which words you used. appropriate, or a Think about your pupils
Complementary Skill 3. Tell them they will read about Sue’s house. They should read silently and tell you house from a and where they live. You
Skill Reading 3.2.1 what they think of Sue’s house using an adjective. magazine may need to teach more
Reading 3.2 understand the 4. Next ask them to read again and to find some differences between Sue’s house vocabulary to help them
Understand a main idea of short and your house (as described). describe their own
variety of linear simple texts bedrooms or houses.
and non-linear 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
print and digital 6. Ask pupils to make a note of their answers to the questions (in note form, not full Some pupils may find it
texts by using sentences) in their notebooks. challenging to expand their
appropriate 7. After checking the answers with a partner, ask pupils to expand their answers answers into full
sentences. You may need
reading strategies into full sentences in their notebooks.
to repeat the question or
Collect pupils’ notebooks and check them for spelling and content in particular. provide gapped sentences
Note down words you have taught them for this activity that pupils have difficulty on the board. Less
spelling correctly. proficient pupils could write
Post-lesson up just two or three
sentences.
in the lesson.
139
LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
WEE
K:
is/are: Singular & plural; Prepositions of place; Adjectives

LEARNING OUTLINE
Get Smart plus 3
Writing 4.3 Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common Student’s Book, according to the needs of
Communicate with Plan, draft and write words (including those spelt incorrectly in the previous lesson) from this topic. p.51 your pupils and class. Please
appropriate an increased range see the seven differentiation
language form and of simple sentences Teacher’s Book,
style for a range of 2. Play the CD to review the text on Student’s Book, p.51. Review the p.82 introduction. Please also
purposes in print differences between Sue’s house and pupils’ own homes. consider the following:
and digital media 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. Template of a Set a minimum number of
Complementary 4. Have pupils write about their bedroom on a worksheet. After writing they can beroom on a sentences for pupils to write
Skill furnish their bedroom using the template and cut up furniture OR they can worksheet (e.g. write at least two
Complementary Speaking 2.3.1 draw the furniture into the room. Optional: pictures of sentences) so that more
Skill Narrate very short bedroom furniture to proficient pupils can write
5. Pupils tell their partner about their bedroom using the pictures and the text.
Speaking 2.3 basic stories and cut out more.
Communicate events Encourage partners to ask each other questions about their bedroom or make
appropriately to a comments about it.
small or large 6. Pupils present their work to the class. Encourage the class to ask questions
group about the picture and the pupil’s home. This could be done in groups if there
is time.
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
140
LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
Listening
WEE
K:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language

Language Arts 5.2 Language Arts 5.2.1 1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book,
Express personal Ask and answer p.52–54
responses to simple questions Lesson delivery listed in the introduction. Please also
literary texts about characters, Teacher’s Book, consider the following:
2. Follow instructions for Activity 1, Before reading, using just the p.84–85
actions and events pictures from the story. If the topic of ghosts is not appropriate
of interest in a text Self-assessment in your context, you can choose a
3. Play the CD and have pupils listen and look at the pictures. Pause worksheet different story and follow a similar
Complementary very briefly at the end of each picture, check basic understanding lesson outline.
Skill Complementary very briefly, and ask a question to predict what will happen next.
Listening 1.2 Skill You can discuss the story and the
Ask pupils one or two comprehension questions and review the values in a mixture of pupils’ first
Understand Listening 1.2.3
story in their books if necessary. Ask pupils what they think the language and English, expecting more
meaning in a Understand with
moral of the story is (see Value on p.53, Student’s Book). Discuss English from more proficient pupils than
variety of familiar support short simple
the value with pupils. others.
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
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.
141
Self-assessment worksheet for Lesson 79
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 [ ]
142
LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
W
K
E
E
(various)
TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Question cards Differentiate learning

(see below – 1 according to the needs
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
set per group) of your pupils and
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson.
simple information and objects using Computers
intelligibly suitable words and Lesson delivery seven differentiation
phrases strategies listed in the
2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up introduction. Please
questions that relate to the questions on the question cards (see below), e.g. Hands up if also consider the
Complementary you have three rooms in your house. / Hands up if your bedroom walls are pink. etc.
Writing 4.3 Skill 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. Make sure you leave
Communicate Writing 4.3.1 Pupils pick a card, in turn, and answer the question on the card. the question cards with
with appropriate Use capital letters, 4. Feed back on this activity, but leave the cards with the pupils. the groups so they can
language form full stops and use them as support
and style for a question marks 5. Tell pupils they will create a survey about the class houses. First each group should when writing the
range of purposes appropriately in write four questions (one per pupil) in their notebooks. Monitor and help as necessary. questions.
in print and digital guided writing at Note that pupils can copy the questions on the cards or use them as models if they need
media sentence level to. Make sure that each pupil has all four questions in their notebook. Depending on pupils’
ICT skills and software
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.
143
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?
What colour are the How many TVs are

Do you have your Is there an upstairs
walls in your there in your
own bedroom? in your house?
bedroom? house?
144
UNIT 6
WEEK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns

LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. Focus on food p.55 needs of your pupils
meaning in a support specific words pupils already know. Ask pupils which of those foods they like. and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short Lesson delivery p.88–9 differentiation
simple texts 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather strategies listed in the
than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy Food flashcards introduction. Please
Complementary of this, so they can use it in the next lesson. also consider the
3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary.
Speaking 2.1 Skill Encourage pupils to
Communicate Speaking 2.1.1 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top draw food they really
simple information Ask about and of the page when they hear them. like, even if they don’t
intelligibly express basic 5. Follow the instructions for Activity 1, Teacher’s Book, p.88. know what it is in
opinions English. You can help
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to them find the English
include a reason, e.g. It’s delicious. / They’re horrible. word for the food. If
Post-lesson you are not sure, you
could use an online
Learning diaries : dictionary (on the
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the computer or on a
beginning of Unit 6). In their learning diary, they can write: 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.
145
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)

LEARNING OUTLINE
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Student’s Book, the needs of your pupils and
Communicate Describe people p.55 class. Please see the seven
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline Teacher’s Book, the introduction. Please also
phrases with a colour pencil There’s and, in a different colour, There are. p.88–89 consider the following:
Complementary 3. Ask pupils to tell you some example sentences from the song using There If you think it may be difficult for
Skill Complementary is/are and write them on the board. Using the food realia (real food), ask Food flashcards + some of your pupils to form full
Listening 1.2 Skill questions like How many carrots are there? How many sugars? to show copies of one per sentences in Activity 2, put some
Understand Listening 1.2.2 that words like sugar are uncountable. Elicit examples of each from the pupil model sentences on the board.
meaning in a Understand with song. Avoid using words like countable and uncountable as they may be You can begin to erase these
variety of familiar support specific confusing. Show how each goes together with some and plural/singular Some countable during the activity if you think
contexts information and noun. and uncountable pupils don’t need it any more.
details of short 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– food/drink if
simple texts 9) as necessary. appropriate (e.g.
some sugar, two
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in carrots)
pairs, Pupil A says a sentence using There is a /are some… on the table.
Pupil B listens and points to the picture in Activity 2. Colour pencils
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.
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).
146
LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEE
K:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
Creativity & Innovation uncountable nouns in questions

LEARNING OUTLINE
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– according to the needs of
Understand a Guess the meaning make with these. Elicit or teach omelette. Ask if pupils have ever had an 57 your pupils and class. Please
variety of linear of unfamiliar words omelette. If so, what was inside it? see the seven differentiation
and non-linear from clues provided Teacher’s Book, strategies listed in the
print and digital by visuals and the Lesson delivery p.90–91 introduction. Please also
texts by using topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. consider the following:
Food flashcards
appropriate 3. Introduce the text and ask pupils to read it and tell you which omelette Some more proficient pupils
reading strategies they’d prefer. should be able to tell you in
Complementary Monitor carefully as pupils read and see how they are progressing. Some English their strategy for
Skill pupils may read much more slowly than others. Note down which pupils understanding unknown
Complementary Reading 3.2.2 finish quickly and which take longer. words. You could ask them
Skill Understand specific to translate for other pupils
4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out
Reading 3.2 information and after helping them say it in
the performance stage. Ask pupils what they think Yummy and Yuck mean
Understand a details of short English.
variety of linear simple texts and why they think that.
and non-linear 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Reading the whole text may
print and digital do this individually before checking their answers with a partner. Then feed be difficult for some pupils.
texts by using back, and elicit language from pupils in full sentences. Give them plenty of time to
appropriate try to read it. If necessary,
Post-lesson ask faster finishers to think
reading strategies
6. Choose an appropriate post-lesson activity from the list in the introduction about what they would have
that suits your pupils’ needs and interests and that will review the main in their omelette.
147
WEE
K:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking
& Citizenship; Creativity & Innovation directions)

