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.
5
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.
1. Content and organisation of the Primary Year 3 Scheme of Work
What is the Primary Year 3 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The Scheme of Work will assist teachers in
their daily, weekly and longer-term planning of lessons.
What does the Primary Year 3 Scheme of Work consist of?
The Scheme of Work consists of 160 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons, teachers will need to
plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 160.
The Scheme of Work consists of the following two types of lessons:
A. Textbook-Based Lessons: The materials for these lessons includes learning activities from the selected Year 3 textbook. This textbook is Get Smart
plus 3. Year 3 covers the whole textbook from Unit 1 to Unit 10.
B. Non-Textbook-Based Lessons: The learning outline in these lessons is generally related to the material in the textbook, but does not use material from it.
There are three types of non-textbook based lessons: skills-based lessons, Language Arts lessons and Language Awareness lessons.
How are the Primary Year 3 Scheme of Work lessons organised?
Most lessons in the Scheme of Work are textbook-based lessons. There are a few skill-based lessons (e.g. Writing, Speaking), some Language Arts lessons, and
Language Awareness lessons that are non-textbook-based lessons.
Typical lesson cycles
Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough materials for 16 lessons, including three cycles of the four skills (Listening, Speaking,
Reading, Writing) plus Language Arts lessons, and one Language Awareness or Project-Based Learning lesson:
Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus

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

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

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

Below are 12 lesson tasks which teachers may choose from or adapt for the Pre-lesson section within the Learning Outline in the Scheme of Work. These pre-lesson
tasks are suitable to begin almost any skills-focused lesson and require minimal materials and preparation. They are simple for pupils to participate in. Teachers can, of
course, use their own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach. Each pre-lesson task takes about 5–10 minutes
of class time.
Note: These tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified for more
proficient pupils, as noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIAL: Board, exercise books and pens
1. Write anagrams of key topic vocabulary words on the board, e.g. n d s w c h i a (= sandwich)
2. Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
3. If pupils find this difficult, provide the first letter of each word or provide a picture to help them with meaning.
4. When finished, invite pupils to form larger groups to see if they have the same words.
5. Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIALS: Board
1. Write questions on the board for a Listening or Reading text, that pupils will answer during the lesson.
2. Provide two or three possible answers for each question, for example, ‘What did Sara do at the weekend?’
3. a. played football
4. b. watched TV
5. c. went shopping (make sure one is the correct answer!)
6. Ask pupils to guess which one they think is the correct answer.
7. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: To prepare and give pupils confidence for a listening or reading text
MATERIALS: Board
1. Write a list of events in the Listening or Reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in any order
(Mohamed went camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: To revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary that pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use an overhead
projector and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: To revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple True/False sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is pets, ‘Cats are bigger than mice’, ‘Fish live in water’ etc).
3. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit the topic of the
lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own True/False sentences to use with other pairs or with the whole class.
PRE-LESSON TASK 6: FINGER-WRITING
AIM: To practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words that pupils will need for the lesson. These should be words pupils already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils about 5 seconds to remember it, and then rub the word off the board. You could use a picture if pupils may benefit from using a
visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary MATERIALS:
Board
1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example below____________________(planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter
on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!
Note: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: To help pupils with Listening or Reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main Listening or Reading focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: To review topic vocabulary and prepare pupils for the lesson MATERIALS:
Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Choose about 7 or 8 topic words that pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating
when available, though.
PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: To review topic vocabulary and prepare pupils for the lesson MATERIALS:
Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are stimulating when
available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check their answers.
5. Ask pupils to read all the words aloud.
Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of words to check
vocabulary production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds and written words is still valuable to pupils in Year 3 from time to time, especially
with sounds that pupils find particularly difficult to hear or say.
PRE-LESSON TASK 12: PASS IT ON
AIM: To review vocabulary or language to prepare for a lesson
MATERIALS: Word or flashcards
1. Review with the whole class the word or flashcards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
Note: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.
2. Suggested post-lesson tasks
Below are 12 lesson tasks which teachers may choose from or adapt for the Post-lesson section within the Scheme of Work. These Post-lesson tasks are suitable for
ending almost any skills-focused lesson. They are simple for pupils to participate in. Each Post-lesson task takes about 5–10 minutes of class time. Teachers can, of
course, use their own Post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Please note that these tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified for
slightly more proficient pupils, as noted in the task description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES

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

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

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

AIM: To review topic vocabulary MATERIALS:
Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who writes a word
in the next space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g. 3
minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point. Alternatively,
you can avoid giving points for these kinds of game but offer praise yourself and from the other pupils when teams do well.
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board
1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is large, pupils can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make their
statements.
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives MATERIALS: Board
and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you can connect to
your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example; then elicit
another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity. This would
also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound. This could be
from the lesson or could be from the whole year so far.
4. Differentiation strategies for Primary pupils
The Scheme of Work outlines one or more suggestions for differentiation for each lesson. These suggestions are related directly to the focus of that lesson and are often
similar to the strategies below. However, every class is different, and teachers are encouraged to reflect on the learning needs of their individual pupils in each class.
They may choose to follow the suggestions in the Scheme of Work, and/or follow one or more strategies from the list below.
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses. 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.
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
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.
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.
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 to hear and
target language phonemes 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 schemes of work
contexts 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 paragraph. They
simple texts 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.
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 throughout the year.
See also: 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 and objects
questions 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.
Meaning
Framework
Reading
Reading 3.2.4 key features of a simple monolingual dictionary
Recognise and use with support key features of a A monolingual dictionary is one which has only English (the words and the definitions). Various titles are available
simple monolingual dictionary 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, emails, etc.
digital texts of interest
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 process of
range of written work 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 number is
range of written work 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 language.
appropriately in guided writing at sentence level
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 week, and
frequency words accurately in guided writing classroom objects. Please use your own judgement on familiar high frequency words, according to words pupils write often
in your lessons.
6. Scheme of Work: Lessons 1–160
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:

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

have got (1st & 3rd person statements)

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning according to

Main Skill Main Skill
Speaking Speaking 1. Play a game to review vocabulary and language from previous lesson. the needs of your pupils and class.
Student’s Book Please see the seven differentiation
2.1 2.1.5 p.5 Activity 2
Lesson delivery strategies listed in the introduction.
Communicate Describe people and
simple information objects using 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She has Teacher’s Book Please also consider the following:
intelligibly suitable words and got brown hair / I have got brown hair. See also Teacher’s Book p.18: Grammar Box p.18–19 Ask some pupils for complete
phrases 3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind Textbook sentences, while others may
pupils of the importance of being sensitive when describing people (e.g. for the character form incomplete sentences at
Complementary adjective ugly). flashcards this stage.
Skill Complementary Continue to monitor pupils as they work in pairs. Note which pupils are having difficulties
Listening Skill Set different targets for the
or seem to find the activity easy. This will be useful for pairing and grouping pupils in number of pupils they describe.
1.2 Listening future lessons.
Understand 1.2.2 For more proficient pupils/classes,
meaning in a Understand with Post-lesson you could introduce a few more
variety of familiar support specific 4. See Before leaving activity (Teacher’s Book p.18). adjectives for describing people’s
contexts information and appearance or ask pupils to give
details of short longer descriptions to include be
simple texts (+ very) + adjective (e.g. She’s
(very) pretty.).
30
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:

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

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning according to

Reading Reading 1. Review previous learning by playing a Guess who game as a whole class. the needs of your pupils and class.
Student’s Book Please see the seven differentiation
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). Please also consider the following:
and non-linear print details of short simple 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor closely Teacher’s Book Pupils may need more time to
and digital texts by texts to see whether pupils are comfortable with numbers up to 100. If some are having p.20 review numbers (see step 2).
using appropriate difficulty, build in extra practice in this lesson (see step 2) and in the next few lessons. Numbers
reading strategies Consider setting a homework task related to this. Fast finishers could ask each
flashcards other how many shells they
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by have.
Complementary For next lesson,
tracking the words on the page with their finger as they listen to the recording.
Skill make sure pupils
Reading 5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in the bring their
3.2 Complementary story to guess the meaning of the words they don’t know in Activity 2. notebooks to
Understand a Skill Post-lesson create their
variety of linear Reading learning diaries
6. Play a Stand up if it’s true – sit down if it’s false game using have/has got.
and non-linear print 3.2.3
and digital texts by Guess the meaning of
using appropriate unfamiliar words
reading strategies from clues provided
by visuals and the
topic
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
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 according
Writing 4.2 Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). You to the needs of your pupils and
Teacher’s Book class. Please see the seven
Communicate basic 4.2.4 could choose an appropriate pre-lesson activity from the list in the introduction that suits p.20
information Describe people and your pupils’ needs and interests and that will review language and/or vocabulary and differentiation strategies listed in
intelligibly for a objects using prepare the pupils for the lesson. Family flashcards the introduction. Please also
range of purposes in suitable words and consider the following:
Lesson delivery Worksheet for
print and digital phrases drawing and writing Provide a gapped text (‘fill in the
media 2. Build model sentences on the board about pupils’ families/your own family: My name’s
(see suggestion blanks’) on the worksheet for
Hana. I’ve got three sisters and two brothers. Try to elicit as much language from
below) pupils to complete, or
Complementary pupils as possible rather than giving them the language directly.
provide/hide model sentences on
Skill 3. Pupils complete worksheet by drawing a picture of their family and writing about it under the board. For example, pupils
Writing the picture. Tell pupils that the work will be displayed so they should take care with need only write family
4.1 Complementary handwriting and neatness. Go around the classroom and check the pupils’ writing. If some description words and phrases to
Form letters and Skill pupils are finding writing certain letters within a word challenging, either show on the complete the sentences provided
words in neat Writing whiteboard how to write it, or show them on a blank page how you would write it. If they on the worksheet/board.
legible print using 4.1.2 are still finding it challenging, you could write that word in dotted line and ask the pupil to
cursive writing Begin to use cursive trach them. Display the pictures in the classroom. Some pupils could write more
handwriting in a detail about themselves on the
4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of worksheet or ask more questions
some pupils. You could also follow Teacher’s Book p.20 Grammar Box here.
written work in the guessing game, e.g. about
5. Pupils move to the classroom display. Play a guessing game using the worksheets appearance.
displayed:
P1: Has she got one brother? P2:
No, she hasn’t.
P1: Has she got two brothers? P2:
Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to find a
well-drawn picture or some neat handwriting.
7. Learning diaries:
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:
LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:
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 together as a Prepare and write a Differentiate learning according
Main Skill Main Skill book, which can be copied for each pupil to take home, or it could be an open book, displayed
Language Arts Language Arts sentence (using the to the needs of your pupils and
on the wall. Pupils will describe something interesting about their peers appearance, therefore lesson grammar class. Please see the seven
5.3 5.3.1 responding creatively in writing.
Express an Respond focus) about each differentiation strategies listed
imaginative imaginatively and Pre-lesson pupil on a strip of in the introduction. Please also
response to intelligibly through paper consider the following:
1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to guess
literary texts creating simple who it is about. They should find that pupil and check. Feed back by asking pupils to read the A digital camera Ask pupils to write two or
action songs on sentence to the class. and computer to more sentences about the
familiar topics. upload and print pupil in the group.
Other imaginative Lesson delivery
out photos
responses as You could ask more proficient
2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g. Pupil
appropriate. Plain paper, string pupils or groups to write some
A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s appearance in the and scissors (if questions for their classmates
group (Pupil A about pupil B, pupil B about pupil C, etc.). They can write their sentences in making a wall about the photos.
Complementary their notebook. For example, Amir has a green hat. He likes green colour.
Complementary Skill display)
Skill Writing 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 groups are finished, Plain paper, glue
Writing 4.3.3 and ruler (if
4.3 Plan, draft and write they can help you to upload and print out the photo of their group.
making a class
Communicate with an increased range 3. Ask each group to check each other’s sentences and to discuss any changes that are needed book)
appropriate of simple sentences before writing a final version.
language form and For a wall display:
style for a range of Pupils write on a small piece of paper. They then put up the photo on the display with the papers
purposes in print around it and a piece of string connecting it to the picture of the pupil it describes. For a class
and digital media 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).
WEEK:
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 deliver an to the needs of your pupils and
Student’s Book class. Please see the seven
1.2 1.2.2 appropriate pre-lesson activity that suits your pupils’ needs/interests and that will review p.7 Activity 3
Understand Understand with language and/or vocabulary and prepare the pupils for the lesson. differentiation strategies listed in
meaning in a support specific Teacher’s Book the introduction. Please also
Lesson delivery p.21 consider the following:
variety of familiar information and
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. Pupils can write about one, or
Vocabulary
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on the flashcards more than one, of the people in
board. Activity 3.
Word &
Complementary Complementary 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards Fast finishers could talk or
Skill Skill write about something that
5. Partners read each other’s sentences to guess who it is. Encourage them to check their they collect or that someone
Writing Writing
partner’s work for correct punctuation (use of capitals, full stops and apostrophes). they know collects.
4.3 4.3.1
Communicate with Use capital letters, 6. Pupils rewrite their sentence based on their partner’s feedback.
appropriate full stops and
language form and question marks 7. Review and give feedback on pupils’ written work for both first and second drafts as well as
style for a range of appropriately in the peer’s feedback. Make a note of common problems to review next lesson.
purposes in print guided writing at Post-lesson
and digital media sentence level
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.
35
WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning according

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

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

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning according
Writing 4.3 Writing 1. Use sports flashcards to play a vocabulary review game. 3 to the needs of your pupils and
Communicate with 4.3.2 class. Please see the seven
Lesson delivery Student’s Book
appropriate Spell an increased differentiation strategies listed in
p.9 Activity 3 & 4 the introduction. Please also
language form and range of familiar 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can
style for a range of high frequency he/she X? Pupils reply Yes, he/she can or No, he/she can’t. Teacher’s Book consider the following:
purposes in print words accurately 3. Follow on with Activity 3 (Teacher’s Book, p.23). p.23 Vary the type of activity to
and digital media in guided writing Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your pupils are Sports include movement and visuals to
ready for it. This would be a chance to introduce some sports or hobbies that are popular with children at flashcards support understanding and help
Complementary the moment in Malaysia. pupils remember language
Skill according to the needs of your
Listening Complementary 4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the
own pupils.
1.2 Skill letters/words and ask pupils to rearrange them correctly).
Understand Listening 5. Follow on with Activity 4 (Teacher’s Book p.23). If you have proficient pupils, you
meaning in a 1.2.1 could focus on adverbs (e.g. very
Post-lesson well) from Activity 4. Include an
variety of familiar Understand with
contexts support the main 6. If time allows, play a spelling game with sports words and pictures. extension activity to practise
idea of short 7. Learning diaries: these in writing.
simple texts Ask pupils to think back on their learning so far this week. In their learning diary, they can 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.
WEEK:
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 according
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action cards. (picture or words) to the needs of your pupils and
5.3 5.3.1 Make sure to include the verbs from the song: run, jump, swim, hop, skip. You may need class. Please see the seven
Online song (see differentiation strategies listed in
Express an Respond to pre-teach some of these words if your pupils are not familiar with them so check first. Learning Outline)
imaginative imaginatively and the introduction. Please also
2. Give each pupil a card. They look at the card and mime the action, either as I can or I can’t consider the following:
response to intelligibly through (E.g. play chess – pupil mimes someone trying to play but looking confused). Other Lines of the song
literary texts creating simple cut up (in verses)
pupils should say either She/He can … or He/She can’t … (Same example: She can’t Plan how to group pupils for this
action songs on play chess.). Pupils keep the cards. task. If your class has mixed
familiar topics. levels of proficiency, then try to
Other imaginative Lesson delivery group pupils so there is a range
responses as 3. Ask pupils to watch the video of the song. They should check their cards (from pre- lesson of proficiency in each group.
appropriate stage). If they hear their word, they should hold up their card. Play the song: However, encourage all pupils to
Complementary http://learnenglishkids.britishcouncil.org/en/songs/i-can-run participate equally by sharing out
Skill Complementary 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song again. the lines of the song at the
Language Arts Skill performance stage.
5.1 Language Arts 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song. They
Enjoy and 5.1.1 divide the lines between them, one each. Play the song again. Pupils order the lines as they For fast finishing groups, ask
appreciate In addition to Year 2 hear them. them to write a second verse.
rhymes, poems text types: simple 6. Feed back by having groups sing the song in the order of verses (with or without the video
and songs poems 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
WEEK:
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- to the needs of your pupils and
Student’s Book p.9 class. Please see the seven
1.2 1.2.5 games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming Activity 5
Understand Understand a wide activity in groups. Pupils write vocabulary related to the activities topic. differentiation strategies listed in
meaning in a range of short Teacher’s Book the introduction. Please also
variety of familiar supported questions
contexts 2. Return to some difficult or new words from the pre-lesson activity and check Extend vocabulary according to
Action flashcards
spellings/vocabulary as a whole class. Introduce new words according to the needs and the needs and interests of your
personal interests of your pupils. from last lesson
Complementary class.
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game
Speaking Skill If you have extra time, pupils
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach some could write about themselves
Use appropriate 2.2.2 phrases for this such as Can you help me/us, please? and/or their partner in their
communication Ask for attention or notebooks, based on their
4. Follow the Teacher’s Book p.22 instructions for Activity 5. findings.
strategies help from a teacher
or classmate by using Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the notes
suitable questions to help plan upcoming lessons.
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?
40
WEEK:
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) to to the needs of your pupils and
2.1 2.1.2 review numbers up to twelve. Teacher can choose another pre-lesson activity from the list Activity 1
Communicate Find out about and provided in the introduction. differentiation strategies listed in
simple information describe basic Teacher’s Book the introduction. Please also
Lesson delivery p.24–25 consider the following:
intelligibly everyday routines
2. Introduce telling the time (on the hour and half past) using the board or toy clocks if It may be helpful for some pupils
available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this stage. Toy clock(s)
Complementary Complementary to have and use toy clocks
Skill Skill 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). YouTube game instead of / as well as the pictures
Listening Listening 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor as suggestion for post- in the book (p.24).
1.2 1.2.5 pupils work on this activity. Depending on their performance, you could ask pupils to lesson
Understand Understand a wide For more proficient classes, you
repeat Activity 1 with new partners. Small pieces of paper could introduce and practise
meaning in a range of short
5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ scrunched up (pupils more times (e.g. 3.15
performance and interests. can make these for / quarter past three)
contexts
themselves)
Post-lesson
Note: for next lesson,
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s
ask pupils to bring
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y
family photos. You
will also need to
bring your family
photos.
WEEK:
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. to the needs of your pupils and
3.2 3.2.2 Activity 1
Lesson delivery differentiation strategies listed in
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 the introduction. Please also
and non-linear print details of short simple p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what they p.26–7 consider the following:
and digital texts by texts will read. Ask different prediction
Family photos (from
using appropriate 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each pupil, you and your pupils) questions to different pupils,
reading strategies or on a worksheet). Ask pupils to read their question. depending on their level of
4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions proficiency. Some may be closed
Complementary question. They could write their answer on the paper or in their notebook. worksheet/strips, questions, others open questions.
Skill Complementary from Teacher’s
Speaking Skill 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading skills. Book p.26 You could give more than one
2.1 Speaking Use questions to support or extend their understanding. Make notes on pupils as necessary. question to some pupils to
Communicate 2.1.5 6. Feed back as a whole class. Ask pupils to read their question then give the answer. Pupils answer.
simple information Describe people and can then check each other’s answers as they listen. Plan which pupils will answer
intelligibly objects using 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). questions during feedback to
suitable words and help showcase pupils who have
phrases Post-lesson
worked hard.
8. Play a True/False game based on the information in the text. Ask pupils to explain 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.
WEEK:

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. according to the
Student’s Book
Communicate with 4.3.1 needs of your pupils
Lesson delivery p.11 Activity 1
appropriate language Use capital letters, and class.
form and style for a full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book p.11) Teacher’s Book Please see the seven
range of purposes in question marks while pupils read along. p.27 differentiation
print and digital appropriately in strategies listed in the
3. Pupils use the sentence beginnings to tell their partner about their family (two or more Family photos introduction.
media guided writing at sentences). This is to review the language and help with oral planning.
sentence level Please also
Complementary 4. Follow on with the Writing Tip (Teacher’s Book p.27). consider the
Skill following:
5. Have pupils write two or more sentences about their family in their notebooks or for
Writing Complementary Provide
classroom display. They could add the family photos they brought if they are not too
4.3 Skill individualised
valuable to them.
Communicate with Writing feedback on pupils’
appropriate language 4.3.3 6. Collect the writing and use it to informally assess learning in this unit. Give positive and Writing.
form and style for a Plan, draft and write constructive feedback to pupils using your notes on their performance during this unit. Use a basic
range of purposes in an increased range of marking key to show pupils where their mistakes are so that they can correct their own work. See You could set
print and digital simple sentences this link for ideas on basic marking key: www.teacherspayteachers.com/Product/Free-Editing- different Writing
media Marks-3172480 targets for different
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 write:
read each other’s
 New words I remember work and guess
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
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.
44
WEEK:
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

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

LEARNING OUTLINE
Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning according to
Reading Reading reviews areas needed by your pupils. You might consider using some of the material as a your focus: the needs of your pupils and class.
3.2 3.2.2 homework task, if appropriate. Please see the seven differentiation
Worksheets strategies listed in the introduction.
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending the main (see below)
variety of linear information and Please also consider the following:
language points in Unit 1 according to the needs of your pupils.
and non-linear print details of short simple Flashcards of You could offer pupils a choice of
and digital texts by texts Pre-lesson characters from these activities or you could ask
using appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Get Smart plus different pupils to do different
reading strategies pupils’ needs and interests and that will prepare the pupils for the lesson. 3 (Greg & Anna, activities depending on their
Student’s Book individual needs, based on
Complementary Lesson delivery p.6) formative assessment in this unit.
Skill Have got:
Action cards Have pupils do more activities
Writing Complementary
2. Show flashcards of characters from the textbook. Elicit sentences about the characters and/or make their own activities.
4.3 Skill Toy clocks
He/She has got... Write the sentences on the board and put the pictures next to them. Ask
Communicate with Writing
pupils why we use he or she. Ask the pupils if we use has got or have got with he and Get Smart plus
appropriate 4.3.1
she. 3
language form and Use capital letters,
style for a range of full stops and 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the board, Student’s Book
purposes in print question marks write their name and write a sentence about themselves I have got… Ask pupils p.14 Activities 1
and digital media appropriately in questions about the form with I (have got). and/or 2 and/or 3
guided writing at
sentence level 4. Next pupils complete Sections A & B of the worksheet (see below). Teacher’s Book
p.31
5. Feed back on the answers as a whole class. Note any common problems or
mistakes and review as necessary. Self-assessment
worksheets
Can:
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen and
repeat) the sentences if necessary. Ask pupils to tell their partners two things they can and
can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
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.
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

UNIT 2
LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Sel
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMM
routines
CONTENT LEARNING MATERI

LEARNING OUTLINE
STANDARD STANDARD REFERE
Main Skill Main Skill Pre-lesson Get Smart

Listening Listening 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s Bo
1.2 1.2.2 words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have pupils p.15
Understand Understand with sit or stand in a circle from this stage of the lesson.
meaning in a support specific Teacher’s B
Lesson delivery p.32
contexts details of short 2. Introduce the flashcards and play a circle game to have pupils practise the phrases.
Flashcards o
simple texts 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the class new vocabu
what is on their card. least one car
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up their pupil)
Complementary Complementary card when they hear their action. Play the recording once.
Skill Skill
Listening Listening 5. Play the recording again. This time, all pupils should mime all the actions as they hear them.
1.3 Use 1.3.1 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the words
appropriate listening Guess the before drawing a line to match the pictures, as shown in the example on p.15.
strategies in a meaning of Watch pupils carefully during these activities to see how well they have understood the new
variety of contexts unfamiliar words vocabulary.
by using visual
7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.
clues when a
teacher or Post-lesson
classmate is 8. Have pupils play a mime game in pairs or small groups. Alternatively, you could choose an
speaking 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
Main Skill Main Skill Pre-lesson
according to the needs
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Student’s Book of your pupils and class.
2.1 2.1.2 p.15 Activity 1 Please see the seven
Lesson delivery
Communicate Find out about and differentiation strategies
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing game Teacher’s Book p. listed in the
intelligibly everyday routines (see, for example Pre-lesson task 4). Introduce the word cards as you do this. 32–33 introduction. Please also
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word cards. consider the following:
Complementary The cards are spread out, face-down. Pupils take turns to turn over two cards to try to find a picture + Vocabulary
Complementary Skill a word that matches. flashcards and You could put large-
Skill Writing 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily word cards (1 set size words cards on the
Writing 4.3.2 routines. per pair or small board or leave sets with
4.3 Spell an increased group) pupils so they can copy
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 spelling for the main
appropriate language high frequency 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle (move activity if they need to.
form and style for a words accurately in around the classroom and choose who to speak to, not stay with their regular partner) to tell two
range of purposes in guided writing classmates about their routine (Activity 2). Encourage pupils to speak and not to simply show each You could ask pupils to
print and digital other their books. Monitor closely to see which pupils can use the full sentences here; support those leave their books on
media who can’t. their desks while they
do the Speaking
Post-lesson
activity. They will need
7. Play a word game to review the spelling of a few words the pupils have found challenging to then to remember the
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in the details
introduction that suits your pupils’ needs and interests. to write afterwards.
51
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

LEARNING OUTLINE
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according to
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book the needs of your pupils and class.
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or three p.16–17 Please see the seven differentiation
Understand the circles and/or have pupils standing instead of sitting if there is not much space. strategies listed in the introduction.
variety of linear
and non-linear print main idea of short Teacher’s Book Please also consider the following:
Lesson delivery
and digital texts by simple texts p34 You could let pupils have a card to
using appropriate 2. Introduce and drill the new vocabulary using flashcards and continue the circle use as a prompt in the circle game
reading strategies game using this as well. Routine flashcards if they need one.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. Ask of vocabulary
questions about the pictures (see examples in Activity 1, Teacher’s Book p.34). from this and Vary your questions by asking
Complementary previous lesson more difficult or complex
4. Pupils return to their desks. Ask them to read quietly the story on Student’s Book questions to higher proficiency
Skill p.16 to tell you where the children are going (Answer: to school) and why Anna
Reading pupils, and simpler questions to
went in the car with Greg’s dad (Answer: because she missed the bus). Pupils may lower proficiency pupils so that
3.2 Understand a Complementary not have the language to fully answer the question but can be encouraged to
variety of linear Skill they each have a chance to
communicate their meaning in basic English and mime, perhaps. Encourage pupils succeed.
and non-linear print not to re-read the whole text or to find particular lines in the text to give them the
Reading
and digital texts by answer. Their answer is based on their overall understanding of the story. They
using appropriate 3.2.2 could use the pictures to support their understanding if necessary.
reading strategies
Understand specific 5. When pupils have had a chance to read the text for themselves, ask some pupils
information and different questions about the story. Allow them to re-read to find the answers.
details of short simple See Teacher’s Book p.34 Activity 1 for some suggestions.
texts 6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the train
to school. Count the responses for each and write them on the board.
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 according
Writing Writing daily routine to the needs of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits class. Please see the seven
4.3 Communicate 4.3.3 your pupils’ needs and interests and that will review language related to routines and Worksheets, one
with appropriate Plan, draft and write differentiation strategies listed
prepare the pupils for the lesson. per pupil + one in the introduction. Please also
language form and an increased range of completed by you
style for a range of simple sentences Lesson delivery consider the following:
(see below)
purposes in print and 2. Review the flashcards by putting them on the board and eliciting sentences I xxx every You can offer pupils the choice
digital media Ask pupils to of how many sentences to write,
day and I always/sometimes/never xxx from the pupils. bring a or ask them to write more/fewer
3. Put pupils in groups (one group for each flashcard). Each group should draft a sentence toothbrush from than 3–4.
Complementary for their picture, I always/never/sometimes xxx. Ask one pupil from each group to home for the
Skill come to the board and write their sentence. Supervise and assist as necessary. next lesson. Depending on the level of
Writing Complementary Bring a few extra support your pupils need at
4. Review with pupils how to change the sentence to He/She and adding the third person ones in case some this stage, you could keep /
4.3 Communicate Skill
-s by giving example sentences (talk about yourself and then about male and female pupils do not partially keep / delete the
with appropriate Writing
pupils). You might want to write the sentences on the board if you feel it is necessary bring their own. model sentences on the board.
language form and 4.3.1
for your pupils.
style for a range of Use capital letters, If changing or having a choice
purposes in print and full stops and 5. Show pupils your completed worksheet and talk to them about what you do every day. between 1st person (I) and 3rd
digital media question marks Tell them they will do a similar worksheet. They can write about themselves or about person (he/she) is too
appropriately in someone in their family. First, they should write three or four sentences in their complicated for pupils, you can
guided writing at notebooks. limit it to 1st person only.
sentence level
Give pupils time to draft their sentences. Monitor carefully and give corrective feedback as
necessary. Ask pupils to exchange their notebooks with their partner to check each other’s
work for mistakes (if you could not check everybody’s sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they have
finished writing, they can draw a picture in the larger boxes for each one. Fast
finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to choose
a range of pupils, not only the more proficient ones.
Post-lesson
53
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
Pupils may begin the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries. Ensure you allocate time
for this activity in your lesson plan. It shouldn’t be set for homework.
Suggested worksheet for Lesson 20
Name:
Every
Draw and write
55
WEEK:
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 to spare ones in case pupils’ parents according to the needs
5.3 5.3.1 them about the colour, size and type of toothbrush they have. don’t want them to bring them). If this of your pupils and class.
Express an Respond is not appropriate, pupils could use a Please see the seven
Lesson delivery pencil to pretend to brush their teeth differentiation strategies
imaginative imaginatively and
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try to (miming only). listed in the
literary texts creating simple make at least two sentences comparing them, e.g. their colour: My toothbrush introduction.
A song about brushing your teeth –
action songs on is red; Izzi’s toothbrush is pink; their design: His toothbrush is a This is the way…
familiar topics Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw some You can use this video or something
Complementary Complementary arrows to show up, down, left and right, round and round. Ask pupils to similar about brushing teeth:
Skill Skill move their toothbrushes in the direction you tell them: Brush left; brush https://www.youtube.com/watch?
Language Arts Language Arts round and round etc. v=4XLQpRI_wOQ
5.1 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your teeth. You can download the video by
Demonstrate Enjoy and Play the video a first time and ask some questions while the song is playing, as typing in ss before YouTube i.e.
appreciation appreciate you would with a story (e.g. What time is it? Where is he? What has he got?
through non- rhymes, poems https://www.ssyoutube.com/watch?
What colour is his toothbrush? etc).
verbal responses and songs v=4XLQpRI_wOQ
5. Tell pupils they will hear the song again, and this time they should mime with
their toothbrushes. Encourage them to sing along too if possible. If these links are unavailable, try
asking Google or YouTube for
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. ‘This ‘This is the way I brush my
is the way we wash our hair, wash our hair, wash our hair. teeth song’
We do it in the morning/evening.’ Flashcards for daily routine
Pupils work in groups of three or four to choose a daily routine action and make a
new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should join in
the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
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 choosing according to the needs of
Student’s Book p.17 your pupils and class.
1.2 1.2.2 an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ (and 15 in step 2)
Understand Understand with needs and interests. Include key vocabulary from this lesson as necessary. Please see the seven
meaning in a support specific Teacher’s Book differentiation strategies
Lesson delivery p.35 listed in the introduction.
contexts details of short 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. The set Please also consider the
Sets of cut up word following:
simple texts includes the words from the main vocabulary, all cut up and mixed up (e.g. take / the / bus /
walk / take / the train / drive). Pupils should work together to try to arrange them to make cards
You could include more
Complementary Complementary the vocabulary phrases or words. Consider including some of the vocabulary from Student’s phrases in the word puzzle
Skill Skill Book p.15 as well. activity. Be careful not to
Listening Listening 3. To check the answers, say the expressions in question form (e.g. Does Ali always take include too many, though,
1.2 1.2.5 the bus to school? and have pupils touch the words as they hear them. as it can be very
Understand Understand a wide 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening challenging to sort a large
meaning in a range of short (Teacher’s Book p.35). number of cards.
contexts 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 pre- Student’s Book according to the needs of
2.1 Communicate 2.1.2 lesson activity from the list in the introduction that suits your pupils’ needs and interests and that p.17 your pupils and class.
simple information Find out about and 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 partners Please also consider the
Complementary Complementary 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 classmates.
1.2 1.2.5 Understand a 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask them to example)
Understand wide range of short Fast finishers or more
write a question (for example, Do you … to school? or Does your dad/mum … to work?) proficient pairs of pupils
meaning in a supported questions
variety of familiar 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they will could ask more than one
contexts interview. They should use the ‘Answers’ boxes on the worksheet to keep count of classmates’ question. You will need
answers then add up the total when they have finished. extra worksheets for them.
6. Use a model on the board to show how to complete the chart on the worksheet. Each block
represents one answer. Pupils should colour the number of squares for each answer, for example,
if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7 left-hand blocks and 3 right-
hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
Worksheet for Lesson
23
Class survey
Names:andClass:
Our question:
Answers:
Yes Total:
No Total:
Write Yes or No :
59
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

LEARNING OUTLINE
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- lesson according to the needs
Student’s Book, of your pupils and class.
3.2 3.2.4 activity from the list in the introduction that suits your pupils’ needs and interests and that will p.18
Understand a Recognise and use review language and prepare the pupils for the lesson. Please see the seven
variety of linear with support key Teacher’s Book differentiation strategies
2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Tell
and non-linear print features of a p.36 listed in the
pupils that today you will help them learn to use a dictionary. Show pupils a dictionary.
and digital texts by simple introduction. Please also
Lesson delivery word cards: consider the following:
using appropriate monolingual firefighter, fire,
reading strategies dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if you lifeguard, save, Using a dictionary can
have one). dentist, fix, teeth be challenging. Try to
4. Write the word cat on the board. Model using a dictionary to find the word and read the pair/group more
Complementary definition. Picture cards of proficient pupils with
Skill Complementary the three people less proficient pupils
Reading Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the word on Student’s and encourage them to
3.2 Reading cards and put them randomly on the board too. Book p.18 work together.
Understand a 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to find the
word in the dictionary. Give them time to find the word and then ask them which picture on the Class set of
variety of linear Understand
board they think their word belongs with. Do not expect pupils to understand the dictionary monolingual
and non-linear print specific
definitions in full, but to try to get a rough meaning so they can decide which picture it belongs to. dictionaries
and digital texts by information and
using appropriate details of short 7. For each of the seven words, ask one pupil to come out and move their word card next to the
reading strategies simple texts correct picture on the board.
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 4.3 Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an appropriate according to the needs of
Student’s Book your pupils and class.
Communicate with 4.3.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.19
appropriate language Spell an increased interests. Please see the seven
form and style for a range of familiar Teacher’s Book differentiation strategies
range of purposes in high frequency
print and digital words accurately in 2. Introduce the new occupations vocabulary using flashcards. Please also consider the
Flashcards of following:
media guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations
Remind pupils that they can ask for a classmate’s help if they can’t read a word by putting (including those You could also encourage
up their hand and saying I do not understand this word. Can you help me, please? You in the worksheet) pupils to use a dictionary
Complementary may want to pre-teach this phrase. They can also ask you this question when they need to. if necessary and
Skill Complementary Crossword appropriate if they need
Speaking Skill 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. Model how worksheet (see extra practice in this.
2.2 Speaking to read the clue and write the answer in the crossword. Have pupils work on the crossword in below)
Use appropriate 2.2.2 pairs or small groups. Monitor and help pupils as necessary. Observe how they work together in You could put the
communication Ask for attention or their pairs and groups to see which pupils are able to support others. This will be useful occupations words on
strategies help from a teacher information when pairing and grouping pupils in the future. the board for pupils to
or classmate by using copy the spelling if
5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as necessary.
suitable questions
appropriate.
Post-lesson