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning

Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits cooking verbs according to the needs
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the (optional) of your pupils and
basic information directions previous lesson. class. Please see the
intelligibly for a Cut-up stages of seven differentiation
Lesson delivery omelette recipe strategies listed in the
range of purposes
(one set per group introduction. Please
in print and digital Complementary 2. Ask pupils what the children’s dad was doing in the story – he was cooking
media of five – see below) also consider the
Skill omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about
following:
Writing 4.3.2 cooking to find out what they know. Introduce cooking verbs using flashcards or
Complementary A simplified recipe
Spell an increased mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. When ordering the
for a Malaysian dish
Skill range of familiar stages of the omelette
3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs
Writing 4.3 high frequency recipe, you could have
and ingredients
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, groups work together to
(see below)
appropriate guided writing one stage each. They should read their stage and together decide which order to order the stages, or
language form and stand in. give each pupil a stage
style for a range of so, without showing it
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to the others, they all
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, contribute to group
potato, chicken, spices, rice etc. Pupils may work in their first language and you can work. Consider adding
supply the English translation. Explain that these are the ingredients. pictures if you think this
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let will support your pupils.
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. This lesson may be challenging for some For the Writing activity,
pupils, who may be unfamiliar with cooking processes. You could add some pictures you can provide recipes
to the recipe or mime each stage of the recipe and have pupils watch and complete with more or fewer
the stage. Allow pupils to work with and help each other. gaps to support
different levels of
Post-lesson proficiency.
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.
148
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.
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
1 onion some 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.
149
LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
W
K
E
E
Innovation
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives

LEARNING OUTLINE
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express an 5.3.1 your pupils’ needs and interests and that will review the recipe topic to prepare p.117* your pupils and class.
imaginative Respond pupils for the lesson. Please see the seven
response to imaginatively and Teacher’s Book, differentiation strategies
literary texts intelligibly through Lesson delivery p.180 listed in the introduction.
creating simple 2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace
action songs on following:
3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. with a recipe for a
familiar topics Malaysian dish Think about which pupils
Other imaginative 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they will work best together in
responses as think about the dish. pairs / small groups in
appropriate your class, so that more
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present proficient pupils can help
Complementary their recipes in groups. Each group should choose a winner for the ‘best’ recipe – less proficient pupils. Be
Skill Complementary this might be a yummy one or a strange one, they can decide. Have the winners of careful that all pupils
Speaking 2.1 Skill each group present their recipes to the class. Ask for opinions on the recipes. contribute to the activity,
Communicate Speaking 2.1.1 Post-lesson however.
simple information Ask about and
6. Learning diaries : You could find or write a
intelligibly express basic
opinions Ask pupils to think back on their learning so far this week. In their learning diary, simple recipe for a
they can write: Malaysian dish to replace
the Rainbow Risotto
recipe in the Student’s
Activities I enjoyed Book if you think this will
be more relevant to
A skill I did well in (L/S/R/W) pupils’ interests and
experience. In this case,
check it for key
Something I feel proud of (about my English) vocabulary that is new
and known to the 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.
150
WEEK:
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 Student’s Book,
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes p.57
meaning in a range of short to prepare pupils for the lesson.
variety of familiar supported questions Teacher’s Book, differentiation strategies
contexts Lesson delivery p.91 listed in the introduction.
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards, following:
Complementary board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack
Complementary Skill isn’t/aren’t any… For fast finishers, or if you
Skill Listening 1.2.2 have extra time, you could
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you what ask them to write one or
Understand support specific is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take more sentences about
meaning in a information and the role of the teacher. what they heard, e.g.
variety of familiar details of short 1. There’s some cheese in
4. Ask questions about the flashcards on the board to introduce and model the
contexts simple texts questions and answers: Are/Is there any…? Yes there is/are /No, there my sandwich.
isn’t/aren’t.
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
151
WEEK:
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 Student’s Book,
of your pupils and
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare p.57
simple information and objects using pupils for the lesson.
intelligibly suitable words and Teacher’s Book, seven differentiation
phrases Lesson delivery p.91 strategies listed in the
introduction. Please
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils also consider the
Complementary
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill Ask more proficient
4. Using their drawings, they should mingle to find out if another pupil(s) has the same
Understand Listening 1.2.5 omelette as theirs. They should ask and answer questions to find this out, e.g. Are pupils to add more
meaning in a Understand a wide there any tomatoes in your omelette? If they find a partner, they should sit together. extra ingredients to
variety of familiar range of short For those who do not, they should try to find someone with a similar omelette and sit their omelettes in
contexts supported questions together. Activity 4.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We have pupils can use their
similar omelettes. There are/is… on my omelette, and on her omelette too / There pictures to show
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
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.
152
WEE
K:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability description; prepositions of place: from + country

LEARNING OUTLINE
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Teacher’s Book, the seven
print and digital Lesson delivery p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) strategies listed in the
Texts and pictures introduction. Please
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per also consider the
reading strategies pupils about the kinds of food, where it might be from. group following:
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 name of the food in one colour, the ingredients in another colour and the country in
Skill pupils work with the
another.
Understand a Reading 3.2.2 challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts
6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate
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.
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
in the lesson.
153
WEE
K:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation description; prepositions of place: from + country

LEARNING OUTLINE
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that Please see the seven differentiation
strategies listed in the introduction.
with appropriate an increased range will review language to prepare pupils for the lesson. Computers for internet
Please also consider the following:
language form of simple sentences Lesson delivery research or magazines
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from different modelling for writing. Encourage
in print and digital countries. You could ask groups to quickly present one of the Pictures of different pupils to help each other with the
media dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific Encourage fast finishers to write
4. Ask pupils to do the matching activity (worksheet part A) in more, and maybe give their opinion of
Understand a information and pairs.
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should check
print and digital online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish. They
reading strategies can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
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.
154
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
W
K
E
E
Innovation
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary

LEARNING OUTLINE
In this lesson, pupils will create a chant about food. Flashcards of food Differentiate
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order Copies of the to the needs of your
imaginative Respond i. Line 1: sugar Food train chant pupils and class.
response to imaginatively and ii. Line 2: peas and pineapple (see below) Please see the
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits seven differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
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
of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill
5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking
pupils remember the words if necessary.
2.3 2.3.1
The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short
the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and
as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events
pupils identify and practice the stress patterns.
group
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.
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,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
157
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms

LEARNING OUTLINE
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 your pupils’ Student’s Book,
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. p.59
variety of familiar information and Lesson delivery Teacher’s Book, the seven
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 p.93 differentiation
simple texts questions such as Are there any..? strategies listed in the
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you introduction. Please
Complementary also consider the
feed back.
4. Write the questions on the board:
Listening 1.2 Skill You could extend the
a) Imagine. What’s in your crepe?
Understand Listening 1.2.5 questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an including cooking
questions answer for questions a and c. vocabulary as a
review here, if you
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class about would benefit.
their partner.
You may want to fully
Post-lesson
or partially erase the
7. Learning diaries : questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
New words I remember depending on the
Activities I enjoyed proficiency of your
A skill I did well in (L/S/R/W) 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.
158
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Teacher’s Book, strategies listed in the
p.93
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
the end of the questionnaire.
Do you have soup for dinner?
Do you want a crepe for lunch? As you monitor, ask different
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 may routine questions.
not find a name to put in all of the squares.
Post-lesson
in the lesson.
159
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements

LEARNING OUTLINE
Reading 3.2 Reading 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts differentiation strategies
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
texts by using Please also consider the
read and tell you if they think they would like Tony’s pizza. following:
appropriate
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils Fast finishers could be
write the sentences in full in their notebooks (from the sentence stems asked to help other pupils
Complementary Complementary they completed in the previous stage of the lesson). in the class and/or to
Skill Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. exchange their writing with
Writing 4.2 Writing 4.2.5 Give some corrective feedback, but avoid correcting everything. Add another fast finisher for
Communicate Connect sentences positive comments. some peer correction.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
WEE
K:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
Creativity & Innovation

LEARNING OUTLINE
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 their Student’s Book,
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of p.94–95 consider the following:
2. Follow the instructions for Warm up, Vocabulary and Grammar Box on
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 structure, but allow others to try
4. Then ask pupils to write their scripts for one role play. Each pupil should
Skill Narrate very short Scissors out new or different language or
write their own lines of the role play but encourage pupils to work together
Speaking 2.3 basic stories and and help each other. vocabulary, helping them to say
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
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.
161
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEE
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
K:
Innovation; Values statements

LEARNING OUTLINE
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book,
of your pupils and
5.3 5.3.1 competition or even won one. p.62–63
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly p.98–99 strategies listed in the
2. Follow the instructions for Warm up (Teacher’s Book, p.98). introduction. Please
literary texts through creating
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
songs on familiar skills at each stage. following:
topics Support pupils as they
4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and
Other perform. You may need
others decide what they will cook for the competition. This could be done in small or large
imaginative to motivate some pupils
groups or even as a whole class. It is better to let pupils use English freely in this activity, but if
responses as to be involved. Giving
you think they need support, then they can use the story in the Student’s Book as a model.
appropriate 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 Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity. should do or say.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
independently A1 fiction/non-
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of
interest
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.
162
LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
some of the material as a homework task, if appropriate. your pupils and class. Please
Understand a Understand Question and
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to needs, based on formative
Student’s Book
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + assessment in this unit
p.64
Speaking 2.1 express basic answer.
Communicate opinions Teacher’s Book Have pupils do more
3. Write the questions on the board or show a large copy of them all. Ask questions to help activities and/or make their
simple p.100–101
pupils see the relationship between the form of the questions and the answers (e.g. use own activities
information
of do/there + be / the repetition of the verbs, including contracted form of would).
intelligibly
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
they know the language now. They should complete the How did I do in Unit 6? self-
assessment 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.
163
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
WEEK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

LEARNING OUTLINE
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 Student’s Book,
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.65
meaning in a support specific pupils for the lesson.
variety of familiar information and Teacher’s Book, the introduction. Please also
contexts details of short Lesson delivery p.102–103 consider the following:
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Depending on the level of your
Book, p.102). class, you can make the
Complementary directions Listening activity more
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a or less challenging by adding in
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but detail or making it longer/shorter.
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took Some pupils may prefer to
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch trace/draw the directions on paper
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more as they hear them in order to help
clues when a complicated according to the reactions and level of understanding of your them follow. Allow this.
teacher or pupils.
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.
165
WEEK:

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Teacher’s Book, differentiation strategies
Lesson delivery p.102–103 listed in the introduction.
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Please also consider the
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
Team 2: straight / right / straight / stop
instructions complicated for different
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
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
in the lesson.
166
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK:
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 Student’s Book, p.66
Understand a Understand specific that suits your pupils’ needs and interests and that introduces the theme of
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104 Please see the seven
and non-linear details of short already know.
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate following:
2. Follow instructions for Warm up on Teacher’s Book, p.104.
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and pupils will be able to
4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’
Skill reproduce with guess using language
each other on the new words.
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
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
review the main areas covered in the lesson.
167
WEEK:
and irregular)

LEARNING OUTLINE
Writing 4.3 Writing 4.3.2 Spell 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67
Communicate an increased range that suits your pupils’ needs and interests and that will review language to
with appropriate of familiar high prepare pupils for the lesson.
language form frequency words differentiation strategies
Lesson delivery Sets of 10 blank listed in the introduction.
and style for a accurately in guided cards/pieces of card-sized
range of purposes writing Please also consider the
2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair following:
in print and digital to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill lesson if you feel your
4. Play the CD to review the story on Student’s Book, p.66, then pupils do
Skill Writing 4.1.2 Begin pupils are ready for this,
Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers
Writing 4.1 to use cursive for example, nouns that
with a partner before checking as a whole class. Monitor closely to see
Form letters and handwriting in a add an e (class –
how pupils manage with this activity. Encourage use of cursive writing and
words in neat limited range of classes)
remind pupils to take care with spelling, using the text as a model.
legible print using written work
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
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
168

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.
169
WEEK
:
TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions

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

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 Student’s Book,
Understand Understand with cards after the activity or at the end of the lesson. p.67
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts p.105 listed in the introduction.
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
Complementary Complementary /fat). This style of freer writing
Skill Skill may be challenging for
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Communicate Describe people 4. Ask each pupil to write at least two sentences about an animal (using They …). that they can use the
basic information and objects using They could use some ideas from stages 2 and 3 of the lesson or they could use models from the Listening
intelligibly for a suitable words and activity. You could provide
their own ideas.
range of purposes phrases some examples on the
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils board before asking pupils
media should guess what animal it is. to write for themselves.
Post-lesson
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WEEK:
and irregular)

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

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts strategies listed in the
from clues Cut up texts (p.68) one
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the copy, enlarged consider the following:
visuals and the Complementary words that will be used in this lesson. You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words You could have pupils work
activity, check that all the pupils know what their picture represents. in groups for the matching
from clues
provided by 5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic suitable for more noisy or
Post-lesson difficult to manage classes.
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.
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LEARNING OUTLINE
Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the needs of
Writing 4.2 Writing 4.2.3 Student’s Book,
needs and interests and that will introduce the topic of rules by having pupils think of rules for your pupils and class.
Communicate Give simple p.69
basic information directions different places they know. Please see the seven
intelligibly for a Lesson delivery Teacher’s Book, differentiation strategies
range of purposes p.106–107 listed in the introduction.
in print and digital 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). Please also consider the
2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small Flashcards from following:
media pictures in Activity
groups, taking turns with the teacher’s role.
3, p.69 You could pair pupils of
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then
Communicate with full stops and ones. Monitor carefully to
work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including
appropriate question marks make sure both pupils are
the apostrophe in Do not contraction Don’t.
language form appropriately in contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital Post-lesson
media
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.
174
WEEK
:
TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives

LEARNING OUTLINE
In this lesson, pupils will make a folded book of rules. Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through listed in the introduction.
Lesson delivery
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.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the rule.
Writing 4.3 Writing 4.3.2 Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
with appropriate range of familiar so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these
rules. Pupils may use simple words and phrases here.
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LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare Student’s Book, p.69 of your pupils and
meaning in a support specific pupils for the lesson. class. Please see the
variety of familiar information and Teacher’s Book, p.106– seven differentiation
contexts details of short Lesson delivery 7 strategies listed in the
simple texts 2. Play a whole class Listening and/or Speaking game using the rules introduction. Please
flashcards from previous lessons. Poster paper per group, also consider the
Complementary Follow instructions for Activity 2 (Teacher’s Book, p.106–7). coloured pens and following:
3.
pencils
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a
working with more
group of six to decide on at least three rules for their poster, taking at least
pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s
how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice,
pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom ‘rule or quieter pupils have a
book’, and display that poster. chance to contribute.
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WEEK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place

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

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

LEARNING OUTLINE
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit.
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in introduction. Please also
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards consider the following:
range of purposes guided writing in pairs on this activity.
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill 4. Give each place a number/letter, or assign a mime, or put the pictures lesson if some of your pupils
Complementary Listening 1.2.2 often have difficulty with
around the room. Say a rule and pupils have to say which place(s) it
Skill Understand with spelling.
refers to by saying the number/letter, doing the mime (action, e.g. stand
Listening 1.2 support specific
up/sit down/turn around), or touching the relevant picture. For example: If some pupils have
Understand information and
meaning in a details of short Teacher: Turn off your mobile phone particular difficulty with the
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
words.
Cinema = stand up, so pupils stand up
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.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
179

Ensure you allocate time for this activity in your lesson plan. It shouldn’t
be set for homework.
180
WEE
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
K:

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

LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
Places cards cut up from strategies listed in the
intelligibly for a directions Pre-lesson
range of purposes Student’s Book p.131 introduction. Please also
1. Choose an appropriate pre-lesson activity from the list in the (Lesson 108) consider the following:
media prepare pupils for the lesson. Self-assessment You could offer pupils a
worksheet choice of these activities or
Lesson delivery you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read and depending on their individual
Reading 3.2 Reading 3.2.2 try to match directions to places on the map. Pupils can trace on the needs, based on formative
Understand a Understand specific map the directions from A to B. assessment in this unit
variety of linear
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
print and digital details of short according to the map. Ask pupils to look at the sentences on the activities and/or make their
texts by using simple texts worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not (go /
reading strategies turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
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
6. Ask pupils to think about what they have learned in Unit 7 and how
well 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.
182
Self-assessment worksheet
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 [ ]
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UNIT 8
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Play a word game to elicit what yesterday’s day was (and date if pupils are Student’s Book, p.75 according to the needs
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
meaning in a support specific understanding with some Yes/No questions about yesterday (where they Teacher’s Book, p.116 class. Please see the
variety of familiar information and were, what happened, what the day/date was). seven differentiation
contexts details of short Vocabulary flashcards strategies listed in the
Lesson delivery introduction. Please
simple texts (places and time-of-day
2. Introduce the new vocabulary by following the instructions for Warm up and expressions) also consider the
Complementary Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, following:
Skill Complementary randomly. You could encourage
Listening 1.2 Skill 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the more proficient pupils to
Understand Listening 1.2.5 song to tell you which order the flashcards should go in (first the place visited use longer phrases or
meaning in a Understand a wide in the morning, then the afternoon, then the evening). You could do this as a full sentences when
variety of familiar range of short matching activity with the times of day flashcards if it is simpler. asking about where
contexts supported questions 4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s pupils were yesterday,
Book, p.116). but do not insist on it.
5. Ask pupils to tell you where they were yesterday at different times of day.
Pupils needn’t use full sentences – they can just answer with the place name.
Give pupils vocabulary as they need it.
Post-lesson
184
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