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.
Worksheet for Lesson 25
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
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport

LEARNING OUTLINE
In this lesson, pupils will say and perform a rhyme in groups about coming to school. Flashcards or Differentiate learning
Language Arts Language Arts Pre-lesson pictures of : according to the
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. Draw a needs of your pupils
 a child walking and class.
Enjoy and 5.1.2 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 seven
child standing differentiation
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it strategies listed in the
and songs types: simple  a bike and a
Lesson delivery introduction.
poems. child standing
4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest 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 words  a bus and a
Complementary
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 add the
Listening 1.2.3 The Going to
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
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 with a needs of your pupils and class. Please see
Student’s Book p.19 the seven differentiation strategies listed
1.2 1.2.1 game chosen from the list in the introduction that suits your pupils’
Understand Understand with needs and interests. Teacher’s Book p.37 in the introduction. Please also consider
meaning in a support the main idea the following:
2. Ask pupils what they would like to be when they grow up. Use this Occupations flashcards
variety of familiar of short simple texts as an opportunity to review some more challenging occupations Provide more or less support to help
contexts 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
Complementary Lesson delivery notes than to write full sentences so they
Complementary Skill 3. Show pupils the worksheet (see below) and ask them to choose an practise fluency, but some pupils may
Skill Speaking occupation and draw it on the worksheet. They should write the need more support.
Speaking 2.3.1 occupation word under their picture. They should NOT write their
2.3 Narrate very short name on the worksheet at this point. Pupils can write more or fewer
Communicate basic stories and sentences depending on their
4. Tell pupils they will talk about the person on their picture. They proficiency level.
appropriately to a events should plan what they are going to say. They could write notes in
small or large 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.
Name:Class:
Draw, write and say.
_A
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

Speaking Speaking needs of your pupils and class. Please see
1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 the seven differentiation strategies listed
2.1 2.1.2 Revision)
Communicate Find out about and Teacher’s Book, p.38– in the introduction. Please also consider
simple information describe basic Lesson delivery 39 the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm up Occupations & You could use word cards for some or all
and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards of the matching game if your pupils need
Complementary extra reading practice, or could give some
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or small pairs pictures and other pairs words.
Skill Listening groups match the occupation with what the person does (e.g. pilot +
Listening 1.2.5 fly a helicopter). With more proficient classes, you could
1.2 Understand a wide finish the lesson with the Optional activity
4. Introduce/review the question and answer What do you want to be (See Teacher’s Book p.39)
Understand range of short
when you grow up? Drill the questions and then have pupils ask
meaning in a supported questions
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.
66
WEEK:
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 organisations needs of your pupils and class. Please see
Student’s Book, p.115 the seven differentiation strategies listed
3.2 3.2.3 on the board (e.g. CRC (Community Recycle for Charity); SPCA
Understand a Guess the meaning of (Society for the Protection of Animals); WWF Malaysia (World Teacher’s Book, p.178 in the introduction. Please also consider
variety of linear unfamiliar words Wildlife Fund); WorldVision; other local charities the pupils will the following:
Vocabulary flashcards
and non-linear print from clues provided know). Charitable offers during Ramadan may help explain the idea. Pupils who find reading difficult could
and digital texts by by visuals and the Talk to pupils about what the organisations do, using some first Copies of pictures next to read just one of the texts.
using appropriate topic language and providing English vocabulary where suitable. texts on Student’s Book
reading strategies p.115 to create their Monitor and support pupils by asking
Lesson delivery questions and drawing attention to
learning diaries.
Complementary 2. Use the flashcards to pre-teach the vocabulary. difficult vocabulary in the texts and
Complementary Skill sentences.
3. Show the pictures from Student’s Book p.115 and ask pupils
Skill Reading which vocabulary might belong to each picture.
Reading 3.2.2
3.2 Understand specific 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a information and p.178). Remind pupils to look at the pictures to help them with new
variety of linear details of short simple vocabulary.
and non-linear print texts 5. Elicit We can sentences from pupils about other charities you
and digital texts by talked about in the pre-lesson activity.
using appropriate
reading strategies Post-lesson
6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
WEEK:
routines

Writing 4.3 Writing needs of your pupils and class. Please see
1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 the seven differentiation strategies listed
Communicate with 4.3.1
appropriate Use capital letters, Lesson delivery Teacher’s Book p.34, in the introduction. Please also consider
language form and full stops and 39 & 40–41 the following:
2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play the
style for a range of question marks recording. Ask pupils to tick the activities they hear in Jim’s diary as You could set a time for the Writing task
purposes in print appropriately in they hear them. Watch pupils to see how well they keep up. If it is too and ask pupils to write at least 2 (or at least
and digital media guided writing at fast, you could read the text again more slowly. 3) sentences so that more proficient pupils
sentence level write more sentences.
3. Play the recording again and have pupils read along as they listen.
Complementary Complementary Ask some questions about the text, letting pupils find the answers in
Skill Skill the text (see Teacher’s Book p.40 Activity 1 for example questions).
Writing Writing
4.1 4.1.2 4. Show pupils the three questions on the page. Pupils work in pairs
Form letters and Begin to use cursive to ask and answer the questions. Monitor carefully as pupils do
words in neat this to make sure they can answer them.
handwriting in a
legible print using limited range of 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing written work* 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
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.
69
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation

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 introduction the needs of your pupils and class.
Student’s Book, p.22–23 Please see the seven differentiation
5.2 5.2.1 that suits your pupils’ needs and interests and that will review language
Express personal Ask and answer and prepare the pupils for the lesson, or follow the Warm up instructions Teacher’s Book, p.42–43 strategies listed in the introduction.
responses to simple questions (Teacher’s Book, p.42). Please also consider the following:
literary texts about characters, Monitor as pupils work and ask
Lesson delivery
actions and events of pupils (e.g. pupils who don’t like to
interest in a text 2. Explain the meaning of career to pupils. Ask them what they think a speak in front of the class) to tell you
Complementary school career day is. Explain that they will read and listen to a story about their pictures. This will help to
Skill Complementary about a school career day. give individuals different feedback.
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask
2.1 Speaking pupils what they think of the story, which character they like and why. If your class works fast or you have a
Communicate 2.1.5 group of fast finishers, you could try
4. Ask each pupil to draw a picture showing an occupation. the Optional activity (see Teacher’s
simple information Describe people and
intelligibly objects using 5. In groups of 6–8 pupils, ask them to share their pictures. They should Book, p43).
suitable words and write their name under the picture of an occupation they want to be.
phrases 6. Feed back by asking pupils to tell the class who wants to be the same
occupation as them, e.g. Hamid, Maitha and Yi Ling want to be a
police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43 in
Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today. Focus
their attention on what they learned from the story, including the
storyline, the characters and the message (value).
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 lesson Depending on your focus: Differentiate learning
Reading 3.2 Reading consolidates and extends language areas needed by your pupils. You might consider according to the needs of
using some of the material as a homework task, if appropriate. Worksheets (see below) your pupils and class.
Understand a 3.2.2 Understand
variety of linear specific information Picture of a girl and a boy Please see the seven
Note: You could also make use of the review activities in Revision (Student’s Book differentiation strategies
and non-linear print and details of short p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice of activities Get Smart plus 3
and digital texts by simple texts listed in the introduction.
from the optional activities described on Teacher’s Book p.45. Please also consider the
using appropriate Student’s Book, p.24
reading strategies Pre-lesson Activities 1 and/or 2 following:
Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. For You could offer pupils a
Teacher’s Book, p.44–45
Complementary Skill this, you could choose an appropriate pre-lesson activity from the list in the choice of these activities or
Skill introduction that suits your pupils’ needs and interests. Self-assessment you could ask different pupils
Writing 4.2 Writing 4.2.4
worksheets to do different activities
Communicate basic Describe people and Lesson delivery depending on their individual
information objects using
suitable words and 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. They needs, based on formative
intelligibly for a assessment in this unit.
phrases are brother and sister. Ask pupils to look at and read silently the text on the
range of purposes in
worksheet. Ask a gist question, for example, Who wrote this? Hamid or May? Have pupils do more
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.
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.
Materials for Lesson 32
Suggested text:
I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a lifeguard. My
sister likes playing with toy planes. She wants to be a pilot when she grows up and fly a plane. I love
my sister. We always take the bus to school together. We never walk to school.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
Self-assessment
How did I do in Unit 2?
In English, I know how to:
 say what I do every day Great! [ ] OK [ ] A little [ ]
 say what other people do every day Great! [ ] OK [ ] A little [ ]
 talk about different jobs Great! [ ] OK [ ] A little [ ]
 talk about different ways to travel Great! [ ] OK [ ] A little [ ]
 say what I want to be when I grow up Great! [ ] OK [ ] A little [ ]
73
UNIT 3
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Sel
WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMM
Values statements (be + -ing)

LEARNING OUTLINE
Get Smart plus 3 Studen
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Book, p.25 Teacher’s Boo
1.2 1.2.2
Lesson delivery
Understand Understand with p.46 Flashcards of action
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s
variety of familiar information and Book, p.46) using flashcards verbs
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this before
simple texts the lesson), then put pupils in a large circle around the room. They You can find sets of printa
should listen to you say run, jump, dance and move around the room flashcards for this topic at
Complementary Complementary doing this action as you say it. Stop and say Go. Pupils move to the http://learnenglishkids.brit
Skill Skill nearest flashcard, mime it and say I’m xxxing. Repeat as required. council.org/en/flash
Listening Listening 4. Pupils return to their seats. Follow the instructions in Teacher’s cards/actions-flashcards
1.3 1.3.1 Book, p.46 Activity 1
Use appropriate Guess the meaning of
listening strategies unfamiliar words by Watch as pupils sing to see which pupils are confident and which are
in a variety of using visual clues less confident. You can also then see which words in the song are
contexts when a teacher or more difficult for your class. Note these so that you review them next
classmate is speaking lesson.
Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values statements (be + -ing)

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the needs of your pupils and class.
Student’s Book, Please see the seven differentiation
Communicate Describe people and introduction that suits your pupils’ needs and interests and that will p.25
simple information 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. You
Skill Complementary we’re etc). Have pupils repeat them together and individually. could ask fast finishers to write their
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus on sentence in their notebooks (but not next
Recognise and Listening 1.1.1 giving feedback on pupils’ Speaking, rather than on which team wins. to the picture, as it is better they do not
reproduce target Recognise and read it later).
language sounds reproduce with 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
support a range of pupils present their pictures to each other and decide which pupils to ask to
target language present to the class. Try to choose some pupils who have made progress in
phonemes 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.
75
WEEK:
Values questions (be + -ing)

LEARNING OUTLINE
Reading Reading the needs of your pupils and class.
1. Play the song from Student’s Book, p.25. Have pupils sing along and/or do the Student’s Book,
3.2 3.2.1 Please see the seven differentiation
actions. p. 26–7 (and 25 for
Understand a Understand the strategies listed in the introduction.
pre-lesson) Please also consider the following:
variety of linear main idea of short Lesson delivery
and non-linear print simple texts Teacher’s Book,
2. Introduce the new vocabulary (see Warm up and Vocabulary on If you feel your class can follow the
and digital texts by p.48–49
Teacher’s Book, p.48). story well, you could reduce the
using appropriate Copies of the number of times you play the
reading strategies 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 recording.
Complementary pictures on the board. from the story
Complementary Skill If you have some less proficient
4. Give each pupil a sentence card (there will be some the same). They should (blank/without text)
Skill Reading pupils in the class, the sentence
come out to the board to decide which picture to put it with. You could do Sentence cards to matching activity could be done in
Reading 3.2.3
this in groups if it is easier to manage. match pictures 1, 3, pairs, giving one sentence to a pair
3.2 Guess the meaning of
Understand a unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. Support 5 & 6 (one per with one more + one less proficient
variety of linear from clues provided them as needed by encouraging them to sound out new or difficult words pupil) pupils.
and non-linear print by visuals and the and/or referring to the pictures in the Student’s Book (p.26).
and digital texts by topic
using appropriate 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
reading strategies answers.
6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions for
Grammar Box (Teacher’s Book, p.49)
Post-lesson
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.
77
WEEK:

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

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

LEARNING OUTLINE
In this lesson, pupils will make a circular book. Circles of paper, about Differentiate learning according
Language Arts Language Arts Pre-lesson 12cm in diameter, two to the needs of your pupils and
5.3 5.3.1 circles for each pupil class. Please see the seven
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits differentiation strategies listed
Express an Respond A pin / end of a paper
your pupils’ needs and interests and that will review language and prepare pupils for in the introduction.
imaginative imaginatively and clip to pin the top circle
the lesson.
response to intelligibly through onto the bottom circle
literary texts creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing on
action songs on Student’s Book p.26.
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if
Other imaginative needed.
responses as
appropriate. Lesson delivery
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so that
Complementary their circle is divided into four sections. Pupils do not need a ruler for this: the lines
Complementary Skill 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 line,
2.1 and objects using as in step 4.
Communicate suitable words and 7. Tell pupils to cut out one section of the second circle, so that this circle has three
simple information phrases 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.
WEEK:

LEARNING OUTLINE
Listening Listening 1. Play a guessing game where you draw, on the board, a picture of a person doing an to the needs of your pupils and
Student’s Book, class. Please see the seven
1.2 1.2.2 action. Draw it line-by-line/part-by-part and after each line/part ask pupils ‘what’s p.27
Understand Understand with he/she doing?’ Pupils can have one guess each time until someone guesses the differentiation strategies listed
meaning in a support specific correct answer. Teacher’s Book, in the introduction. Please also
variety of familiar information and p.49 consider the following:
Lesson delivery
contexts details of short Flashcards for new Decide how many, and which,
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to their new words/phrases to introduce
vocabulary
Complementary partners about the pictures. Feed back on this by eliciting details about all of the depending on your pupils’
Skill pictures, to check that all pupils have understood the pictures and remember the key performance in the lesson so
Listening Complementary vocabulary. You could introduce the characters’ names at this point, if you think the far. It shouldn’t be more than
1.3 Skill names will confuse pupils when they hear the recording. four or five, even with more
Use appropriate Listening 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). proficient pupils.
listening strategies 1.3.1 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’ lives
in a variety of Guess the (e.g. playing the guitar, throwing a ball, playing badminton).
contexts meaning of
unfamiliar words 5. Have pupils play a mime game in pairs or small groups. Student A mimes an action;
by using visual Student B asks What are you doing?; Student A says I’m xxxing xxx.
clues when a Post-lesson
teacher or
6. Ask pupils to tell you what new words they have learned today. Keep this informal, so
classmate is
you can see how much they remember and which pupils seem to remember most. Note
speaking
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.
81
WEEK:

Speaking Speaking needs of your pupils and class. Please see
1. Play a game to review vocabulary from the previous lesson. This should focus Student’s Book, the seven differentiation strategies listed in
2.1 2.1.5 on the written form of the words. p.27
Communicate Describe people and the introduction. Please also consider the
simple information objects using Lesson delivery Teacher’s Book, following:
intelligibly suitable words and p.49 The second card game (step 4) could be
2. Have pupils work in small groups to play a game, where they have sets of
phrases cards (pairs of pictures of an action + written sentences). Pupils turn over two Sets of cards extended so that pupils give more clues
Complementary cards in turns to try to find a matching pair of cards. (pictures + about the flashcard, using more language
Skill sentences) 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 using - The pupil asks ‘What do you think? What’s he doing?’
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.
WEEK:
Values negative statements

LEARNING OUTLINE
Reading Reading to the needs of your pupils and
1. Tell pupils that you like to exercise and show them what this word means. Give Student’s Book, p.28– class. Please see the seven
3.2 3..2.1 pupils 2–3 minutes to do some exercise in the classroom. You could suggest 29
Understand a Understand the differentiation strategies listed
aerobics or Zumba, for example. Watch pupils to see which vocabulary you can in the introduction. Please also
variety of linear main idea of short Teacher’s Book,
teach them afterwards to say what they are doing (if any) consider the following:
and non-linear print simple texts p.50–51
– e.g. Zumba, aerobics, dancing, jogging.
and digital texts by Copies of pictures of Fast finishers could do an
using appropriate Lesson delivery additional Writing task at the
four children on
reading strategies 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce new Student’s Book p.28 end of this lesson, where they
vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if you can (1 copy of each) write a sentence about each
teach them vocabulary for what they were doing. child to say one more action
Complementary Complementary Copies of the texts they are not doing.
Skill Skill 3. Show pupils the pictures of the four children from the textbook. Ask them what they from Student’s Book
Reading Reading are doing. Put them on the board. p.28 (one text per Ask different pupils
3.2 3.2.2 pupil) different/more/fewer
Understand a Understand specific 4. Give each pupil a text. Ask them to read the text and decide which picture it matches. questions to guide their
variety of linear information and Feed back by asking a pupil to come out and label each picture with the name of the understanding of the text
and non-linear print details of short simple child. (see Teacher’s Book).
and digital texts by texts 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3).
using appropriate
reading strategies 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
p.50–51).
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
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.
84
WEEK:
Values negative statements (be + -ing)