LEARNING OUTLINE
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
Communicate Narrate very short Student’s Book, your pupils and class.
Lesson delivery p.75 Please see the seven
appropriately to a basic stories and
small or large events 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand differentiation strategies
group if they were there yesterday. Give support to pupils as you elicit full past simple Teacher’s Book, listed in the introduction.
sentences e.g. I was at the shopping centre. Ask pupils Where was he/she p.116–117 Please also consider the
yesterday? to elicit He/She was… Repeat a few times with different places, following:
Complementary Complementary Places cards from
choosing different pupils. Choose more proficient or
Lesson 112
Skill Skill 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. confident pupils first for
Speaking 2.2 Speaking 2.2.2 4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give the beginning stage of the
Use appropriate Ask for attention or real (not imagined) answers, and should ask for your help in English. Remind lesson delivery.
communication help from a teacher them how to ask for help, e.g. Can you help me, please? How do I say xxx in
strategies or classmate by Some pupils may be able
English? to say more than one
using suitable
questions Monitor carefully as pupils do Activity 2. Support pupils where necessary and place they were at
note what kinds of problems pupils have. Do whole class feedback and return to yesterday.
any 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).
185
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)

LEARNING OUTLINE
needs of your pupils and class.
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76–
Please see the seven differentiation
Understand a Understand the introduction that suits your pupils’ needs and interests and that 77
strategies listed in the introduction.
variety of linear main idea of short will review language to prepare pupils for the lesson.
and non-linear simple texts Teacher’s Book, p.118– Please also consider the following:
print and digital Lesson delivery 119 If you think the key vocabulary is
texts by using 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: familiar to pupils, you could use word
appropriate Complementary mime your reaction to the things in the flashcards to show the something that is: scary cards. If it is new, then use picture
reading strategies Skill meaning of the adjective. Take care that the pupils understand (e.g. an old house), flashcards. If pupils are not familiar
Listening 1.2.5 the subject of the sentence (i.e. the clown is funny, not the funny (e.g. a clown), with popcorn, you may need to
Understand a wide person laughing). You could use the suggestions in Warm up delicious (e.g. a cake), explain that people often eat this at
Complementary range of short (Teacher’s Book, p.118). Ask pupils for more things they find boring (e.g. a person the cinema in some countries.
Skill supported questions boring/funny/scary etc. to check understanding). looking bored in front of
Listening 1.2 Ask different pupils different questions
the TV – note it is the
Understand 3. Tell pupils they will read a story about going to the cinema. to check understanding. Try to ask all
TV that is boring)
meaning in a Elicit the words film and popcorn if possible, and put the pupils at least one question, if
variety of familiar word/flashcards on the board. Ask pupils which words Flashcards or word possible with your class size.
contexts (adjectives) they think will go with film & popcorn. You could cards of film and
take a vote and put the most popular answer on the board. 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
186
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 be set for
homework.
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TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

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

LEARNING OUTLINE
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit Text of Where Differentiate
Main Skill Main Skill to a farm. They should use the past simple.
Language Arts Language Arts were the learning according
5.2 5.2.1 Pre-lesson animals on Nur to the needs of your
Express Ask and answer 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think and Imran’s pupils and class.
personal simple questions this will take too much time, prepare the cut-outs yourself and give one set of animals to each farm? (see Please see the
responses to about pair of pupils. below) seven differentiation
literary texts characters, 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal Worksheet of strategies listed in
the introduction.
actions and names and barn, tractor, fence and gate. animals to cut
events of Lesson delivery out (see below
interest in a text 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For or choose your
Complementary example, Put the cow behind the barn. Check answers with the whole class. own)
Skill Complementary
4. Give pupils the text Where were the animals on Nur and Imran’s farm? Scissors, one
Writing 4.2 Skill
5. Ask pupils to read the text and place the animals in the correct position. per pair of pupils
Communicate Writing 4.2.4
6. Check answers with the whole class.
basic information Describe people 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
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
and digital media phrases Post-lesson
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….
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Animals to cut out
190
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LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. You Student’s Book, according to the needs of
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
contexts details of short p.119
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the Please also consider the
words from the pre-lesson task, one on each card: home / shopping centre / cinema, Blank word following:
Complementary Complementary etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. cards (one set You could write and leave
Skill Skill Teach and include quiet/noisy, and ask pupils to add more words if they can. per group) the words on the board
Speaking 2.1 Speaking 2.1.1 3. Play a word association game with the word cards in groups of four: Divide the cards from the pre-lesson task
Communicate Ask about and into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, for pupils to copy later if
simple information express basic pupils turn over the top card of each pile and make a sentence. They then decide as a you think they will need
intelligibly opinions group if the sentence makes sense or not. For example.: this. Or you could
I was at home. The film (It) was scary. = I think this is ok. encourage them to find
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is the words in the textbook
silly. to check their spelling.
Ask pupils to remember some of the funny answers and feed back on those after the Ask pupils to add at least
activity. Monitor and help pupils with sentences and to decide whether they are ok or one or at least two words,
not. Keep the cards in groups’ sets for next lesson. depending on your class.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
in the lesson.
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LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.77
Communicate Ask about and that suits your pupils’ needs and interests and that will review language to
simple information express basic prepare pupils for the lesson. Teacher’s Book, p.119 the seven differentiation
intelligibly opinions strategies listed in the
Lesson delivery Pupil-made word cards introduction. Please also
from Lesson 118 consider the following:
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review
Complementary Complementary the Listening activity. If some stages of the lesson
Skill Skill are too difficult for some of
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. your pupils, or if they can’t
Communicate Narrate very short 4. Using the pupil-made cards from the last lesson, ask pupils to work in the think of anything to write, they
appropriately to a basic stories and same groups as in Lesson 118. Give the groups back their same cards. can choose some words from
small or large events Pupils divide the cards into sets, as before. Divide groups in pairs of pupils, earlier in the lesson or could
group they take either the places set of cards OR the activities + adjectives set make it up.
and use them to play a guessing game: More proficient pupils could
Places: Pupil A takes a card, pupil B has to guess where the pupil was: write in full sentences.
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.
192
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.
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TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology statements (positive & negative)

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

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were

LEARNING OUTLINE
Get Smart plus 3
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
of your pupils and
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.78-79
basic information and objects class. Please see the
Lesson delivery seven differentiation
intelligibly for a using suitable Teacher’s Book,
range of purposes words and 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a p.120–121 strategies listed in the
in print and digital phrases sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. introduction. Please
media by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom). also consider the
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
Complementary Complementary date and add key vocabulary for talking about your town as appropriate. Make sure to use a work in pairs to help
Skill Skill range of language from the Grammar Box (Teacher’s Book, p.120). each other write
Writing 4.3 Writing 4.3.1 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. sentences.
Communicate with Use capital Include There weren’t any…+ plural. Alternatively, you could
appropriate letters, full stops 4. Follow instructions for Activity 3, Teacher’s Book, p.121 ask pupils to write
language form and and question individually (for
style for a range of marks 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can example, two or more
purposes in print appropriately in work in pairs to talk about and complete the table in Activity 4. Then they use their answers sentences) and to then
and digital media guided writing at to write two or more sentences in their notebooks. Remind pupils to take care with peer assess each
punctuation and spelling, and the apostrophe for n’t in particular. You could collect this
sentence level other’s writing.
writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
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LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
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education How much did she/she spend? Numbers up to 100.

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,

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

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

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare them for the lesson. p.80 needs of your pupils
variety of familiar information and Teacher’s Book,
contexts details of short 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one p.122 differentiation
simple texts of these and ask them how it was. Review some adjectives at this point and introduce/review strategies listed in the
interesting. Ask pupils for examples of something they find interesting. introduction. Please
Flashcards of also consider the
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson
4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look vocabulary
Speaking 2.2 Skill carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. You can use more
Use appropriate Speaking 2.2.1 proficient or confident
5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line
communication Keep interaction pupils to model the
to an adjective each in pencil. They should tell their partner their guesses. Model the
strategies going in short dialogue with you in
exchange, e.g.
exchanges by step 5 You could write
repeating key Pupil A: I think the circus was noisy. it on the board to
words from the Pupil B: Noisy? Me too. / I do not think so. I think it was boring. support some pupils,
other speaker 6. Tell pupils what the children did and how it was. You can make up your own sentences here, perhaps erasing it
or can use: after 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
198
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Communicate Ask about and suits your pupils’ needs and interests and that will review places, activities and Word cards from Lesson your pupils and class.
simple information express basic adjectives to prepare pupils for the lesson. 118 Please see the seven
intelligibly opinions differentiation strategies
2. Using the questions from this lesson (see worksheet below), ask some pupils Please also consider the
Complementary Complementary about yesterday/the weekend/last week: following:
Skill Skill Where were you yesterday? You may want to ask the
Listening 1.2 Listening 1.2.5 When were you there? more confident pupils
Understand Understand a questions at first, and
How was it?
meaning in a wide range of others after, supporting
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils them by putting key
contexts questions by writing some/all of the questions and possible answers on the board. Allow words on the board or
short answers at this stage. Note which pupils have problems so that you can asking simpler questions
give them extra support at the next stage. (e.g. Were you at the
3. Give out the worksheets (see below) and ask pupils to write the questions in full xxx?)
in the left-hand column of the worksheet. Monitor carefully and support pupils,
Allow pupils to help each
and encourage pupils to help each other too.
other when writing the
4. Show and explain the example answer, and ask pupils to write their own answers questions on the
in the table. Monitor carefully as before and provide relevant vocabulary if worksheet.
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.
199
Continue until pupils have each had at least two turns at taking a card.
Post-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
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Technology (was/were/n’t) statements

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.118
Understand a Understand specific suits your pupils’ needs and interests and that will introduce the topic of
variety of linear information and transport to prepare pupils for the lesson. Teacher’s Book, p.181 Please see the seven
and non-linear details of short differentiation strategies
Lesson delivery Cut-out copies of car & listed in the introduction.
print and digital simple texts bicycle pictures from
texts by using Please also consider the
2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118 following:
appropriate p.181. (one set per pair)
reading strategies Complementary Think about how to pair
Skill 3. Hand out the worksheets (see below) and the pictures – one set per pair. Glue pupils. Sometimes pupils
Reading 3.2.3 Pupils stick the pictures in the correct squares. Check the answers before will work well when they
Worksheet (see below),
Complementary Guess the meaning moving on to the next stage of the lesson. are with a friend and they
one per pair
Skill of unfamiliar words will support each other,
4. Ask pupils to look at part 2 of the worksheet. They should read the words and
Reading 3.2 from clues provided whatever their
try to put them in the grid on the worksheet.
Understand a by visuals and the proficiencies.
variety of linear topic 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils
and non-linear to guess meaning from the pictures in the book. Plan a task for fast
print and digital finishers – for example,
texts by using 6. Ask pupils to read the text again. They should check their answers to the ask them to add more
appropriate worksheet. Note that some of their answers may also be true, so discuss words they think may be
reading strategies these with pupils (e.g. a carriage is faster than an old bicycle, so they may in the texts.
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
201
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.
202
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
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& Citizenship (was/were/n’t: questions and statements

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple

LEARNING OUTLINE
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 Student’s Book,
of your pupils and
Communicate with draft and write an the lesson. p.81
appropriate language increased range of class. Please see the
form and style for a simple sentences Lesson delivery Teacher’s Book, seven differentiation
range of purposes in p.124–125 strategies listed in the
2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they introduction. Please
print and digital media write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday. A diary
Skill 3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step). Worksheet (see following:
Complementary Writing 4.3.2 Spell below) Remind pupils that they
4. Draw attention to the Writing Tip on Student’s Book, p.81.
Skill an increased range can use Kelly’s diary
Writing 4.3 of familiar high 5. In their notebooks, pupils write short answers to the questions in the blue box on (Student’s Book, p.81)
Communicate with frequency words Student’s Book, p.81. Monitor and help pupils with ideas and vocabulary. as a model.
appropriate language accurately in guided
form and style for a writing Pupils then draft full sentences for these answers in their notebooks. Fast finishers could
range of purposes in 6. Ask pupils to exchange their work with a partner, who should read and check their answer the questions
about more than one
print and digital media writing (spelling, language, punctuation, etc). They should also find one thing they like
day of the week.
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
204
My Diary
My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
205
W
K
E
E
(was/were/n’t)
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple

LEARNING OUTLINE
Get Smart plus 3
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express personal 5.2.1 your pupils’ needs and interests and that will review language to prepare pupils for p.82–83 your pupils and class.
responses to Ask and answer the lesson. Please see the seven
literary texts simple questions Teacher’s Book, differentiation strategies
about characters,
actions and events 2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for Please also consider the
Complementary of interest in a text the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / following:
Skill fast food / cheeseburger / chips / delicious / film / popcorn / boring. Ask different pupils
Reading 3.2 3. Tell pupils they will read a story. Ask them to read the story and to tell you whose different questions about
Understand a Complementary weekend sounds best. Take a vote on the answer. Encourage pupils to guess the the story, and ask for
variety of linear Skill meaning of the word hospital from the pictures and the context. volunteers for other
and non-linear Reading 3.2.3 4. Ask pupils to read the story again and to check to see which words from step 2 of the questions. Ask some
print and digital Guess the meaning lesson are in the story. You could have them listen to the story on the CD at this pupils for their opinions of
texts by using of unfamiliar words stage. Consider asking the While reading questions (see Teacher’s Book, p.126). the story, and ask
appropriate from clues provided comprehension questions
5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value
reading strategies by visuals and the using some of the
(See Post-story activity, Teacher’s Book, p.126).
topic language from the unit, or
6. Play the Press conference game (Teacher’s Book, p.127). 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.
206
LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
W
K
E
E
(was/were/n’t): statements + questions

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple

LEARNING OUTLINE
Depending on
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material according to the
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s
the seven
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Teacher’s Book
also consider the
reading needs and interests and that will prepare pupils for the lesson. p.128–129
strategies Complementary following:
Lesson delivery
Skill Texts (see You could offer pupils
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), a choice of these
Complementary Understand a 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to colour activities or you could
Skill wide range of tell you which one they have, to check they know whether they are A or B. pencils/pens ask different pupils to
Listening 1.2 short supported 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils do different activities
Understand questions should fill in the texts with the correct form of be. Model an example on the board to show Self-assessment depending on their
meaning in a pupils what to do. worksheets individual needs,
variety of familiar based on formative
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not assessment in this
show each other the answers. unit.
6. With their new partner, pupils write at least two questions about the texts. Review question
forms before they begin as necessary, e.g. Have pupils do more
activities and/or make
Was there internet? their own activities.
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
207
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:
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.
In English, I know how to: (teacher to design questions, see examples from previous units)
208
UNIT 9
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of your
Understand Understand with your pupils’ needs and interests and that will introduce the topic of holidays to p.85 pupils and class. Please see
meaning in a support the main prepare pupils for the lesson. the seven differentiation
variety of familiar idea of short simple Teacher’s Book, strategies listed in the
contexts texts p.130
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit consider the following:
language about the topic. Show the pictures and ask pupils what they can see, Copies of the Some pupils will be better able
Complementary Complementary about their experiences. Use the key vocabulary in your questions and encourage pictures from to sing along than others,
Skill Skill pupils to guess what it means, based on the pictures you are showing them. Activity 1, one some pupils may want to sing,
Speaking 2.1 Speaking 2.1.5 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. picture per pupil but others may not want to.
Communicate Describe people 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to Don’t insist that all pupils sing.
simple information and objects using one another for the next stage of the lesson). Tell pupils they will listen to a song. Focus on enjoyment rather
intelligibly suitable words and When they hear the part about their picture, they should hold it up. Play the CD. than accuracy.
phrases
5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask Encourage as much language
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.
Ask different questions and/or
Post-lesson give different prompts to
8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage different pupils to push them
a review of the key vocabulary. within their ability.
209
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

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

210
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.
211
WEE
K:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular
Environmental Sustainability verbs): Questions & statements

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the p.86 of your pupils and
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Teacher’s Book, seven differentiation
print and digital from clues p.132
texts by using provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and Pictures of forest introduction. Please
appropriate visuals and the elicit some differences between the forest and forests/jungles in your local area. Ask also consider the
reading strategies topic pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the Worksheets A & B following:
board. (see below) Some pupils may know
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children the vocabulary already.
Complementary Complementary in the story did any of the same things. Dictionaries If that is the case, plan
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words a different activity for
Reading 3.2 Reading 3.2.4 on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the Colour pens and them so they can work
Understand a Recognise and words in the dictionary. They should draw a picture to show what each one means. pencils (optional) towards the Learning
variety of linear use with support Pupils can work in pairs for this activity. Standards of this
and non-linear key features of a lesson.
print and digital simple 5. For the second part of the worksheet, pupils read the story to find the words on their
texts by using monolingual worksheet. Then they work in their pairs to guess the meaning and draw a picture to
appropriate dictionary show their understanding. Ask them to cover the vocabulary section at the top of the
reading strategies page.
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
in the lesson.
212
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
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