Writing 4.2 Writing needs of your pupils and class. Please see
1. Play a True/False game, where you/pupils mime an action. They Student’s Book, p.29 the seven differentiation strategies listed
Communicate basic 4.2.4 should say what they are not doing as well as what they are doing.
information Describe people and Small pieces of paper for in the introduction. Please also consider
Encourage, but don’t insist on full sentences at this stage, but use the following:
intelligibly for a objects using this as a way to assess pupils’ language at the beginning of the Writing activity, one per
range of purposes in suitable words and lesson. pupil You could ask pupils to write at least
print and digital phrases one/two sentences on their cards.
media Lesson delivery
Consider having pupils write in pairs so
2. Tell pupils they will make sentences. Pupils work in pairs. Give each that they can support each other if
Complementary pair one set of words for a cut-up sentence (see sentences below).
Complementary Skill necessary.
There are several different sets. Ask pupils to arrange the words into
Skill Reading a sentence. They should keep the sentences tidy on their desk during
Reading 3.2.2 the next step. Don’t feed back on this activity at this stage.
3.2 Understand specific
Understand a information and 3. Ask pupils to look at the picture on Student’s Book, p.29, Activity
variety of linear details of short simple 3, to find which child their sentence is about. They can circle the
and non-linear print texts child in the picture if they don’t know the characters’ names.
and digital texts by
4. Feed back on each sentence as a whole class, so pairs can check
using appropriate
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.
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.
WEEK:
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 see
1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep the seven differentiation strategies: listed
Express an 5.3.1
introduction that suits your pupils’ needs and interests and that will moving (see below) in the introduction.
imaginative Respond
response to literary imaginatively and introduce the topic of the lesson (sports vocabulary).
texts intelligibly through
Lesson delivery
creating simple
2. Ask pupils to work in pairs. One pupil says the name of a sport, and the
action songs on
other pupil mimes doing
familiar topics.
3. the sport. Pupils then swap roles and continue in this way, taking turns to
Other imaginative
name and mime sports.
responses as
4. Sing the first two verses of the song One finger one thumb keep
appropriate.
moving. Finish at We’re doing gymnastics. Ask pupils to move their
fingers, thumbs and arms as they sing the song, and to mime the sports in
Complementary Complementary
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 below).
Communicate Describe people
simple information and objects using Post-lesson
intelligibly suitable words and 7. Pupils perform their songs with actions for their classmates.
phrases
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 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 One
finger, one thumb, one arm, one leg, keep moving One
finger, one thumb, one arm, one leg, keep moving We’re
We’re catching the ball
One finger, one thumb, one arm, keep moving

One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving One
One finger, one thumb, one arm, keep moving finger, one thumb, one arm, one leg, one nod of the head, keep moving One finger,
We’re doing gymnastics one thumb, one arm, one leg, one nod of the head, keep moving We’re
WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values negative statements

LEARNING OUTLINE
Listening Listening to the needs of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, class. Please see the seven
1.2 1.2.2 your pupils’ needs and interests and that will review language and prepare pupils for p.29
Understand meaning in Understand with differentiation strategies listed
the lesson. in the introduction. Please also
a variety of familiar support specific Teacher’s Book,
contexts information and Lesson delivery p.51 consider the following:
details of short 2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the Choose the example(s) you
simple texts children in the picture. They should stop you when they hear you make a mistake. Talk model on the board so that you
Complementary about the picture, making some mistakes in relation to content. Use language pupils are supporting the pupils who
Skill know: most need it. This will help
Writing Complementary them work more independently
4.3 Communicate with Skill E.g.: There are eight children in the picture. They are all doing sports. I can see and get a greater sense of
appropriate language Writing two girls playing table tennis [mistake]. I think they are having fun. Etc… achievement.
form and style for a 4.3.3
3. Follow instructions for Activity 3 (Teacher’s Book, p.51). Have more proficient pupils
range of purposes in Plan, draft and write
print and digital media an increased range of 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the work with you to help less
simple sentences mistakes you highlighted. They should try to correct their sentences by themselves. proficient pupils in the class
with their redrafting.
Ask pupils to re-write their sentences in their notebooks. Remind them that they should
pay attention to spelling, punctuation and neatness in this final version. If pupils made Fast finishers can write more
no mistakes, they could either focus on neatness or they could add one or more new sentences or write about
sentences to their writing. 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 according to the needs of
1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30 your pupils and class.
Communicate Describe people and
simple information 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 for
Listening 1.2 Skill Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play the Scissors for pupils Choose pupils who are
Understand Listening 1.2.5 Speaking & Listening game in pairs. confident personalities to
meaning in a Understand a wide come to the front of the class
Monitor carefully as pupils work to see how they communicate, how accurately
variety of familiar range of short for the Post-lesson activity.
they use and pronounce the sentences. Give feedback on some common errors at
contexts supported questions If they are less proficient in
the end of activities without saying which pupils made the mistakes.
English, that will also help
4. Collect the cards from pupils or ask them to keep them for use in later motivate them. They do not
lessons. need to 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.
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)

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 needs
vocabulary (see Teacher’s Book, p. 57, Optional activity). Student’s Book, of your pupils and class.
Understand a variety of Understand the main
p.32–33 Please see the seven
linear and non- linear idea of short simple Lesson delivery differentiation strategies
print and digital texts texts
2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, including Teacher’s Book, listed in the
by using appropriate
the word table tennis. Ask pupils if they play any of these sports, including table tennis, p.56–57 introduction. Please also
reading strategies
Complementary Skill and/or if they think it is an easy or difficult sport. consider the following:
Complementary Writing 4.3.2 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) You could ask some/a
Skill Spell an increased 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell you group(s) of pupils to
Writing 4.3 range of familiar high about a time when they have done/experienced this. write some questions
Communicate with frequency words about the story for each
appropriate language accurately in guided 5. Learning diaries:
other to answer. Some
form and style for a writing Ask pupils to think back on their learning so far this week. In their learning diary, they examples are given on
range of purposes in can write: p.57 of the Teacher’s
print and digital media  New words I remember 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.
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 according to the needs of
1. Play a game using the cards from Lesson 44. You could look at the pre-lesson tasks Student’s Book, your pupils and class.
Communicate Plan, draft and write list for ideas. p.31
with appropriate an increased range of Please see the seven
language form 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 the Pupils will take different
Speaking 2.3.1 instructions silently before you read them aloud. Have them look at the pictures. Ask Poster paper, times to draw and colour
Complementary Narrate very short questions to check their understanding, e.g. What is she cutting? What is she scissors, colour their pictures. Set a time
Skill basic stories and drawing? Is she writing now? pens/pencils per limit.
Speaking 2.3 events pupil
Communicate 4. When pupils have finished, ask them to write about their pictures on the back of their With large classes, try
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).
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 see Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson 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
response to literary imaginatively and review and introduce sports vocabulary. templates/ differentiation strategies
texts intelligibly through listed in the introduction.
Lesson delivery Scissors (one pair of scissors per 5 Please also consider the
creating simple pupils in your class)
2. Divide pupils into four equal groups. Ask them to stand up, come to the front following:
action songs on
of the class, and make four lines facing the board. Tell them that they will
familiar topics. Fast finishers can create an
take turns to write the names of sports, and that they will get a point if they
Other imaginative extra jigsaw if time and
spell the sport correctly.
responses as resources allow.
3. Give the first pupil in each line a piece of chalk or board pen. Tell them to
appropriate.
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 second
Skill Skill
pupil in the line, who writes a new sport. Continue in this way for 3
minutes or so.
Communicate with Spell an increased
5. Stop and check the spelling of the sports, and give points for correct
appropriate range of familiar
spellings.
language form and high frequency
6. Give each pupil the jigsaw template.
style for a range of words accurately in
7. Ask pupils to draw pictures of sports on the top row of the jigsaw template,
purposes in print guided writing
and to write the name of each sport underneath on the second row. They can
and digital media
use the words on the board to help if necessary.
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
WEEK:
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 lesson A chant or song focusing Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider on present continuous. You according to the needs of
Communicate Describe people using some of the material as a homework task, if appropriate. can choose something your pupils and class.
basic information and objects using suitable for your pupils that Please see the seven
Note: You could also make use of the review activities in Revision (Student’s Book they will enjoy and find differentiation strategies
intelligibly for a suitable words and p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice of activities.
range of purposes phrases useful. listed in the introduction.
in print and digital Pre-lesson Please also consider the
Get Smart plus 3 following:
media 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Complementary Student’s Book p.34 You could add some
suits your pupils’ needs and interests and that will review language and prepare
Skill pupils for the lesson. Teacher’s Book p.58–59 activities from Student’s
Complementary Listening 1.1.1 Book, p.34 to provide
Skill Recognise and Lesson delivery Worksheets (see below) extra practice with
Listening 1.1 reproduce with problematic language or
2. Play the chant or song and have pupils mime the action. You can choose or
Recognise and support a range of for fast finishers.
write your own chant or song, or use one of: https://www.youtube.com/watch?
reproduce target target language
v=OYimASoZ6oI You could ask some
language sounds phonemes
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en pupils to create some
https://www.youtube.com/watch?v=Dl8g2pZ82ME . review activities for the
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
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
9. Ask pupils to think about what they have learned in Unit 3 and how well 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 Kno
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMM
Environmental Sustainability describing weather, sea
CONTENT LEARNING MAT

LEARNING OUTLINE
STANDARD STANDARD REF
Get S
Listening 1.2 Listening 1.2.1 1. Ask pupils what the weather is like today. Review or teach the necessary Studen
Understand Understand with vocabulary. p.35
meaning in a variety support the main
Lesson delivery
of familiar contexts idea of short Teach
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm up p.60
(Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in a
Complementary cold country in winter?; Have you seen snow before? Flashc
Skill Complementary 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. Use season
Speaking 2.2 Use Skill this as a chance to see how much vocabulary pupils know on the topic of weather. Do
appropriate Speaking 2.2.1 an extra review activity if necessary.
communication Keep interaction 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils to
strategies going in short tell each other what their favourite season is.
exchanges by
repeating key 5. Have pupils stand in lines or in a circle. They should play a chain game: Pupil
words from the A: My favourite season is x.
other speaker Pupil B: x? My favourite season is y / My favourite season is x too.
Pupil C: y? My favourite season is z. / My favourite season is y too.
Model the language clearly before starting, using different pupils who share and do
not share favourites.
Post-lesson
6. Ask pupils to mime the weather as they listen to the song again (see TPR
activity, Teacher’s Book, p.60).
97
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, p.35 your pupils and class.
Communicate Ask about and your pupils’ needs and interests and that will review weather and seasons
simple information express basic Teacher’s Book, p.60 Please see the seven
vocabulary. differentiation strategies
intelligibly opinions Plain paper, 4 pieces per
group of 4 Please also consider the
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch and
Complementary Skill following:
listen as they do this to see how well they remember the key vocabulary.
Skill Listening 1.2.2 Pupils may have different
Listening 1.2 Understand with 3. Explain to pupils that in many countries in the world, the seasons have weather as and unexpected ideas
Understand support specific described in the song. You can also explain that in some countries, the school year when brainstorming.
meaning in a information and starts in September (e.g. European countries), which is autumn. In other countries Encourage these and
variety of familiar details of short (e.g. Japan), it starts in the spring, April. Ask pupils to tell you when the school year support them with the
contexts simple texts starts in Malaysia and if they know when it starts in any other countries. Ask pupils necessary language.
to look at the song words and think about how it might be different for Malaysia. Stretch more proficient
4. Put pupils in groups of four. Give each group four pieces of paper. Check that all pupils by encouraging
pupils know the names of the seasons. Ask pupils to write the name of a season on them to then use it in the
each one. Pupils then brainstorm vocabulary and ideas for each of the different Speaking activity.
seasons. They write one word/phrase/idea on the paper and then 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
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.
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 your Student’s Book, according to the needs of
Understand a Understand the pupils’ needs and interests and that will review today’s day and month. Ask pupils what the p.36 your pupils and class.
variety of linear main idea of short day and month are today. Please see the seven
and non-linear print simple texts Teacher’s Book, differentiation strategies
and digital texts by p.62
using appropriate 2. Write the day and month on the board. Ask pupils how well they remember the days and Please also consider the
reading strategies months in English. Ask one or two pupils if they can recall them for you. Cut up days of the following:
Complementary 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and count week & months of Group more proficient
Skill down. Review the months and days and check their answers. the year pupils in separate groups
Complementary Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain how to less proficient pupils.
Skill Narrate very short we know it’s autumn (leaves on the ground), including having some pupils perform to the Give months to the more
Speaking 2.3 basic stories and class. proficient and days to the
Communicate events less proficient to put in
appropriately to a 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note any
order.
small or large difficulty or confusion.
group 6. Feed back on their performance and review language by writing on the board:
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 4.3.2 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs can according to the needs
Writing 4.3 Student’s Book,
Communicate with Spell an increased remember and act it out for the class. of your pupils and class.
appropriate language range of familiar Lesson delivery
form and style for a high frequency Teacher’s Book, differentiation strategies
2. To review spelling of days of the week, play a team board game. Divide the class into four or p.63 listed in the
range of purposes in words accurately in
print and digital guided writing five groups. One pupil from each group at a time should come to the board. Say a day of the introduction. Please also
week and the pupils at the board should arrange the magnetic letters to write the word. The Magnetic letters consider the following:
media
fastest team to spell it accurately wins a point. Continue for each pupil in the team. Worksheet for Remind pupils they can
Complementary 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well diaries (see write two or more
Complementary Skill pupils can spell the days of the week. Review any problematic spellings after the activity. below) words. More proficient
Skill Speaking 2.1.2 Find When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
Speaking 2.1 out about and sentences.
Communicate describe basic 4. Elicit from pupils other activities they may have during the week. Write these on the board.
simple information everyday routines Talk to pupils about the activities they do. You could ask fast
intelligibly 5. Give out the worksheet (see below) and ask pupils to write two or more activities in My Diary. finishers to help you
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.
A. My Diary
Write two or more activities in your week.
Monday Tuesday Wednesday
Thursday Friday Saturday Sunday
B. My Friend’s Diary
Listen to your partner and write their diary.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
102
LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK:
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 in A copy of the Differentiate learning according to
Main Skill Main Skill groups.
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and class.
Express an 5.3.1 Pre-lesson next page) and a copy Please see the seven differentiation
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the of the words on the strategies listed in the introduction.
response to literary imaginatively and introduction that suits your pupils’ needs and interests and that will board or on a handout Please also consider the following:
texts intelligibly through introduce the topic of warm and cool seasons. You could ask more proficient
creating simple Lesson delivery pupils or groups to create a
action songs on second set of actions for their
2. Teach pupils to sing the Seasons song words to the tune of Frère
familiar topics. song if they finish quickly.
Jacques (see below).
Other imaginative
3. Ask them to choose actions for the song and perform the song again with
responses as
the actions.
appropriate.
4. Elicit the pattern of the song from pupils:
 Name of season x2
Skill  Adjectives x2
Skill
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 and
small or large events actions for the song, and to practise their song. They can choose a song either
group 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.
103
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 pupils’ according to the needs of
Student’s Book, your pupils and class.
Understand Understand with needs and interests and that focuses on the key vocabulary karate, computer games, tennis, p.37
meaning in a support specific cinema. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
contexts details of short
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it on, Please also consider the
Worksheet (see following:
remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have karate on
below)
Complementary Complementary Monday; I never play computer games. Consider introducing more adverbs if When pupils are
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often exchanging information,
Speaking 2.1 Speaking 2.1.2 Find 3. Ask pupils to tell their partner how often and when they do the activities. encourage more
Communicate out about and 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). proficient pupils to use
simple information describe basic full sentences. Expect
intelligibly everyday routines 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from Activity
less language from lower
3 again. On the worksheet (see below), pupils listen and complete either Sue’s Diary (Pupils A) or
proficiency pupils.
Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
6. Pupils exchange the information in pairs so they have a complete worksheet. They should do this If pupils lack confidence
by speaking to each other to communicate the information, but they should not look at each other’s they can check each
worksheets. answer (sentence) with
their partner‘s worksheet
7. Collect the worksheets and review pupils’ work. See how well they have remembered to spell
as they do the activity.
the words and how well they have achieved the Listening task. Make notes of common mistakes
and of pupils’ progress.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits your pupils’
needs and interests and that will review the main areas covered in the lesson.
A. Sue’s Diary
B. Bob’s Diary