LEARNING OUTLINE
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate with draft and write an your pupils’ needs and interests and that will review language to prepare pupils for Student’s Book, your pupils and class.
appropriate increased range of the lesson. p.87 Please see the seven
language form and simple sentences differentiation strategies
Lesson delivery Teacher’s Book, listed in the introduction.
purposes in print Complementary 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You p.132–133 Please also consider the
and digital media Skill could play the CD if necessary to remind them. following:
Pictures from
Reading 3.2.2 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Fast finishers or more
Lesson 130
Understand specific understanding that this is talking about the past by eliciting the date of the weekend. proficient pupils could
Complementary information and 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. draw another picture about
Glue
Skill details of short what they did at the
5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as
Reading 3.2 simple texts weekend and write about
Understand a a prompt, ask pupils to draft sentences in their notebooks to describe what they did that as well.
variety of linear on holiday.
and non-linear Make sure you monitor carefully and support pupils, giving them feedback on their Encourage some pupils to
print and digital work and helping them with vocabulary and form. ask each other questions
texts by using 6. Pupils exchange their notebooks with a partner, who checks the work for them. about their holidays,
appropriate Encourage pupils to talk to each other about their writing and to give positive especially if they finish
quickly.
reading strategies feedback about it. This might be about content or language. Monitor to see how
pupils work on peer feedback and help with any problems or corrections.
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.
215
WEEK
: LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

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.
Language Arts 5.1 Language Arts drawings of a boy the needs of your pupils and class.
Enjoy and 5.1.2 Pre-lesson and a girl, a Please see the seven differentiation
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle, strategies listed in the introduction
rhymes, poems 2 text types: characters if preferred) and tell pupils that they went on holiday in a big room, box, key,
and songs simple poems. forest. Put the flashcard/drawing of the forest on the board. door.
Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit Copy of Sasha
their suggestions, and then tell them that they saw a castle. Add your and Jason went
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
Complementary
in the castle.
Complementary Skill
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Speaking 2.3.1
castle.
Speaking 2.3 Narrate very short
5. Start by saying the first two lines of the poem, pointing to the pictures on
Communicate basic stories and
the board as you do so.
appropriately to a events
6. Put the picture of a room on the board, elicit what Sasha and Jason saw
small or large
next, and say the next line of the poem.
group
7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point
to the pictures to help pupils remember.
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.
216
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
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 ….
217
WEEK:

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.87 your pupils and class. Please
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take see the seven differentiation
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, strategies listed in the
contexts details of short p.133 introduction. Please also
Lesson delivery consider the following:
simple texts
2. Review past tense verb forms. You could do this by playing a mime game, where
Verb flashcards Fast finishers could do
Complementary pupils mime what they did at the weekend. First play as a whole class, choosing a another round of this activity
Skill Complementary pupil to mime and the class to say You xxx at the weekend, then play in pairs or using the story on Student’s
Speaking 2.1 Skill small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Communicate Speaking 2.1.5 pupils’ minds.
simple information Describe people 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
intelligibly and objects using 4. In pairs or small groups, pupils play a True/False game based on the pictures in
suitable words and Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip
phrases to the forest, and their classmate(s) should say whether it is True or False.
Monitor 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
in the lesson.
218
WEEK:

LEARNING OUTLINE
Speaking 2.2 Use Speaking 2.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book,
appropriate Keep interaction your pupils’ needs and interests and that will review language to prepare pupils for the p.87
communication going in short lesson.
strategies exchanges by Teacher’s Book, differentiation strategies
repeating key words Lesson delivery p.133 listed in the introduction.
from the other Please also consider the
2. Using the verb flashcards, model the question and answer: Verb flashcards following:
Complementary speaker
Skill Question: What did you do at the weekend? Worksheet (see Depending on your class
Writing 4.3 Answer: At the weekend? I xxx. below, optional) and/or individual pupils,
Communicate Complementary you could extend the
with appropriate Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that dialogue so pupils ask a
language form Writing 4.3.3 pupils are repeating the time expression in the answer as a way to practise discourse second question: How
and style for a Plan, draft and write and interaction skills (see Learning Standard, Main Skill). was it? This would review
range of purposes an increased range language from lessons in
4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the
in print and digital of simple sentences Unit 8.
media table on Student’s Book, p.87, or you could use a worksheet like the one below, which
is 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
219
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.
220
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
WE
EK
:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple

statements
(regular and irregular verbs): positive & negative

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand a Understand pupils’ needs and interests. Ask pupils if they keep a diary. p.88–89 needs of your pupils
variety of linear specific and class. Please see
and non-linear information and Teacher’s Book,
print and digital details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they p.133–134 differentiation
texts by using simple texts might hear. In pairs, they write three or four words on paper or in their notebooks (do not strategies listed in the
appropriate worry about spelling at this stage, and allow pupils to ask you for English vocabulary for introduction. Please
reading strategies words they want to include. also consider the
3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). following:
Complementary
Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the If your pupils need
Complementary Reading 3.2.4 CD. They should check to see if their predictions were correct. Give feedback. extra support, you
Skill Recognise and could give a sentence
5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard
Reading 3.2 use with support for each picture in
/ museum (if they are new to your pupils).
Understand a key features of a Activity 2, and ask
variety of linear simple 6. Ask pupils to tell a partner what they think these words mean, based on the content of the them to decide Yes or
and non-linear monolingual text (they can use their first language if necessary). Then ask them to check all the words in No for each one as
print and digital dictionary the dictionary to see if they were correct. Feed back by asking if they had guessed correctly. you say them.
texts by using 7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
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
222
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

LEARNING OUTLINE
Get Smart plus
Pre-lesson Differentiate
Main Skill Main Skill 3
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that learning according
Communicate Plan, draft and suits your pupils’ needs and interests and that will review language from this unit Student’s to the needs of your
to prepare pupils for the lesson. pupils and class.
with appropriate write an Book, p.89
Please see the
language form increased range Lesson delivery
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word Teacher’s strategies listed in
range of sentences search (see worksheet below. Note: answers are in red for you, print in black Book, p.135 the introduction.
purposes in print
and white). Please also
and digital Worksheet
media Complementary 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures (see below)
consider the
Skill and answers to Activity 2 on Student’s Book, p.89. following:
Writing 4.3.2 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Complementary Spell an 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Skill increased range Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Writing 4.3 of familiar high carefully at the beginning of the activity and be ready to help pupils as they six pupils) for the
Communicate frequency words write. Note that the focus isn’t on accuracy at this stage. If necessary, have write, fold and pass
with appropriate accurately in pupils write just notes on the papers at this stage. activity. This would
language form guided writing 6. At the end of the activity, pupils/pairs take the paper that they started. They allow more
and style for a should read through the paper and check the language and/or develop the proficient pupils to
range of sentences. They should ask for help if they need it, from you or from the pupil(s) support lower
purposes in print who wrote the line of the story. Monitor closely and support pupils at this stage proficiency pupils in
and digital to help them develop a more accurate piece of writing. Writing.
media
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark
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.
223
Post-lesson
Look, find and write.

T I F C O D S W A A
E.g. take: took
1. do: ______________ U L D I D A N E A T
2. go: ______________
B I H M F B J N M E
3. buy: ______________
4. is:______________ W S R G B O R T A D
5. eat: ______________
G Q W O S U U K C W
6. swim: ______________
7. are: ______________ S C A A V G B N Z E
8. find: ______________
Y P S E M H D O D R
F T O O K T W U R E
224
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LESSON: 138 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
K:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.

In this lesson, pupils will sing a song. Flashcards or drawings of a sea Differentiate
Language Arts Language Arts Pre-lesson horse, jellyfish, turtle, octopus, baby learning according
5.1 5.1.2 1. Write the title of the song on the board. Tell pupils that the sailor is a woman, shark and blue whale. to the needs of your
Enjoy and In addition to and ask them to guess some of the things she saw. Write their suggestions Super simple songs video of : A pupils and class.
Please see the
appreciate Year 2 text on the board. sailor went to sea, sea, sea:
rhymes, poems types: simple Lesson delivery www.youtube.com/watch?
strategies listed in
and songs poems. 2. Tell pupils that now they can check their guesses. Ask them to listen to the v=DX2Er--LYmQ 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.
5. Show pupils an animal flashcard/drawing and ask them to say which word If you cannot play the video in class,
Complementary Complementary the picture goes with. Continue in this way for the other five animals in the sing the song yourself. The lyrics
Skill Skill song. and music notes are on the next
Speaking 2.1 Speaking 2.1.5 6. Ask pupils to make a note of the animals in their books. page. (The lyrics to the music notes
Communicate Describe people 7. Play (or sing) the song again and ask pupils to sing along with the song. are slightly different to the lyrics of
simple and objects the song we have chosen: we
information using suitable Post-lesson suggest that you stay with our
intelligibly words and 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the words.)
phrases song with pupils, pointing to the flashcards on the board as you do so, to help
their memory as they sing.
225
Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see
A sailor went to sea, sea, sea But all that she could see, see, see
To see what she could see, see, see Was a baby shark swimming and an octopus swimming and a turtle
But all that she could see, see, see swimming and a jellyfish swimming and a sea horse swimming in the
Was the bottom of the sea, sea, sea! sea, sea, sea!
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see To see what she could see, see, see
But all that she could see, see, see But all that she could see, see, see
Was a sea horse swimming 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
A sailor went to sea, sea, sea horse swimming in the 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!
A sailor went to sea, sea, sea

Was a turtle swimming and a jellyfish swimming and a sea horse swimming
in the sea, sea, sea!
A sailor went to 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!
226
WEEK:
irregular verbs): positive & negative statements

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Pupils’ shared strategies listed in the
contexts writing from
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Lesson 137 consider the following:
Complementary your feedback on it. Pupils work in their pairs to write a final draft, based on the If there are some common
Complementary Skill feedback on their draft. They should write on paper. Coloured pencils mistakes pupils have made in
Skill Writing 4.3.3 Plan, 3. Ask pairs to join another pair, so that they are working in groups of four their writing, you could cover
Writing 4.3 draft and write an (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Worksheets these as a whole class at the
Communicate with increased range of story and draw (sketch if time is short) the six stages of the story onto the (marked) from beginning of the lesson.
appropriate simple sentences worksheet (see below). If necessary, show pupils how they can draw a negative Lesson 137 Monitor carefully and help
language form and (She didn’t xxx) by drawing the picture and putting a line through it. lower proficiency pupils with
style for a range of 4. Spread the picture worksheets and the final stories around the room or on a big Worksheet (see corrections. You can ask fast
purposes in print table. Ask pupils to look at the pictures and read the stories to try to match them. below) finishers to help you with this.
and digital media You could do this as a whole class or it could be in large groups, depending on
your class size and set up.
Post-lesson
in the lesson.
227
Listen and draw.
1. 2. 3.
4. 5. 6.
228
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.5 1. Choose one of the games in Revision (See Teacher’s Book, p.136). Student’s Book, according to the needs of
Communicate Describe people p.90 your pupils and class. Please
Lesson delivery see the seven differentiation
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, strategies listed in the
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ p.136–137 introduction. Please also
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards consider the following:
Complementary for this. Verb flashcards If you have extra time in this
Skill 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
Listening 1.2 Skill 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. Scissors finishers, you could extend
Understand Listening 1.2.5 step 2 (or repeat it later) into
5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137).
meaning in a Understand a wide a guessing game in pairs,
Pupils could use their cut-ups from Activity 1 for this game.
variety of familiar range of short also based on the stories
contexts supported Post-lesson pupils wrote before.
questions 6. Learning diaries:
they can write:
229
WEEK:
irregular): Negatives & questions

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.91
Understand a Understand specific introduction that suits your pupils’ needs and interests and that will
variety of linear information and review language to prepare pupils for the lesson. Teacher’s Book, p.138 the seven differentiation
and non-linear details of short strategies listed in the
Lesson delivery Worksheets (see below) introduction. Please also
texts by using Questions (cut up and consider the following:
2. Tell pupils they will read an email about a holiday. Give pupils a
appropriate worksheet (see below, one per pair) and ask pupils to tell you who stuck around the room In the email Reading activity
reading strategies Complementary went on holiday [James]. You could ask them about the email before the lesson) pupils could write short
Skill (To/From/Date). answers or full sentences,
Writing 4.2.5 depending on their proficiency
Complementary Connect sentences 3. Tell pupils they will answer some questions about James’s email. level.
Skill using basic There are 5 questions around the room (remember to stick these up
Writing 4.2 coordinating before the lesson). Pupils, in pairs, should take it in turns to go and find
Communicate conjunctions the question, read and remember it, return to their partner and tell the
basic information partner. Together they should find the answer in the text. The partner
intelligibly for a writes the answer. Then they swap roles for the next question. The
range of purposes pupil writing must be sitting at the desk and the pupil reading the
in print and digital question cannot take the question off the wall or shout it to their
media partner – they must remember it and tell it to the partner. Check the
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.
230
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.
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
introduction that suits your pupils’ needs and interests and that
will review the main areas covered in the lesson.
231
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
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TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

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

Environmental Sustainability

LEARNING OUTLINE
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, p.92–
of your pupils and
5.2 5.2.1 your pupils’ needs and interests and that will introduce the words bear and cub to 93
Express Ask and answer prepare pupils for the lesson.
personal simple questions Teacher’s Book, seven differentiation
responses to about characters, Lesson delivery p.140–141 strategies listed in the
literary texts actions and introduction. Please
2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture of a also consider the
events of interest bears. bear cub
in a text following:
Complementary 3. Tell pupils they will read a story about a bear cub. They should read the story and say Pictures of Malaysian Different pupils will be
Skill if it has a happy ending. Have pupils quietly read the story about the bears. bears (e.g. sun bear) able to give you a
Reading 3.3 Complementary different response to
4. Ask pupils to read the story again and circle any new words/words they do not know.
Read Skill your questions about
They should then write the words in their notebook.
independently Reading 3.3.1 the story and in the
for information Read and enjoy 5. Ask pupils to work with a partner and to decide the meaning of the new words, based discussion about
and enjoyment A1 fiction/non- on the pictures in the story. They could draw a picture or write the meaning in their protecting animals.
fiction print and notebooks. Keep the focus on
digital texts of fluency, and try to ask
6. Ask pupils what they think of the story. You could ask a few comprehension questions
interest questions to stretch
to check their basic understanding of the story, but the aim of this reading is more for
each pupil to their own
pleasure, not for complete understanding.
limit.
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow
the 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).
234
LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple review

LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on your focus: Differentiate learning
consolidates and extends language areas needed by your pupils. You might consider according to the
Writing 4.2 Writing 4.2.4 Get Smart plus 3
Communicate Describe people using some of the material as a homework task, if appropriate. needs of your pupils
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s Book Student’s Book p.85, p.87, and class. Please see
intelligibly for a suitable words and p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of p.91, p.94 the seven
differentiation
range of phrases activities. Teacher’s Book p.142–143
purposes in print
and digital media Pre-lesson Blank cards introduction. Please
1. Choose an appropriate pre-lesson activity from the list in the introduction that Verb flashcards from this following:
Skill
suits your pupils’ needs and interests and that will prepare pupils for the lesson. unit
Complementary Listening 1.2.5 When pupils are
Skill Understand a wide Lesson delivery Self-assessment making the word
Listening 1.2 range of short 2. Use the flashcards to review key verbs in present form. worksheet cards, you could
Understand supported provide the verbs on
meaning in a questions 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, the board to copy. Or
variety of familiar to write the verb on a blank card (present tense). Repeat for all verbs. you could say the
contexts words, then elicit the
4. Write sentences on the board to show both present and past forms, e.g.
spelling from some
I go to school at 8 o’clock every day. pupils so that others
can listen and write on
Yesterday, I went to school at 8 o’clock. the cards.
Hana doesn’t like cheese. Pupils can use the
Ali didn’t like the film at the cinema last week. Student’s Book (p.85
and p.87) to find the
5. Ask pupils why we use go and went in these sentences. They needn’t use words past tense forms of
like ‘past’ or ‘present’, but can say because it’s every day or because it was the verbs if they need
yesterday. Explain that it’s in the past. to, or they could use
6. Ask pupils in their pairs to write the past form of the verb on the back of each this to check them.
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help You could provide a
each other if necessary and/or check the verbs with the whole class. gapped text on a
7. Pairs play a game with their cards. They spread the cards on the table with the worksheet to support
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
235
past tense correctly in a sentence, they keep the card. You can introduce pupils when they are
other rules if you wish, for example, they should alternate between positive writing the sentences.
and negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). jumbled up questions
Then in their notebooks, pupils write at least two sentences about what they did on a worksheet if you
at the 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. You could offer pupils
For example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?)
ask different pupils to
watch / 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 individual needs,
words. Highlight the use of did and that the past tense is not used in the main based on formative
verb. Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the
weekend. Then each group member has to ask a question about the weekend Have pupils do more
until pupils can think of no more questions to ask. Each pupil takes a turn to read activities and/or make
their sentences. their own activities.
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’ performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
236
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 [ ]
237
UNIT 10
WEEK:
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

Listening 1.2 Listening 1.2.2 according to the needs of
1. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95 your pupils and class.
Understand Understand with
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
2. Use animal flashcards to further review animal words pupils know and to Animal flashcards (enough listed in the introduction.
contexts details of short then introduce new animal vocabulary. for one per pupil, to include
all the animals in the song) following:
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill comparative sentence from
Listening 1.1 Complementary 4. Play a guessing game as a class.
some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
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:
238

set for homework.
239
WEEK:

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
Lesson delivery p.144–145 introduction. Please also
phrases
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils have Animal Ask different pupils to write
Skill the cards spread around the room or on the table in front of a group. The teacher flashcards different words/
Listening 1.2 Complementary says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow pictures, ranging from a full
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
contexts support specific a flashcard and asking pupils to tell their partner a sentence about the animal pupils to single animal words
information and using adjective + -er + than. and/or adjectives for others.
details of short
simple texts 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
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.
240
WEEK:

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book,
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97
variety of linear information and pupils for the lesson.
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using consider the following:
2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
Post-lesson
241
Sea animals
Guess and circle.

Which one is…?
Bigger? blue whale elephant

Pretty? dolphin orca
Scary? dolphin shark
Now read and check.
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
Environmental Sustainability adjectives; Statements

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning

Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people 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
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable below) the seven
Lesson delivery differentiation
range of words and
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered following:
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
4. Say some sentences about one of the animals. Pupils should listen and guess which animal
Communicate increased range notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
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
243
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
3. r – t – g – e – i
4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r
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vocabulary
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal

LEARNING OUTLINE
In this lesson, pupils will write and share puzzle sentences about animals for their Five pairs of sentences Differentiate
Main Skill Main Skill classmates to solve.
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson 1. They live in the sea. to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than pupils and class.
Please see the
imaginative imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. dolphins.
response to intelligibly through Lesson delivery 2. They’ve got four legs.
strategies listed in
literary texts creating simple They’re faster than dogs.
2. Read out the first pair of your five pairs of animal description sentences. Ask pupils the introduction.
action songs on in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They
familiar topics. than one answer is possible. Accept different answers. are smaller than rats.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences. 4. They are black and
responses as 4. Elicit from pupils that the first sentence is a fact about the animal, and the second white. They are bigger
appropriate. sentence compares it with another animal. Pupils may not use the word ‘compare’ than rats.
but may find other ways to convey its meaning. 5. They are grey. They are
Complementary fatter than cats.
5. Choose an animal, and ask the whole class to suggest two possible sentences for it
Complementary Skill
(e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill Writing 4.2.4 Possible answers include
than a giraffe.). Ask pupils to sing their sentences and mime.
Writing 4.2 Describe people 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 1. Blue whales
Communicate and objects using of sentences following the pattern identified. Write the patterns on the board to help 2. Lions, tigers, cheetahs
basic information suitable words pupils if necessary. 3. Mice
intelligibly for a and phrases 4. Zebras
range of purposes Post-lesson 5. Hippos
in print and digital 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
media classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.
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LEARNING OUTLINE
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. Teacher’s Book, p.147 Please see the seven
Lesson delivery Animals flashcards listed in the introduction.
contexts details of short
simple texts Blank cards (five or six Please also consider the
2. Review the comparative adjectives using the animals flashcards. following:
per pair/small group)
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the ordering task
the Student’s Book, worksheets from previous lessons, or a dictionary to
suitable words and more/less challenging.
check spelling.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
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.
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
246

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.
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable differentiation strategies
intelligibly words and
Lesson delivery Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask following:
Prepare 5–6
Complementary pupils to do different actions, e.g. Depending on your class
Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Skill Complementary
compare pupils
Listening 1.2 Skill 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
in the class
Understand Listening 1.2.4 Saha’s. might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
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.
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
K:
Technology adjectives; Statements & questions with which

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

LEARNING OUTLINE
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences seven differentiation
Lesson delivery Teacher’s Book, strategies listed in the
purposes in print 2. Introduce the superlative adjectives using pupils as examples in a similar way (and p.149 introduction. Please
and digital media Complementary with similar caution) as Lesson 151. also consider the
Skill 3. Follow instructions for Grammar Box on Teacher’s Book p.149. Worksheet (see following:
below)
Writing 4.3.1 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer Consider using a model
Complementary Use capital letters, using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of
Skill full stops and at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
5. Pupils now read the text on p.98 again to check their answers and extend them into
Communicate with appropriately in worksheet or you could
full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals,
appropriate guided writing at write it on the board. Or
spelling etc. Check the answers and focus on language accuracy as well as the
language form and sentence level you could elicit some
content of the answers.
style for a range of model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final 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.
250
Name: _____________________
The Solar System.
This is
____________________________.
___________________________________
___________________________________
___________________________________
___________________________________
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions
Sustainability

LEARNING OUTLINE
In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About Differentiate learning
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the your pupils and class.
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page Please see the seven
personal simple questions needed below – tallest, longest, highest, etc. If you think that
responses to about Lesson delivery other pupils in
literary texts characters, 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the your school would For step 5, provide
actions and worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can enjoy answering weaker pupils if
events of see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange ask pupils to
Complementary compile their Which is the __est ___
106 Building, Kuala Lumpur). in Malaysia?’
Skill Complementary 4. Ask pupils to write the questions individually and to check their questions with a partner. questions into a
Writing 4.3 Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the quiz. Your pupils Fast finishers can use
Communicate Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions could share the their own ideas to make
with appropriate Plan, draft and quiz with pupils in extra superlatives
language form write an Example questions: other classes. questions.
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River]
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu] For step 8, weaker pupils
purposes in print sentences can use ideas on p.98
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin if 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.
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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
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Technology adjectives

LEARNING OUTLINE
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery introduction. Please also
Pupils’ worksheets consider the following:
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short 4. Ask pupils to write one question in their notebooks about the planet that they challenge each other with
variety of linear simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as the information they know.
and non-linear
models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in 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
255
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.
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book,
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100
simple information and objects using for the lesson.
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as consider providing a written
Self-assessment
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. model on the board.
worksheet (see
print and digital details of short
4. Tell pupils they are going to play a game. They will need dice and a counter (they below) If you have groups that finish
texts by using simple texts
can use some paper, a rubber, pencil sharpener etc). Follow instructions for the game quickly, they could
appropriate
Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four write some new questions to
reading strategies
pupils. 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.
257
Self-Assessment worksheet
talk about different animals Great! [ ] OK [ ] A little [ ]
talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
compare different animals Great! [ ] OK [ ] A little [ ]
compare people Great! [ ] OK [ ] A little [ ]
talk about the Solar System Great! [ ] OK [ ] A little [ ]
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Technology & superlatives

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book,
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101
variety of linear of unfamiliar words pupils for the lesson.
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this
following:
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
Post-lesson
in the lesson.
259
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives
Imagination & comparatives

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

LEARNING OUTLINE
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102– your pupils and class.
responses to Ask and answer pupils for the lesson. 103 Please see the seven
literary texts simple questions differentiation strategies
Lesson delivery Teacher’s Book, p.154– listed in the introduction.
about characters,
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been made following:
Reading 3.3 Read into films by Disney, so pupils may know them. Copies of cut-outs of the Ask different kinds of
Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the questions to different
independently for
story (one per pair/small
information and Skill Tell pupils that many men in the land want to marry the princess, so they have pupils so that you are
group)
enjoyment Reading 3.3.1 some competitions. Hand out the character sets (the three strong men in challenging them to a
Read and enjoy picture 2, the three jokers in picture 3, the three running men in picture 4) and level where they can still
elicit some adjectives to describe them. Ask pupils to put them in order of how Picture of the princess
A1 fiction/non- reply. This may be
from the story
fiction print and strong/funny/fast they are. related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see (You could choose a question (higher/lower-
interest whether they were right. Remind them that they do not need to understand different story if it is more level thinking) or the
every word and can use the pictures to help them understand the storyline. appropriate to your local language.
5. Play the CD and have pupils follow along. Follow the instructions for While culture)
reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
Post-lesson
261
LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEE
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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Sustainability & superlatives

LEARNING OUTLINE
according to the
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book,
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119
with appropriate increased range of animals from Lesson 148.
language form simple sentences Teacher’s Book, the seven
and style for a Lesson delivery p.182 differentiation
range of purposes strategies listed in the
2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of introduction. Please
in print and digital camels from
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. also consider the
Student’s Book, following:
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. p.119
If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the about Malaysian
Pupils’
variety of linear specific animal itself. Encourage pupils to add some information anyway. sentences from animals.
and non-linear information and
print and digital details of short 6. Ask pupils to draw their animal in large size on paper and cut it out. Lesson 148
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
appropriate of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to Very large
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.
262
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

Primary Year 3 SK SOW

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

Content overview .............................................................................................................................................................................................................. 5

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?

Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus

Teachers should note the following:

2. Main Skill Focus

7. Content Standards and Learning Standards

1. Suggested Pre-lesson tasks

1. Choose a key topic word from the lesson.

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

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.

Strategy 1: Differentiate by the task pupils are given

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

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 6: Differentiate by the types of question asked

Strategy 7: Differentiate by the feedback given

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

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency words

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Name: _______________ Class: ________ Date: __________

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate

Have got/have / time

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

A: Read and draw

B : Read and circle the correct answer

C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the

3. they / can / swim

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 I can do Great ____ OK ____ A little ____

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: _