WEEK:
expressions (birth month): It’s in + month

Speaking 2.1 Speaking 2.1.2 Find needs of your pupils and class. Please see
1. Play a word game that focuses on the current month. You could Student’s Book, p.37 the seven differentiation strategies listed
Communicate out about and choose an appropriate pre-lesson activity from the list in the
simple information describe basic Teacher’s Book, p.63 in the introduction. Please also consider
introduction that suits your pupils’ needs and interests. the following:
intelligibly everyday routines Month word cards (one
Lesson delivery
per pupil) If you have a more proficient class, you
2. Give each pupil a month word card. Ask all the pupils with January could introduce giving the date of their
Complementary Complementary A wrapped-up present birthday, which uses on. Explain why it is
to raise their hand/card, then February and so on. Elicit the order of
Skill Skill the months as you go. on and not in (it is a precise day).
Card and coloured
Writing 4.1 Form Writing 4.1.2
pends & pencils for Some pupils may say a full sentence in
letters and words Begin to use cursive 3. Have pupils stand up and say the months on their cards in order,
birthday cards, if time. Activity 5, while others may give a short
in neat handwriting in a without modelling. Repeat, but a little faster and continue as
legible print using limited range of necessary, making this a fun drill. answer. However, encourage them all to
cursive writing written work 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.
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
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.
WEEK:
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 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.38–39 your pupils and class.
Understand a Understand specific suits your pupils’ needs and interests and that focuses on familiar foreign
variety of linear information and Teacher’s Book, p.64–65 A Please see the seven
countries. differentiation strategies
and non-linear print details of short simple large world map
and digital texts by texts Lesson delivery listed in the introduction.
using appropriate Vocabulary flashcards Please also consider the
2. Put the world map on the board/wall and ask pupils to gather around it. Ask following:
reading strategies pupils to show you various countries, first Malaysia, then Singapore and Texts from Student’s Book
Thailand. Talk about major world countries and include Australia and Canada, p.38 cut up (and stuck on the Consider the roles carefully,
asking pupils to show you where they are, if they can. walls around the room so that the manager is a
Complementary Complementary capable pupil in the group.
before the lesson). Two or
Skill Skill 3. Introduce and practise the vocabulary using the flashcards. Using the map, ask Provide visual or oral
three copies of each text.
Speaking 2.2 Use Speaking 2.2.2 Ask pupils in which countries they might find these things. Accept different prompts if your class is
appropriate for attention or help suitable answers. Ask pupils if we find these things in Malaysia. Worksheet (see below, one mainly low proficiency to
communication from a teacher or per group) help them carry out step 5.
4. Follow the Teacher’s Book (p.64) for Vocabulary.
strategies classmate by using
suitable questions 5. *Make sure the texts are stuck on the wall for this stage of the lesson. Show Review expressions for
pupils the pictures on Student’s Book, p.38. Ask them which country they think asking for help or
each is. Tell pupils they will read about the three countries. They will work in clarification and leave them
teams of four to read together. Assign roles – three of the pupils are runners, on the board if necessary.
they will read about one of the countries each; the fourth pupil is the manager. Support pupils with different
The manager stays at the desk with the worksheet (see below). The manager questions as they read the
reads the sentences about the countries to the relevant team member, who runs texts on the wall.
to their text on the wall to find out if it is true or false. They return to the
manager and tell them. The runners should not see the worksheet and the
manager should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.
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

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
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review
& Citizenship

LEARNING OUTLINE
Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Writing 4.3 Student’s Book, p.38
Communicate with Plan, draft and write your pupils’ needs and interests and that will review language and prepare pupils for your pupils and class.
the lesson. Please see the seven
appropriate language an increased range of Poster paper per
form and style for a simple sentences differentiation strategies
Lesson delivery group listed in the introduction.
print and digital Complementary 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, Please also consider the
Flashcards for following:
media Skill common activities and clothes related to Malaysia and/or your own local area. common activities,
Listening 1.2.5 3. Ask questions and talk to pupils about these aspects of their own country. weather, clothes etc. Consider assigning roles
Understand a wide Remember to use different questions for different pupils. for different pupils in
Complementary range of short 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will make Pictures from each group, e.g. writer,
Skill supported questions posters about Malaysia. First have pupils work together to write three or four sentences magazines/internet designer, artist etc. which
Listening 1.2 about Malaysia on a piece of paper or in a notebook. They can use the texts on Student’s etc. will let each pupil work
Understand Book, p.38 as models. to their strength and
meaning in a Glue, colour pens, abilities.
variety of familiar 5. In groups, pupils make their posters so that they match the sentences they have written
paper
contexts with the pictures. Then they add the sentences to their posters. While they are working Take care that any
in their groups, monitor and check on progress. Check their sentences and work with questions you ask
each group to help them improve the sentences by asking questions and eliciting support and stretch
language so that they can write it in the final 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.
110
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs
innovation

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
5.3 5.3.1 or as a handout your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Please see the seven
Express an Respond your pupils’ needs and interests and that will review language and prepare pupils for Hot season diamond
imaginative imaginatively and differentiation strategies
the lesson. poem template (see listed in the introduction.
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 skating and
familiar topics. icy, and ask them to guess if the missing words at the top and bottom are Winter or Hot
Other imaginative 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 with range of familiar Adjective Adjective
appropriate high frequency Noun
language form and words accurately in 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
style for a range of guided writing 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and write
purposes in print their suggestions on the board under the appropriate heading.
and digital media 7. Ask pupils to work in pairs. Give them the hot season diamond template as a
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.
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
112
LESSON: 59 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK:
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 your according to the needs
Understand Understand with pupils’ needs and interests and that will review weather vocabulary. p.116
meaning in a support specific Please see the seven
Lesson delivery Teacher’s Book, differentiation strategies
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you find the p.179 listed in the
simple texts Pyramids; where is Hello Kitty from. Use the world map to show pupils where the countries introduction. Please also
are. Try to include the six countries on Student’s Book, p.116. Write the names of the World map (if you consider the following:
countries on the board and leave them there. have a large class,
Complementary have one map per You could have
Skill Complementary 3. Introduce the concept of time zones using the time at the moment compared to another large group of some/all pupils work
Reading 3.2 Skill city pupils know of and some of the places from the previous activity. pupils) in pairs to read and
Understand a Reading 3.2.1 guess the places on
variety of linear Understand the 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, the labels.
and non-linear print main idea of short morning/afternoon/evening). Ask them to show you on the map where it is one per pupil)
and digital texts by simple texts morning/afternoon/night. Review these words as necessary.
Sticky
using appropriate
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. Pupils tape/tack/pins
reading strategies
listen carefully and repeat or raise their hand when they hear their label.
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.
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.
WEEK:
expressions: in + season/period

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.2 Find according to the needs of
Communicate out about and your pupils’ needs and interests and that will review language and prepare pupils
simple information describe basic Teacher’s Book, p.65 Please see the seven
for the lesson by introducing/reviewing the word holiday. Check their differentiation strategies
intelligibly everyday routines understanding of the word by asking them when the school holidays are in the Sports flashcards (add listed in the introduction.
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 some Think about the interests of
Speaking 2.1.5 previous lessons. Add any that you think pupils may do during the school the pupils in your class and
2.1 Describe people and holidays or other times of the year. include vocabulary relevant to
Communicate objects using them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the holidays. could introduce a stage in the
intelligibly phrases lesson where you ask pupils
For sports they do not do (e.g. probably the three on Student’s Book, p.39), ask them
if they have ever seen these sports, where people do them etc. to identify their favourite
sport/activity for the holiday
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). or a particular 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 holidays/rainy pupils when their favourite
season/etc, rather than the summer, depending on your context. time of year / season is and
make that the focus of the
5. Play the mime game in small groups sitting in circles:
circle activity.
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…
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
they can write:
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.
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

LEARNING OUTLINE
Main Skill Main Skill Reading. Pre-lesson Differentiate learning

Get Smart plus 3 according to the needs of
Reading. 3.2 3.2.2 Understand 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Understand a specific information suits your pupils’ needs and interests and that will review language and prepare your pupils and class.
Student’s Book, p.40
variety of linear and details of short pupils for the lesson. Please see the seven
and non-linear print simple texts differentiation strategies
Lesson delivery Teacher’s Book, p.66–67
and digital texts by listed in the introduction.
using appropriate 2. Play a team game where pupils brainstorm vocabulary on the main topics in this Please also consider the
Coins
reading strategies Complementary lesson (months, days, seasons, clothes, weather, countries). following:
Skill 3. Review any key vocabulary that has not come up in the previous activity. Try to have a mix of
Reading. 3.1 Introduce the word boots (see Student’s Book, p.40). proficiency in the groups so
Complementary Read and enjoy A1 4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can that pupils can support each
Skill fiction/non-fiction choose their own counters (e.g. a pen lid, a rubber, a small paper ball). other as they play the game.
Reading. 3.3 Read print and digital
independently for texts of interest Monitor as pupils play the game, but allow them to relax and enjoy the activity so Modify the Venn diagram
information and that they are reading for pleasure, without really noticing they are reading. This Optional activity so that it
enjoyment will also encourage pupils to work together and help each other. suits seasons in your local
5. Continue with the Optional activity on Teacher’s Book, p.67. You could do this context and your local
for other topics. culture.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
117
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions
Innovation; ICT

LEARNING OUTLINE
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that to the needs of your pupils and
Student’s Book, p.41 class. Please see the seven
Communicate Describe people suits your pupils’ needs and interests and that will review language and prepare
basic information and objects using pupils for the lesson by reviewing the names of the six countries. Teacher’s Book, p.68–9 differentiation strategies listed
intelligibly for a suitable words and in the introduction. Please also
Lesson delivery Computers consider the following:
range of purposes phrases
in print and digital Note: This lesson is based on the project on Student’s Book, p.41. Magazines and/or a Set a specific number of
media printer pictures or information to find
2. Divide pupils into five or six groups, depending on the size of your class. There
on the country so that there is
Complementary should be 4–6 pupils in each group.
enough time in the lesson.
Complementary Skill 3. Tell pupils they will find out about a country and make a collage. You can
Skill Speaking 2.2.2 Ask At the writing stage, you
show pupils the example of Student’s Book, p.41 Activity 2 so they know
Speaking 2.2 Use for attention or help could either have a more
what to do.
appropriate from a teacher or proficient pupil in the group
communication classmate by using 4. Assign roles to pupils in the group or have pupils decide between be the main writer (and others
strategies suitable questions themselves. At least one: contribute) or, preferably, you
could ask each pupil to write
 researcher (to look on the computer for information about the one/two sentences each, so
country*) they share the writing.
 designer (to decide which pictures go where)
 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
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.
119
WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;
Imagination prepositions

LEARNING OUTLINE
Main Skill Main Skill Language Pre-lesson Differentiate learning according

Get Smart plus 3 to the needs of your pupils and
Language Arts 5.3 Arts 5.3.1 Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
Express an imaginatively and pupils’ needs and interests and that focuses on climate and weather. class. Please see the seven
Student’s Book,
imaginative intelligibly through differentiation strategies listed
Lesson delivery p.42–43
response to literary creating simple action in the introduction. Please also
texts songs on familiar 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or use consider the following:
Teacher’s Book,
topics. a picture of a snow globe. Ask pupils if they have seen something like this before. p. 70–71 If pupils have a lot of difficulty
Other imaginative 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas in writing freely, you could
Complementary responses as note form on the board. A snow globe or provide some models of
Skill appropriate 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell you large clear ball if different kinds of sentences on
Writing 4.2 about the picture. Let pupils read the texts on p.42. Choose some pupils to read different available the board to give them some
Communicate basic characters’ parts. Ask pupils what they think will happen next. ideas. They can also look in
information Complementary Magic globe the Student’s Book (p.43) for
intelligibly for a Skill 5. Have pupils read the second page of the story silently before playing the CD. Follow
worksheet (see ideas.
range of purposes in Writing 4.2.4 While reading and after reading suggestions (Teacher’s Book, p.70–71) for talking to
below)
print and digital Describe people and pupils about the story. Elicit as much as possible. Ask pupils if they liked the story. Let more proficient pupils
media objects using 6. Ask pupils where they would like to go if they found a magic globe. Give pupils the write as much as they can,
suitable words and worksheet (below) and ask them to draw their ideas and to write at least one sentence too.
phrases 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.
Name:Class:
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 language Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 areas needed by your pupils. You might consider using some of the material as a homework task, if your focus: according to the needs of
Communicate with Use capital letters, appropriate. your pupils and class.
Get Smart plus 3
appropriate full stops and Please see the seven
Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s Book differentiation strategies
language form and question marks p.72–73) and/or consider offering pupils a choice of activities. Student’s Book,
style for a range of appropriately in p.44 listed in the introduction.
purposes in print guided writing at Pre-lesson Please also consider the
Teacher’s Book, following:
and digital media sentence level 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs p.72–73
and interests and that will prepare pupils for the lesson. There is space on the
Card, if possible, worksheet for another
Complementary Complementary Lesson delivery or plain paper question. More proficient
Skill Skill pupils can write their
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
Speaking Speaking own question here. They
and on the other side on.
2.1 2.1.2 Worksheet (see can also ask more than
Communicate Find out about 3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show that side of below) one friend.
simple information and describe their card, if on they should show the other side. Say some sentences which practise the prepositions as
intelligibly basic everyday Bell Choose among these
covered in the unit. Pause, ring a bell or knock on the desk in place of the preposition. Pupils hold up
routines their cards. Watch carefully to see which pupils still find this game difficult. Example sentences: and other available
practice materials for
I like to play tennis this Language
Awareness lesson,
spring.
based on the needs and
It’s my birthday March. interests of your class.
Hassan and Zikri have football Saturday afternoon.
4. Ask pupils questions to elicit the rules for when we use in and on.
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.
If you have extra time, you could ask pupils to write sentences about their partner in their workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of the
worksheet.
Collect the worksheets from pupils and review them to note pupils’ performance. If there are any areas
of concern, prepare a review of these in upcoming lessons.

A. Write words to finish the questions.
Question Alya Me My friend
When’s your b ? It’s in May.
What’s your f season? It’s winter.
What clothes do you w in I wear a dress.
summer?
What kind of w do you like? I like sun.
What’s your favourite d ? I like Friday.
Self-assessment:
 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]
 talk about seasons Great! [ ] OK [ ] A little [ ]
 talk about weather Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ] OK [ ] A little [ ]
UNIT 5
SCHEM E OF WORK: TEXTBOOK BASED LESSON (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 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.45 your pupils and class.
Understand Understand with suits your pupils’ needs and interests and that focuses on the word house.
meaning in a support specific Teacher’s Book, p.74–5 Please see the seven
variety of familiar information and Lesson delivery differentiation strategies
Flashcards of key listed in the introduction.
contexts details of short 2. Play Run and touch, where you say Touch the (window) and pupils run (or vocabulary
simple texts Please also consider the
walk) and touch the place. Use parts of the room vocabulary (door, floor etc.) and following:
then introduce prepositions behind and in front of. Extend to a game like Simon
Complementary You could ask some more
Says, where they only run and touch if you say please.
Skill Complementary confident pupils to become
Listening 1.2 Skill 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well teacher in the first stage of the
Understand Listening 1.2.1 pupils already know the prepositions and modify your lesson plan accordingly. lesson (Run and Touch
meaning in a Understand with game).
variety of familiar support the main idea 4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time pupils
contexts of short simple texts listen, they should point to the correct room in the house as they hear it. Now you know your pupils a
little better, choose how best
5. Review the key prepositions and vocabulary that you have noticed is new or they will work in a review
difficult for pupils by playing a group or whole class game. game (in pairs, small groups
Post-lesson or as a whole class).
in the lesson.
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
Pre-lesson Differentiate learning according
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, to the needs of your pupils and
Communicate Describe people and class. Please see the seven
Lesson delivery p.45, p.47
simple information objects using differentiation strategies listed in
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? to Teacher’s Book, the introduction. Please also
phrases review and check understanding of the prepositions. If you notice that your pupils are p.74 consider the following:
finding these difficult at this stage, include another stage to review them further, such as While reviewing prepositions,
Complementary a ‘listen and draw’ in their notebooks. Clothes ask questions and use some mime
Skill 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). flashcards to different pupils to help them at
Listening 1.2 Complementary 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the their level of understanding.
Understand Skill flashcards. Play a game to practise the new vocabulary. These might be closed questions,
meaning in a Listening 1.2.5 e.g Is it behind the door (mime
variety of familiar Understand a wide 5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that the pupils
behind)? or What can you find
contexts range of short are not sitting A+B together right now. Ask Pupil As to draw a shirt and some socks in
under your bed at home?
supported questions the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to draw a dress and
some trousers in the house.
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
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
Reading 3.2 Reading 3.2.2 according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, of your pupils and class.
Understand a Understand specific needs and interests and that will review language relating to the furniture topic and prepare pupils p.46
variety of linear information and Please see the seven
for the lesson. differentiation strategies
and non-linear print details of short simple Teacher’s Book,
and digital texts by texts Lesson delivery p.76 listed in the
using appropriate introduction. Please also
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to some Furniture and consider the following:
reading strategies pupils and ask them to put them on the left side of the classroom if they are clothes and the right if clothes
Complementary they are furniture. flashcards For the mini
Skill performance after the
Complementary Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see story, you could
Skill Spell an increased below) encourage some pupils
4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary in the
Writing 4.3 range of familiar to change the story a bit
box below go in each category (cloud). Hand out the worksheets and ask pupils to work in pairs to You may need
Communicate with high frequency to include different
categorise the words. They should write the words into the correct cloud, taking care to copy the some
appropriate language words accurately in vocabulary.
spelling accurately. If there are still some new words in the worksheet, you could ask pupils to use dictionaries for
form and style for a guided writing
dictionaries to find the meanings of the new words. They can draw a small picture next to the this lesson
word on their worksheet to show the meaning if it is helpful.
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
needs and interests and that reviews at least one word pupils learned well and one they have
difficulty with.
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
WEEK:
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 Form Writing 4.1.2 1. Choose a confident pair of pupils who will come to the front of the class and try to act Student’s Book, according to the needs of
letters and words Begin to use cursive out the story from Lesson 67. The class can help if necessary. p.46–47 your pupils and class.
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 more p. 76–77 listed in the introduction.
clothes/furniture words that might be new but useful to your pupils) Please also consider the
Clothes and following:
Model using the dictionary and hand out to each pair/group. Assign each pair/group one of
Complementary Complementary the words and ask them to check the meaning in the dictionary. They should draw the item furniture flashcards For higher proficiency
Skill Skill in their notebook and write the word underneath it. from previous 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 Lesson lesson + four new could extend the dictionary
Understand a Recognise and use 67 and ask them to add the four words to it. words activity and/or have pupils
variety of linear with support key brainstorm and share more
and non-linear print features of a simple 4. Have pupils read the story on Student’s Book, p.46 quietly. Dictionaries clothes and furniture
and digital texts by monolingual 5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. vocabulary.
using appropriate dictionary Remind pupils to use cursive writing. Monitor and check they are on task and do not
reading strategies have any problems. If you have a pupil(s) who
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 class.
challenging vocabulary from the lesson.
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation

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

LEARNING OUTLINE
Understand Understand with your pupils’ needs and interests and that will review clothes vocabulary to prepare
meaning in a support specific Teacher’s Book, p.77 Please see the seven
pupils for the lesson. differentiation strategies
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 the following:
language Whose xxx is this/are these? and encourage pupils to ask the questions,
Complementary 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 not
Understand Listening 1.2.5 as proficient.
4. Follow the instructions for Activity 3 (Teacher’s Book, p.77).
meaning in a Understand a wide Sometimes an overly active
variety of familiar range of short Monitor as pupils listen and see how well they do in getting the correct answers. pupil can be motivated by an
contexts supported questions Based on this, you could give more Listening practice by asking pupils about the activity like this.
clothes again or you could play a game to further review the 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
they can write:
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.
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:
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 pupils’ according to the needs
Communicate Ask about and needs and interests and that will review clothes vocabulary to prepare pupils for the lesson. p.47
simple information express basic Please see the seven
intelligibly opinions
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). p.77 listed in the
introduction. Please also
3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t write Small pieces of
Complementary Complementary consider the following:
their name, but should write a code name. paper/card, one
Skill Skill 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to try to per pupil If giving a reason is
Listening 1.2 Listening 1.2.5 find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils answer, too challenging for
Understand Understand a wide encourage them to give a reason for their answer, for example: some/all of your
meaning in a range of short pupils, then they can
variety of familiar supported questions I think it’s Hanifa’s because she likes red shoes.
say I think… to give
contexts I think they’re Ahmad’s because Ahmad is good at drawing. their opinions.
or
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
WEEK:
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 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Reading 3.2.3 Guess Student’s Book,
Understand a the meaning of pupils’ needs and interests and that will review key language to prepare pupils for the lesson. your pupils and class.
variety of linear unfamiliar words Lesson delivery Teacher’s Book, differentiation strategies
and non-linear print from clues provided
and digital texts by by visuals and the 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs p.78–79 listed in the introduction.
using appropriate topic / small groups what they know about Japan. They will probably use first language for this. Please also consider the
Map of Japan following:
reading strategies When feeding back, help pupils translate some of their ideas into English and/or provide
(optional)
them with some key vocabulary. Ask them what they know about houses in Japan. There may be some first
Complementary 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what they Cut up pictures language used in this lesson.
Complementary Skill can see. from Student’s You can encourage and
Skill Reading 3.2.1 Book, p.48 support different pupils to
4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct pupils
Reading 3.2 Understand the to the pictures to try to guess the meaning of the new words. use as much English as they
Understand a main idea of short can by helping them with
variety of linear simple texts 5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book, p.78).
vocabulary and language
and non-linear print 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in that you think each pupil is
and digital texts by Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to capable of.
using appropriate informally assess pupils’ Reading skills. Have pupils do this alone initially before checking
reading strategies with a partner. Monitor to note performance of individual pupils.
Post-lesson
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity & is/are: Singular & plural
Innovation

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 pupils’ local/national according to the needs
Communicate basic Describe people needs and interests and that will review key language to prepare pupils for the lesson on the houses of your pupils and class.
information intelligibly and objects using topic of homes and houses. Include key words such as wood, water, light. Please see the seven
for a range of purposes suitable words and Poster paper, pens, differentiation strategies
Lesson delivery listed in the
in print and digital phrases rulers etc.
media 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences between introduction. Please also
this and pupils’ own homes. If possible a consider the following:
Complementary 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses are template for Pupils can write
Complementary Skill traditionally built to respect the natural environment. (this may be in first language) (For an design of a sentences according to
Skill Writing 4.3.3 Plan, interesting article see: traditional house their own level.
Writing 4.3 draft and write an http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that you will Encourage them to try
Communicate with increased range of need to choose and simplify the information given here. card for each and write something a
appropriate language simple sentences 4. Ask pupils what key features make an environmentally friendly home (e.g. natural group for making little above their level
form and style for a building materials, use of natural energy and resources – water, light etc). houses and support them in this.
5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a poster
print and digital media
or a model (if possible). They should design a house and then each pupil writes 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:
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 according to the needs of
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 rhymes, Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
poems and songs simple texts, and Write the story on the listed in the introduction.
Lesson delivery board, or put it on a
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.
Complementary pronunciation,
4. Tell pupils the We’re going home story (see next page): use actions to make the Fast finishers can create an
Skill rhythm and
meaning of over, under and through clear. extra verse for their story.
Speaking 2.3 intonation
5. Retell the story and ask pupils to join in with the actions.
Communicate In addition to Year
6. Tell the story again, with pupils doing the actions and saying the words.
appropriately to a 2 text types: simple
7. Clarify with pupils that there is one more place to go through before they are home.
small or large poems
Ask pupils to suggest possible places to go through (e.g. forest, rice field, jungle,
group tunnel, school, shopping centre) .
Complementary
8. Divide pupils into groups of 3–4. Tell them to finish the story with another
Skill Speaking2.3.1
verse and to practise their story and the actions. Write the story on the board or
Narrate very short
give them a handout of the story to help them.
basic stories and
events Post-lesson
9. Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse.
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
We can’t go over it.
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look We
can’t go over it.
Let’s go through it
Hurray! Now, we’re home.
136
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review

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

LEARNING OUTLINE
1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- your pupils and class.
Communicate Describe people and Student’s Book, p.48. 49
simple information objects using Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you think Teacher’s Book, p.79 differentiation strategies
phrases pupils need to review key vocabulary further. For example, put labels of the names of listed in the introduction.
different rooms around the classroom. Say a piece of furniture and pupils have to Please also consider the
Complementary decide which room it belongs in. Note that there may not be fixed answers for this. following:
Skill Complementary Lesson delivery Pupils can work at their
Speaking 2.2 Use Skill own level in these
appropriate Speaking 2.2.2 Ask 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). activities. Encourage each
communication for attention or help pupil to do a little more
strategies 4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them in a
from a teacher or than their ability by
pile in the middle of the group. In turns, pupils take a picture. Without showing it,
classmate by using helping them individually
suitable questions they should describe it. Other pupils in the group should guess whose picture it is –
and according to their
It’s hers/his/mine/yours.
level. Do not expect the
Monitor carefully as pupils do these Speaking and Listening activities. They may need same from all the pupils.
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
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 suits your according to the needs of
Understand a Understand specific pupils’ needs and interests and that will introduce key vocabulary from this lesson. p.51
variety of linear information and Write and leave the words on the board. Please see the seven
and non-linear print details of short simple Teacher’s Book, differentiation strategies
and digital texts by texts
using appropriate 2. Tell pupils about your house (this can be real or something from a magazine) using the Please also consider the
pictures. Use some of the words from the pre-lesson activity you left on the board. Have Some pictures of following:
reading strategies your house, if
Complementary Complementary pupils listen and then tell you which words you used. Think about your pupils
appropriate, or a
Skill Skill 3. Tell them they will read about Sue’s house. They should read silently and tell you what house from a and where they live. You
Reading 3.2 Reading 3.2.1 they think of Sue’s house using an adjective. magazine may need to teach more
Understand a understand the 4. Next ask them to read again and to find some differences between Sue’s house and vocabulary to help them
variety of linear main idea of short your house (as described). describe their own
and non-linear print simple texts bedrooms or houses.
and digital texts by 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
using appropriate 6. Ask pupils to make a note of their answers to the questions (in note form, not full Some pupils may find it
reading strategies sentences) in their notebooks. challenging to expand their
answers into full sentences.
7. After checking the answers with a partner, ask pupils to expand their answers into
You may need to repeat the
full sentences in their notebooks.
question or provide gapped
Collect pupils’ notebooks and check them for spelling and content in particular. Note sentences on the board. Less
down words you have taught them for this activity that pupils have difficulty spelling proficient pupils could write
correctly. up just two or three
Post-lesson sentences.
LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
WEEK:
is/are: Singular & plural; Prepositions of place; Adjectives

LEARNING OUTLINE
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common words Student’s Book, to the needs of your pupils and
Writing 4.3
Communicate with Plan, draft and write (including those spelt incorrectly in the previous lesson) from this topic. p.51 class. Please see the seven
differentiation strategies listed
appropriate language an increased range of Lesson delivery
form and style for a simple sentences Teacher’s Book, in the introduction. Please also
2. Play the CD to review the text on Student’s Book, p.51. Review the p.82 consider the following:
print and digital differences between Sue’s house and pupils’ own homes. Set a minimum number of
media 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. Template of a sentences for pupils to write
Complementary 4. Have pupils write about their bedroom on a worksheet. After writing they can beroom on a (e.g. write at least two
Skill furnish their bedroom using the template and cut up furniture OR they can draw the worksheet sentences) so that more
Complementary Speaking 2.3.1 furniture into the room. Optional: pictures of proficient pupils can write
Skill Narrate very short bedroom furniture to more.
Speaking 2.3 basic stories and 5. Pupils tell their partner about their bedroom using the pictures and the text. cut out
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 about
group 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
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.
LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
WEEK:
Listening
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language

Main Skill Main Skill Language Pre-lesson Get Smart plus 3 Differentiate learning according to the
Language Arts 5.2 Arts 5.2.1 Ask and needs of your pupils and class. Please see
1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book,
Express personal answer simple the seven differentiation strategies listed in
p.52–54
responses to literary questions about Lesson delivery the introduction. Please also consider the
texts characters, actions Teacher’s Book, following:
2. Follow instructions for Activity 1, Before reading, using just the p.84–85
and events of interest If the topic of ghosts is not appropriate in
pictures from the story.
in a text Self-assessment your context, you can choose a different
3. Play the CD and have pupils listen and look at the pictures. Pause very worksheet story and follow a similar lesson outline.
Complementary briefly at the end of each picture, check basic understanding very briefly,
Skill Complementary and ask a question to predict what will happen next. You can discuss the story and the values in
Listening 1.2 Skill a mixture of pupils’ first language and
Understand Listening 1.2.3 Ask pupils one or two comprehension questions and review the story in English, expecting more English from more
meaning in a Understand with their books if necessary. Ask pupils what they think the moral of the proficient pupils than others.
variety of familiar support short simple story is (see Value on p.53, Student’s Book). Discuss the value with
contexts narratives pupils.
4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from Student’s
Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how well
they feel they know the language now. They should complete the How
did I do in Unit 5? self-assessment worksheet (see below).
6. Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these
in upcoming lessons.
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
WEEK:
TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)

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

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

How many people Do you have a What’s your
are there in your
live in your house? garden? favourite room?
house?
What colour are the How many TVs are

Do you have your Is there an upstairs in
walls in your there in your house?
own bedroom? your house?
bedroom?
UNIT 6
WEEK:
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’ needs and according to the needs
Understand Understand with interests and that will review language to prepare pupils for the lesson. Focus on food words pupils p.55
meaning in a support specific already know. Ask pupils which of those foods they like. Please see the seven
Lesson delivery p.88–9 listed in the
simple texts 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather than a introduction. Please also
table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy of this, so they Food flashcards consider the following:
Complementary can use it in the next lesson. Encourage pupils to
Skill Complementary 3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary. draw food they really
Speaking 2.1 Skill like, even if they don’t
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 of the know what it is in
simple information Ask about and page when they hear them. English. You can help
intelligibly express basic them find the English
5. Follow the instructions for Activity 1, Teacher’s Book, p.88.
opinions word for the food. If
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to you are not sure, you
include a reason, e.g. It’s delicious. / They’re horrible. could use an online
dictionary (on the
Post-lesson
computer or on a
Learning diaries: mobile phone).
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the
beginning of Unit 6). In their learning diary, they can write:
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do this than
others. Support pupils who may need some help and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
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 class.
Communicate Describe people and p.55 Please see the seven differentiation
simple information objects using
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline with Teacher’s Book, Please also consider the following:
phrases a colour pencil There’s and, in a different colour, There are. p.88–89 If you think it may be difficult for
Complementary 3. Ask pupils to tell you some example sentences from the song using There is/are some of your pupils to form full
Skill Complementary and write them on the board. Using the food realia (real food), ask questions like Food flashcards + sentences in Activity 2, put some
Listening 1.2 Skill How many carrots are there? How many sugars? to show that words like copies of one per model sentences on the board. You
Understand Listening 1.2.2 sugar are uncountable. Elicit examples of each from the song. Avoid using words pupil can begin to erase these during the
meaning in a Understand with like countable and uncountable as they may be confusing. Show how each activity if you think pupils don’t
variety of familiar support specific goes together with some and plural/singular noun. Some countable need it any more.
contexts information and 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– 9) and uncountable
details of short food/drink if
as necessary.
simple texts appropriate (e.g.
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in pairs, some sugar, two
Pupil A says a sentence using There is a /are some… on the table. Pupil B carrots)
listens and points to the picture in Activity 2.
6. Play a game where you hide food flashcards behind you. Pupils have to guess Colour pencils
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
WEEK:
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 Guess 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could make to the needs of your pupils and
Student’s Book, p.56–
Understand a the meaning of with these. Elicit or teach omelette. Ask if pupils have ever had an omelette. If class. Please see the seven
57 differentiation strategies listed
variety of linear unfamiliar words so, what was inside it?
and non-linear print from clues provided Teacher’s Book, in the introduction. Please also
Lesson delivery p.90–91 consider the following:
and digital texts by by visuals and the
using appropriate topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90.
Food flashcards Some more proficient pupils
reading strategies 3. Introduce the text and ask pupils to read it and tell you which omelette should be able to tell you in
they’d prefer. English their strategy for
Complementary Monitor carefully as pupils read and see how they are progressing. Some pupils may understanding unknown
Complementary Skill read much more slowly than others. Note down which pupils finish quickly and words. You could ask them to
Skill Reading 3.2.2 which take longer. translate for other pupils after
Reading 3.2 Understand specific helping them say it in English.
Understand a information and 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out the
variety of linear details of short simple performance stage. Ask pupils what they think Yummy and Yuck mean and why Reading the whole text may be
and non-linear print texts they think that. difficult for some pupils. Give
and digital texts by 5. To follow on from the reading, follow instruction for Activity 2. Have pupils do them plenty of time to try to
using appropriate this individually before checking their answers with a partner. Then feed back, read it. If necessary, ask faster
reading strategies and elicit language from pupils in full sentences. finishers to think about what
they would have in their
Post-lesson omelette.
in the lesson.
WEEK:
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 your cooking verbs according to the needs of
Communicate Give simple pupils’ needs and interests and that will review food vocabulary from the previous lesson. (optional) your pupils and class.
basic information directions Please see the seven
Lesson delivery Cut-up stages of differentiation strategies
intelligibly for a
range of purposes omelette recipe (one listed in the introduction.
2. Ask pupils what the children’s dad was doing in the story – he was cooking omelettes. Ask
in print and digital Complementary set per group of five Please also consider the
pupils if they have cooked a dish at home before. Talk to them about cooking to find out
media Skill – see below) following:
what they know. Introduce cooking verbs using flashcards or mime: break, cut up, mix,
Writing 4.3.2 fry, stir, serve. Write and leave the words on the board. When ordering the stages
Complementary Spell an increased A simplified recipe
for a Malaysian dish of the omelette recipe,
Skill range of familiar 3. Play a mime game using the verbs + some of the foods from Lesson 83.
with gaps for verbs you could have groups
Writing 4.3 high frequency 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, one work together to order the
Communicate with words accurately in and ingredients (see
stage each. They should read their stage and together decide which order to stand in. below) stages, or give each pupil
appropriate language guided writing a stage so, without
form and style for a 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. Prepare showing it to the others,
range of purposes in some key words in advance, such as coconut milk, onion, eggs, tomato, potato, they all contribute to
print and digital chicken, spices, rice etc. Pupils may work in their first language and you can supply the group work. Consider
media English translation. Explain that these are the ingredients. adding pictures if you
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let pupils think this will support
work in pairs to complete it. An example is given below, but you may have a better or more your pupils.
appropriate recipe than this. This lesson may be challenging for some pupils, who may be
unfamiliar with cooking processes. You could add some pictures to the recipe or mime each For the Writing activity,
stage of the recipe and have pupils watch and complete the stage. Allow pupils to work with you can provide recipes
and help each other. with more or fewer gaps
to support different levels
Post-lesson of proficiency.
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.

LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation

LEARNING OUTLINE
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Express an 5.3.1 pupils’ needs and interests and that will review the recipe topic to prepare pupils for the p.117*
imaginative Respond lesson. Please see the seven
response to literary imaginatively and Teacher’s Book, differentiation strategies
creating simple Please also consider the
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 think will work best together in
responses as about the dish. pairs / small groups in your
appropriate class, so that more
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present their proficient pupils can help
Complementary recipes in groups. Each group should choose a winner for the ‘best’ recipe – this might be less proficient pupils. Be
Skill Complementary a yummy one or a strange one, they can decide. Have the winners of each group present careful that all pupils
Speaking 2.1 Skill 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
intelligibly express basic 6. Learning diaries: You could find or write a
opinions Ask pupils to think back on their learning so far this week. In their learning diary, they can simple recipe for a
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 pupils’
 A skill I did well in (L/S/R/W) interests and experience. In
this case, check it for key
vocabulary that is new and
 Something I feel proud of (about my English) 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
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
Understand Understand a wide your pupils’ needs and interests and that will focus attention on omelettes to prepare p.57
meaning in a range of short Please see the seven
pupils for the lesson. differentiation strategies
variety of familiar supported questions Teacher’s Book,
contexts Lesson delivery p.91 listed in the introduction.
Please also consider the
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 For fast finishers, or if you
isn’t/aren’t any…
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 is ask them to write one or
Understand support specific missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take the role more sentences about what
meaning in a information and of the teacher. they heard, e.g.
variety of familiar details of short 1. There’s some cheese in
contexts 4. Ask questions about the flashcards on the board to introduce and model the
simple texts my sandwich.
questions and answers: Are/Is there any…? Yes there is/are /No, there
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
lesson.
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, your pupils and class.
Communicate Describe people and pupils’ needs and interests and that will review food vocabulary to prepare pupils for the p.57
lesson. differentiation strategies
intelligibly suitable words and Teacher’s Book,
phrases Lesson delivery p.91 listed in the introduction.
Please also consider the
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils following:
Complementary
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. Ask more proficient
Listening 1.2 Skill pupils to add more
4. Using their drawings, they should mingle to find out if another pupil(s) has the same
Understand Listening 1.2.5 extra ingredients to
omelette as theirs. They should ask and answer questions to find this out, e.g. Are there
meaning in a Understand a wide their omelettes in
any tomatoes in your omelette? If they find a partner, they should sit together. For those
variety of familiar range of short Activity 4.
who do not, they should try to find someone with a similar omelette and sit together.
contexts supported questions
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the same Lower proficiency pupils
omelette. There are/is… on my omelette, and on her omelette too. // We have can use their pictures to
similar omelettes. There are/is… on my omelette, and on her omelette too / There show classmates when
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. trying to find a suitable
partner.
Model the language and show the meaning of the same and similar before starting the
feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the word
Yummy.
WEEK:
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 your according to the needs
Understand a Understand the pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.58–59
variety of linear main idea of short Please see the seven
and non-linear print simple texts
and digital texts by 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) p.92–93 listed in the
using appropriate introduction. Please also
3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask pupils Texts and pictures
reading strategies consider the following:
about the kinds of food, where it might be from. cut up, one set per
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They should group Monitor as groups work
read the texts and match them to the pictures. with the texts so that
Complementary more proficient pupils
Skill Divide the texts between the pupils in the group. Ask pupils to highlight/underline the name of
work with the
Reading 3.2 Complementary the food in one colour, the ingredients in another colour and the country in another.
challenging texts and
Understand a Skill Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
variety of linear Reading 3.2.2 5. Have all pupils with the same texts check their answers together before returning to their work with the less
and non-linear print Understand specific groups. challenging texts.
and digital texts by information and
6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask pupils
using appropriate details of short simple
to work together to write vocabulary from the texts into the mind map they have copied into
reading strategies texts
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
pupils’ needs and interests and that will review the main areas covered in the
lesson.
WEEK:
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 needs of your pupils and class.
Student’s Book, p.58 Please see the seven differentiation
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that will
with appropriate an increased range of review language to prepare pupils for the lesson. strategies listed in the introduction.
Computers for internet Please also consider the following:
language form simple sentences research or magazines or
Lesson delivery
and style for a 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 pupils
in print and digital countries. You could ask groups to quickly present one of the dishes Pictures of different to help each other with the writing task.
media as a review for the whole class. dishes around the world You could ask a lower proficiency pupil
3. Brainstorm some different dishes from around the world and use the (see worksheet) to write, so that they gain from the
Complementary pictures to introduce the dishes on the worksheet (see below). Note support of the higher proficiency pupil.
Complementary Skill that these are suggestions, which can be changed to suit your class. Worksheet (see below)
Skill Reading 3.2.2 Encourage fast finishers to write more,
4. Ask pupils to do the matching activity (worksheet part A) in and maybe give their opinion of the dish.
Reading 3.2 Understand specific pairs.
Understand a information and
variety of linear details of short simple 5. In small groups, pupils choose one dish. They should check
and non-linear print texts online to find out what the ingredients are.
and digital texts by 6. As a plan for writing, pupils complete the first sections of the
using appropriate worksheet part B. Then they should write about a dish. They can
reading strategies 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:
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation

LEARNING OUTLINE
In this lesson, pupils will create a chant about food. Flashcards of food Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson vocabulary according to the needs
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order of your pupils and
Copies of the class.
imaginative Respond i. Line 1: sugar Food train chant
response to literary imaginatively and ii. Line 2: peas and pineapple Please see the seven
(see below)
texts intelligibly through iii. Line 3: coconuts and chocolate biscuits differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in the
action songs on v. Line 5: cheese below) 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 starts
appropriate.
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 pupils
Speaking Speaking
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 the
Communicate Narrate very short
pupils. You can use hand or body gestures to emphasise the stress, movement such as jumping on a
appropriately to a basic stories and
stressed sound or whispering & shouting. This can help less proficient pupils identify and practice
small or large events
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
Listening 1.2 Listening 1.2.2 according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs Student’s Book, of your pupils and class.
Understand Understand with 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, differentiation strategies
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 listed in the
simple texts questions such as Are there any..? introduction. Please also
consider the following:
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you feed
Complementary back. You could extend the
Skill Complementary 4. Write the questions on the board: questions and/or ask
Listening 1.2 Skill more complex
Understand Listening 1.2.5 a) Imagine. What’s in your crepe?
questions. Consider
meaning in a Understand a b) What do you want for lunch today/tomorrow? including cooking
variety of familiar wide range of c) Mime. What are you eating? vocabulary as a review
contexts short supported here, if you think your
5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an answer
questions pupils would benefit.
for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note that they You may want to fully
should mime for question 3. Feed back by asking some pupils to tell the class about their partner. or partially erase the
questions from the board
Post-lesson before or during the
7. Learning diaries: speaking activity,
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: depending on the
proficiency of your
 New words I remember 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 Find 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, to the needs of your pupils and
Communicate out about and pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.59 class. Please see the seven
simple information describe basic differentiation strategies listed
Lesson delivery in the introduction. Please also
intelligibly everyday routines Teacher’s Book,
2. Use flashcards to review questions by asking some higher then lower proficiency pupils p.93 consider the following:
about their food likes and dislikes. For fast finishers, or pupils who
Complementary Complementary 3. Tell pupils you will ask some questions. They should write their answers in their Food flashcards rush the Speaking activity, ask
Skill Skill notebooks. Answers – Yes, I do. / No, I do not. them to find more than one
Listening 1.2 Listening 1.2.5 Questions: pupil for each question.
Understand Understand a wide
meaning in a range of short Do you have pancakes for breakfast? You could ask pupils to write
variety of familiar supported questions Do you like cheeseburgers? one or two more questions at
contexts Do you like yoghurt? the end of the questionnaire.
Do you have soup for dinner? As you monitor, ask different
Do you want a crepe for questions to different pupils
about their eating and food
lunch? likes and dislikes, ranging from
Do brief feed back at this point, to double check that pupils have understood the simple Yes/No questions to
questions and the vocabulary. preference and routine
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. questions.
Monitor closely as pupils work on the Speaking activity. Ask questions to extend pupils’
language or to support those who find this challenging. Note that pupils may not find a name
to put in all of the squares.
Post-lesson
lesson.
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements

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

LEARNING OUTLINE
Writing 4.3 Writing 4.3.3 the needs of your pupils and class.
1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, Please see the seven differentiation
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60
appropriate language an increased range of strategies listed in the introduction.
form and style for a simple sentences Lesson delivery Teacher’s Book, Please also consider the following:
range of purposes in p.94–95
2. Follow the instructions for Warm up, Vocabulary and Grammar Box on Encourage pupils to be creative
print and digital Teacher’s Book, p.94. If possible, some when writing their scripts. Some
media tablecloths and/or pupils will follow the model and
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few role cutlery for acting use the given vocabulary and
Skill plays in groups, as suggested in the Teacher’s Book. structure, but allow others to try
Complementary Speaking 2.3.1 Scissors out new or different language or
4. Then ask pupils to write their scripts for one role play. Each pupil should write
Skill Narrate very short vocabulary, helping them to say
their own lines of the role play but encourage pupils to work together and help
Speaking 2.3 basic stories and what they want to say in the role
each other.
Communicate events play.
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help pupils
small or large with their writing and practicing. Remind pupils to make changes to their writing
group 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.
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK:
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values statements

LEARNING OUTLINE
Language Arts Language Arts according to the needs of
1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, your pupils and class.
5.3 5.3.1 competition or even won one. p.62–63
Express an Respond Please see the seven
imaginative imaginatively and Lesson delivery Teacher’s Book, differentiation strategies
response to intelligibly p.98–99 listed in the introduction.
2. Follow the instructions for Warm up (Teacher’s Book, p.98). Please also consider the
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 skills following:
songs on familiar at each stage. Support pupils as they
topics perform. You may need to
4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and others
Other motivate some pupils to
imaginative decide what they will cook for the competition. This could be done in small or large groups or even as a
whole class. It is better to let pupils use English freely in this activity, but if you think they need support, be involved. Giving
responses as models and plenty of
appropriate then they can use the story in the Student’s Book as a model.
support will help these
Monitor, offer support and make a note of any common problems. Come back to these pupils, who may be shy or
problems at the end of the lesson or in a later lesson. uncertain what they
Complementary Complementary should do or say.
Skill Skill Give feedback on performance and focus on common problems you found in the activity.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
independently A1 fiction/non- 5. Learning diaries:
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.
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 consolidates and Depending on Differentiate learning according
Reading 3.2 Reading 3.2.2 extends language areas needed by your pupils. You might consider using some of the material as a your focus: to the needs of your pupils and
Understand a Understand homework task, if appropriate. class. Please see the seven
Question and differentiation strategies listed
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut up,
and non-linear information and in the introduction. Please also
Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. one per pupil consider the following:
print and digital details of short
texts by using simple texts Pre-lesson Worksheet (see You could offer pupils a choice
appropriate below) of these activities or you could
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’
reading needs and interests and that will review language and prepare pupils for the lesson. Self-assessment ask different pupils to do
strategies worksheet different activities depending
Complementary Lesson delivery on their individual needs, based
Skill 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to mingle Get Smart plus 3 on formative assessment in this
Complementary Speaking 2.1.1 (walk around talking to different pupils) to find a partner to match the question + answer. unit
Student’s Book
Skill Ask about and
3. Write the questions on the board or show a large copy of them all. Ask questions to help pupils p.64 Have pupils do more
Speaking 2.1 express basic
Communicate opinions see the relationship between the form of the questions and the answers (e.g. use of do/there + Teacher’s Book activities and/or make their
simple be / the repetition of the verbs, including contracted form of would). Carefully explain the p.100–101 own activities
information contraction form of would to ensure pupils understand how I’d is constructed.
intelligibly 4. Model the worksheet activity on the board using an example. Explain the example if you think it
is necessary in addition to Stage 3. Ask pupils to work individually on the worksheet (see
below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to give
reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they know
the language now. They should complete the How did I do in Unit 6? 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
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self
WEEK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMM
(positive & negative)
CONTENT LEARNING MATER

LEARNING OUTLINE
STANDARD STANDARD REFERE
Main Skill Main Skill Pre-lesson Get Sma

Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.65
meaning in a support specific the lesson.
variety of familiar information and Teacher’s
contexts details of short Lesson delivery p.102–103
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s
Book, p.102).
Complementary
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a place in
Listening 1.3 Use Skill your local area that pupils will know (e.g. a mosque or a shop), but do not tell them
appropriate Listening 1.3.1 Guess where they are going. Have pupils listen and follow your directions in their mind.
listening strategies the meaning of They should tell you where they are, where you took them. If/when pupils get
in a variety of unfamiliar words by confused, ask them to open their eyes and watch you mime as you speak. Repeat
contexts using visual clues once or twice, making it simpler or more complicated according to the reactions and
when a teacher or level of understanding of your pupils.
classmate is speaking
3. Follow instructions for Activity 1, Teacher’s Book, p.102.
Post-lesson
4. Use some phrases from the song to play a mime game.
165
WEEK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements

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

LEARNING OUTLINE
Writing 4.3 according to the needs of
Writing 4.3.2 Spell an 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.66-67
Communicate increased range of your pupils and class.
suits your pupils’ needs and interests and that will review language to prepare Please see the seven
with appropriate familiar high pupils for the lesson. Teacher’s Book, p.104–105
language form frequency words differentiation strategies
Lesson delivery Sets of 10 blank cards/pieces listed in the introduction.
and style for a accurately in guided of card-sized paper, one per
range of purposes writing Please also consider the
2. Tell pupils you have one sister (for example). Ask pupils some questions to pair following:
in print and digital 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 lesson
Complementary Skill if you feel your pupils are
Skill 4. Play the CD to review the story on Student’s Book, p.66, then pupils do Activity
Writing 4.1.2 Begin ready for this, for
Writing 4.1 Form 2 (Teacher’s Book, p.105) individually. Pupils check their answers with a partner
to use cursive example, nouns that add
letters and words before checking as a whole class. Monitor closely to see how pupils manage with
handwriting in a an e (class – classes)
in neat this activity. Encourage use of cursive writing and remind pupils to take care with
limited range of
legible print using spelling, using the text as a model.
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
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set
for homework.
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 at:
Main Skill Main Skill www.youtube.com/watch?v=q Differentiate learning
Language Arts Language Arts Pre-lesson HJe8WcVQD4 according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. your pupils and class.
Enjoy and In addition to Year You can download the video by Please see the seven
appreciate 2 text types: simple typing in ss before YouTube i.e.:
2. Show pupils the two stick figures drawing. listed in the introduction.
rhymes, poems poems www.ssyoutube.com/watch?v=
3. Use the drawing to check the meaning of new target language
and songs qHJe8WcVQD4
 How do I get to the…?
(If you click on the white box at
 Go straight ahead
the bottom of the screen, you can
 Keep going, put subtitles on or off, depending
Complementary Complementary  Turn left/right , on what is suitable for your
Skill Skill  Take the first/second/third/fourth on the left/right pupils.)
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask them to
Understand Understand with repeat it. Do this a few times until pupils can say the target language with A simple picture of:
meaning in a support specific confidence.  two stick figures with a
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the video as speech bubble coming
contexts details of short they listen. There will be a few new words in the video. There is no need to teach from the mouth of one
simple texts these, because the rapper makes their meaning clear with his gestures. figure. In the speech
6. Play the video again. This time ask pupils to sing the rap and do the bubble write. How do I
actions. get to the…?,
7. If there is time, repeat step 6.  a building, labelled
Post-lesson restaurant
8. Play the video a final time, with the sound turned off, and the subtitles on. Pupils  roads between the stick
do the action and sing the rap as they watch the video. 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
WEEK:
and irregular)

LEARNING OUTLINE
1. Play a word game with the word cards pupils made in Lesson 100. Collect the cards Student’s Book, your pupils and class.
Understand Understand with 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. I’m big Please also consider the
and I give you milk) and pupils have to write the animal. Make sure to include the Pupil-made cards following:
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 some
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. pupils. Remind them that
Communicate basic Describe people and they can use the models from
4. Ask each pupil to write at least two sentences about an animal (using They …). They
information objects using the Listening activity. You
could use some ideas from stages 2 and 3 of the lesson or they could use their own
intelligibly for a suitable words and could provide some examples
ideas.
range of purposes in phrases on the board before asking
print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils should pupils to write for
media guess what animal it is. themselves.
Post-lesson
lesson.
171
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 according to the needs of
Student’s Book, p.67 your pupils and class.
Communicate Describe people and flashcards, check pupils’ understanding of the words by playing Slap in small
simple information objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, Please see the seven
intelligibly suitable words and p.105 differentiation strategies
phrases Pupil-made cards
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. Please also consider the
from Lesson 100 following:
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should draw
Skill Complementary the animals they have cards for on their farm. Give pupils time to draw their farm. Animal flashcards Fast finishers can be
Listening 1.2 Skill 4. You could extend the vocabulary here to focus on animals more commonly found on encouraged to label the
Understand Listening 1.2.2 farms in Malaysia, or you could talk to pupils about the differences at the end of the animals on the farm.
meaning in a Understand with lesson.
variety of familiar support specific For more proficient
contexts information and 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity 4). The pupils, they could add
details of short partner listens and draws in the animals they hear their partner say, so at the end of the another animal, if they
simple texts activity, both pupils have the same animals on the farm. Note that drawing and colouring and their partners know
can take a lot of time for some pupils. Set time limits and be firm with them. Tell pupils the word in English.
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 Speaking
partner, who should have the same list. and Listening skills.
Post-lesson
7. Choose some pupils to show their farms to the class. If you have pupils who have put
extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
WEEK:
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 to Student’s Book, p.68 to the needs of your pupils and
Guess the Understand the freeze in position. If they do not stop immediately, then they are out of the class. Please see the seven
meaning of main idea of short game and should sit down. Teacher’s Book, p.106 differentiation strategies listed
unfamiliar words simple texts in the introduction. Please also
Lesson delivery consider the following:
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 You could change the main
visuals and the Complementary words that will be used in this lesson.
activity so pupils have the texts
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of with them and they find the
Reading 3.2.3 Guess introduce the idea of rules. Use some of the vocabulary that will be used in this the places cut up, one correct picture. This will mean
the meaning of lesson, miming to show the meaning. picture per pupil they only read one text, but
Complementary unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around the may be more suitable for lower
Skill from clues provided room (you might want to do this before the lesson). Hand out the pictures, one proficiency classes.
Reading 3.2 by visuals and the per pupil. Ask pupils to get up and to move around the room, reading the four
Guess the topic You could have pupils work in
texts. They should read all four texts, then decide which set of rules goes
meaning of groups for the matching
together with their picture. Before beginning the activity, check that all the
unfamiliar words activity, giving each group a
pupils know what their picture represents.
from clues set of texts. This may be
5. Follow instructions for Activity 1, Teacher’s Book, p.106. suitable for more noisy or
provided by
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. difficult to manage classes.
topic Post-lesson
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.
WEEK:

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning

Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and according to the needs of
interests and that will introduce the topic of rules by having pupils think of rules for different places they Student’s Book, your pupils and class.
Communicate Give simple p.69
basic information directions know. Please see the seven
intelligibly for a Teacher’s Book, differentiation strategies
Lesson delivery
range of purposes p.106–107 listed in the introduction.
1. Follow instructions for Grammar Box (Teacher’s Book, p.106). Please also consider the
in print and digital Flashcards from
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small groups, following:
pictures in Activity
taking turns with the teacher’s role. You could pair pupils of
3, p.69
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to help different proficiencies for
Complementary Skill 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 support
Writing 4.3 Use capital letters, the less proficient ones.
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then work on
Monitor carefully to make
appropriate question marks Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including the apostrophe
sure both pupils are
language form and appropriately in in Do not contraction Don’t.
contributing, however.
style for a range of guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to pupils
purposes in print sentence level about any unusual rules they have written.
and digital media
Post-lesson
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.
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 and 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 board. 10 cm wide) your pupils and class.
imaginative Respond 2. Ask pupils to guess the topic : Rules, Rules, Rules! Please see the seven
response to literary imaginatively and differentiation strategies
3. Write Classroom rules on one side of board and Rules outside the classroom on
creating simple
the other side.
action songs on
4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures to
familiar topics.
represent their suggestions (e.g.
Other imaginative
responses as
appropriate. for Don’t shout.)
5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil says the
Complementary Complementary rule. Then another pupil says a number and another pupil says the rule. Continue in this
Skill Skill way until they have said all of the rules.
Writing 4.3 Writing 4.3.2 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half so
Communicate with Spell an increased that they have a book of four pages.
appropriate range of familiar 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture on
language form and high frequency each page.
style for a range of words accurately in 8. Tell pupils to swap their folded books with a partner and write the rules below each
purposes in print guided writing picture. If necessary, they can use their coursebook to check spelling, or can ask each
and digital media 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.
175
WEEK:

LEARNING OUTLINE
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for Student’s Book, p.69 your pupils and class.
meaning in a support specific the lesson. Please see the seven
variety of familiar information and Teacher’s Book, p.106– 7 differentiation strategies
simple texts 2. Play a whole class Listening and/or Speaking game using the rules Poster paper per group, Please also consider the
flashcards from previous lessons. coloured pens and pencils following:
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). If some of your pupils
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one (or don’t like working in
Listening 1.2 Skill pair by pair), to read out one of their classroom rules. Other pupils listen and put a large groups, you could
Understand Listening 1.2.1 cross next to the rule if they have it too. The pupil reading the rule gets a point if no make smaller ones.
meaning in a Understand with other pupil has the same rule as them. Praise pupils with points at the end for their However, this may be a
variety of familiar support the main idea originality, effort and language, rather than for winning the competition. good chance to help them
contexts of short simple texts get used to working with
5. Tell pupils they will make a classroom rules poster. They should work in a group
more pupils. Be clear
of six to decide on at least three rules for their poster, taking at least one rule from
about how many rules
each pair. Follow instructions for Optional activity (Teacher’s Book, p.107).
each pair gives to the
Remind pupils to spend time making the posters look nice, including using
group so that there is a
cursive writing.
fair contribution. This
Post-lesson also ensures less
6. Have pupils look at the posters and say which rules they agree with. You could proficient or quieter
have them decide which poster will be used as their classroom ‘rule book’, and pupils have a chance to
display that poster. contribute.
176
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 Find 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list in the according to the needs of
Communicate out about and introduction that suits your pupils’ needs and interests and that will review places Student’s Book, p.70 your pupils and class.
simple information describe everyday vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Teacher’s Book, differentiation strategies
Lesson delivery p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy clock). Please also consider the
Complementary Complementary Draw various times on the board (on the hour and half past) to review time taught so Toy clock (optional) following:
Skill Skill far. Avoid pairing more talkative
Listening 1.2 Listening 1.2.5 Scissors
3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. pupils with quieter ones.
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of Snap Instead, try to pair
meaning in a range of short in pairs – pupils each put their cards in a pile face down. At the same time, they quieter/shier pupils with those
variety of familiar supported questions turn over the top card and say what it is. If the cards match, they also have to say who will support them,
contexts Snap (or ‘Same’). The first pupil to say it wins all the cards. Continue until one especially at stage 3.
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 pair proficiency pupils in your
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 some together. Then at stage 4,
of the language on the board to support them, especially quarter past…and quarter encourage them to ask more
to.. If there are persistent or common problems, note them down and return to them questions, e.g. What are
later for whole class feedback. you doing? Pupils could
imagine an answer and
Make sure that pupils keep the cards safe, or collect them in so that they can be used
mime.
in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
WEEK:

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

LEARNING OUTLINE
1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74 class. Please see the seven
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit.
with appropriate range of familiar Teacher’s Book, p.114– differentiation strategies listed
language form high frequency Lesson delivery 115 in the introduction. Please also
and style for a words accurately in consider the following:
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work in Animals flashcards
range of purposes guided writing You may need to play a word
pairs on this activity.
in print and digital Copies of pictures of game that reviews spellings at
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 the beginning of the main
Complementary Student’s Book p.74). lesson if some of your pupils
Skill often have difficulty with
Complementary Listening 1.2.2 4. Give each place a number/letter, or assign a mime, or put the pictures around
spelling.
Skill Understand with the room. Say a rule and pupils have to say which place(s) it refers to by
Listening 1.2 support specific saying the number/letter, doing the mime (action, e.g. stand up/sit down/turn If some pupils have particular
Understand information and around), or touching the relevant picture. For example: difficulty with the spelling,
meaning in a details of short they can look back through
Teacher: Turn off your mobile phone
variety of familiar simple texts the unit to find the words.
contexts Cinema = A, so pupils say A
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:
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
180
WEEK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements

LEARNING OUTLINE
Main Skill Main Skill Language Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Arts 5.2.1 Ask and 1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have pupils according to the needs of
Express personal answer simple sing along and/or do the actions. Student’s Book, your pupils and class.
responses to literary questions about p.72–73 (and 65 for Please see the seven
Lesson delivery per-lesson) differentiation strategies
texts 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 happen Teacher’s Book, Please also consider the
Complementary in the story. p.112–113 following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more proficient
Speaking 2.1 Complementary What do you think is going to happen pupils to use a greater
Communicate Skill range of language by
simple information Speaking 2.1.4 Ask next? Will they go to the park today?
asking them more
intelligibly about, make and What will they find in the park? complex questions. Try to
respond to simple Do you think the tunnel will be scary/dark/long? ask more open questions
predictions to all pupils. You could
Note that the questions use future will. The pupils do not need to focus on this, but should
understand that the questions are prediction questions. They do not need to answer in full also encourage some
sentences and do not need to use future forms in their answers. 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).
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 your Simple map with familiar Differentiate learning according
Writing 4.2 Writing lesson consolidates and extends language areas needed by your pupils. You might places (e.g. school, home, to the needs of your pupils and
Communicate 4.2.3 consider using some of the material as a homework task, if appropriate. shop, etc.) class. Please see the seven
basic information Give simple differentiation strategies listed
Pre-lesson
intelligibly for a directions Places cards cut up from in the introduction. Please also
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131 consider the following:
range of purposes
introduction that suits your pupils’ needs and interests and that will (Lesson 108)
in print and digital You could offer pupils a choice
prepare pupils for the lesson.
media of these activities or you could
Self-assessment
Lesson delivery ask different pupils to do
worksheet
2. Prepare a map for familiar places. Provide pupils with simple written different activities depending
Complementary Complementary directions to read. Put the pupils and groups and get them to read and try to on their individual needs, based
Skill Skill match directions to places on the map. Pupils can trace on the map the on formative assessment in this
Reading 3.2 directions from A to B. unit
Understand a Reading 3.2.2
variety of linear Understand specific 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
and non-linear print information and according to the map. Ask pupils to look at the sentences on the worksheet activities and/or make their
and digital texts by details of short simple and say if they are True or False. own activities.
using appropriate texts 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.
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 [ ]
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 of
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ your pupils and class.
meaning in a support specific understanding with some Yes/No questions about yesterday (where they were, Teacher’s Book, p.116 Please see the seven
variety of familiar information and what happened, what the day/date was). differentiation strategies
contexts details of short Vocabulary flashcards listed in the introduction.
Lesson delivery Please also consider the
simple texts (places and time-of-day
2. Introduce the new vocabulary by following the instructions for Warm up and expressions) following:
Complementary Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, You could encourage
Skill Complementary randomly. more proficient pupils to
Listening 1.2 Skill 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the song use longer phrases or full
Understand Listening 1.2.5 to tell you which order the flashcards should go in (first the place visited in the sentences when asking
meaning in a Understand a wide morning, then the afternoon, then the evening). You could do this as a matching about where pupils were
variety of familiar range of short activity with the times of day flashcards if it is simpler. yesterday, but do not
contexts supported questions 4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s insist on it.
Book, p.116).
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
lesson.
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
small or large events 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand if they differentiation strategies
group were there yesterday. Give support to pupils as you elicit full past simple sentences e.g. I Teacher’s Book, listed in the introduction.
was at the shopping centre. Ask pupils Where was he/she yesterday? to elicit p.116–117 Please also consider the
He/She was… Repeat a few times with different places, choosing different pupils. following:
Complementary Complementary Places cards from
3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. Lesson 112 Choose more proficient or
Skill Skill confident pupils first for the
4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give real
Speaking 2.2 Use Speaking 2.2.2 Ask beginning stage of the lesson
(not imagined) answers, and should ask for your help in English. Remind them how to
appropriate for attention or help delivery.
ask for help, e.g. Can you help me, please? How do I say xxx in English?
communication from a teacher or
strategies classmate by using Monitor carefully as pupils do Activity 2. Support pupils where necessary and note what Some pupils may be able to
suitable questions kinds of problems pupils have. Do whole class feedback and return to any problem areas say more than one place
at the end of the activity. You could also note useful vocabulary that comes up in the they were at yesterday.
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
Reading 3.2 Reading 3.2.1 needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76–
Understand a Understand the Please see the seven differentiation
introduction that suits your pupils’ needs and interests and that will 77
variety of linear main idea of short strategies listed in the introduction.
review language to prepare pupils for the lesson. Please also consider the following:
and non-linear print simple texts Teacher’s Book, p.118–
and digital texts by Lesson delivery 119
If you think the key vocabulary is
using appropriate 2. Introduce the vocabulary using the adjective flashcards; also, mime Adjectives flashcards: familiar to pupils, you could use word
reading strategies Complementary your reaction to the things in the flashcards to show the meaning of something that is: scary cards. If it is new, then use picture
Skill the adjective. Take care that the pupils understand the subject of the (e.g. an old house), funny flashcards. If pupils are not familiar with
Listening 1.2.5 sentence (i.e. the clown is funny, not the person laughing). You (e.g. a clown), delicious popcorn, you may need to explain that
Complementary Understand a wide could use the suggestions in Warm up (Teacher’s Book, p.118). (e.g. a cake), boring (e.g. people often eat this at the cinema in
Skill range of short Ask pupils for more things they find boring/funny/scary etc. to a person looking bored in some countries.
Listening 1.2 supported questions check understanding). front of the TV – note it is
Understand Ask different pupils different questions to
the TV that is boring)
meaning in a 3. Tell pupils they will read a story about going to the cinema. Elicit check understanding. Try to ask all pupils
variety of familiar the words film and popcorn if possible, and put the Flashcards or word at least one question, if possible with
contexts word/flashcards on the board. Ask pupils which words cards of film and your class size.
(adjectives) they think will go with film & popcorn. You could popcorn
take a vote and put the most popular answer on the board.
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
 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.
187
WEEK:
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
3
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Spell an increased pupils’ needs and interests and that will review the adjectives from the previous lesson. Student’s your pupils and class.
with appropriate range of familiar Book, p.77 Please see the seven
language form high frequency (and 76 to
and style for a words accurately in 2. Divide pupils into small groups. Give each group a paper, so that you have about the same remind of listed in the introduction.
range of purposes guided writing number of papers for each adjective. Tell pupils they should write or draw something (one story) Please also consider the
in print and digital word or picture) that they think about when they hear the word (adjective). They can use the following:
media picture dictionary at the back of the Student’s Book to help them if necessary or they can ask Teacher’s If some pupils dominate group
Complementary for your help. Set a short time limit, then the groups pass the paper to the next group, Book, p.119 work, then tell them they each
Skill receiving a new paper from another group with a different adjective (the other group’s word). get to write/draw one
Complementary Reading 3.2.2 Pupils should think of something new to put on each paper. Continue with the new adjective Papers with one word/picture. Then make sure
Skill Understand specific for at least four rounds. of the headings: they change papers at least
Reading 3.2 information and Monitor and provide support as pupils work and check they are working as a team. scary, once for the number of pupils
Understand a details of short simple 3. Feed back on the final papers and provide any relevant new vocabulary in English. Note delicious, in the groups so that they all
variety of linear texts down this vocabulary so that you can return to it in later lessons. These are words that are boring, funny have a turn to write.
and non-linear print important to the pupils and have been thought up by them. (one paper per
and digital texts by group) Note that this task becomes
using appropriate 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s Book, more difficult as more words
reading strategies p.119). Remind pupils to take care with spelling and handwriting. are on the paper. Try to have
5. Pupils choose words from the papers from step 2 to write sentences in their notebooks more proficient pupils go last.
starting with I think…. They could draw a picture to go with their writing if they finish Pupils should help each other
quickly. with ideas in the groups.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).
WEEK:
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 to a Text of Where Differentiate learning
Main Skill Main Skill farm. They should use the past simple.
Language Arts Language Arts were the according to the
5.2 5.2.1 Pre-lesson animals on Nur needs of your pupils
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 this will and Imran’s and class.
personal simple questions take too much time, prepare the cut-outs yourself and give one set of animals to each pair of pupils. farm? (see Please see the seven
responses to about characters, 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal names below) differentiation
literary texts actions and events and barn, tractor, fence and gate. strategies listed in the
Worksheet of introduction.
of interest in a Lesson delivery animals to cut
text out (see below
3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For
example, Put the cow behind the barn. Check answers with the whole class. or choose your
Complementary Complementary own)
4. Give pupils the text Where were the animals on Nur and Imran’s farm?
Skill Skill
5. Ask pupils to read the text and place the animals in the correct position. Scissors, one per
6. Check answers with the whole class. pair of pupils
7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your turn
basic information and objects using
worksheet (see below). Ask them to work in pairs to decide these new positions, and to write a new text on
intelligibly for a suitable words
the worksheet.
range of purposes and phrases
in print and digital Post-lesson
media 8. Ask pairs to swap texts and to place their animals according to the description in their partner’s text.
9. Ask pupils to check their answers in groups of four.

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

The next day, the horse……..
The cow….
The goat….
The duck….
Animals to cut out
WEEK:

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 could Student’s Book, according to the needs of
Understand Understand with choose an appropriate pre-lesson activity from the list in the introduction that suits your p.77 your pupils and class.
meaning in a support specific pupils’ needs and interests. Please see the seven
contexts details of short p.119
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the words from Please also consider the
the pre-lesson task, one on each card: home / shopping centre / cinema, etc. // the film / Blank word following:
Complementary Complementary shopping / the food (popcorn) / It // funny / boring / scary / delicious. Teach and include cards (one set You could write and leave
Skill Skill quiet/noisy, and ask pupils to add more words if they can. per group) the words on the board from
Speaking 2.1 Speaking 2.1.1 3. Play a word association game with the word cards in groups of four: Divide the cards into sets the pre-lesson task for pupils
Communicate Ask about and (places/activities/adjectives), shuffle the sets and place face down. In turns, pupils turn over to copy later if you think
simple information express basic the top card of each pile and make a sentence. They then decide as a group if the sentence they will need this. Or you
intelligibly opinions makes sense or not. For example.: could encourage them to
I was at home. The film (It) was scary. = I think this is ok. find the words in the
textbook to check their
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this
spelling.
is silly.
Ask pupils to remember some of the funny answers and feed back on those after the activity. Ask pupils to add at least
Monitor and help pupils with sentences and to decide whether they are ok or not. Keep the one or at least two words,
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
191
WEEK:

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.1 to the needs of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.77
Communicate Ask about and class. Please see the seven
suits your pupils’ needs and interests and that will review language to prepare differentiation strategies listed in
simple information express basic pupils for the lesson. Teacher’s Book, p.119
intelligibly opinions the introduction. Please also
Lesson delivery Pupil-made word cards consider the following:
from Lesson 118
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review the If some stages of the lesson are
Complementary Complementary Listening activity. too difficult for some of your
Skill Skill pupils, or if they can’t think of
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. anything to write, they can
Communicate Narrate very short choose some words from earlier
4. Using the pupil-made cards from the last lesson, ask pupils to work in the same
appropriately to a basic stories and in the lesson or could make it up.
groups as in Lesson 118. Give the groups back their same cards. Pupils divide the
cards into sets, as before. Divide groups in pairs of pupils, they take either the More proficient pupils could
group
places set of cards OR the activities + adjectives set and use them to play a write in full sentences.
guessing game:
Places: Pupil A takes a card, pupil B has to guess where the pupil was: B:
Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g. the
film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was
it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their group
and play again.
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.
194
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology statements (positive & negative)

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

LEARNING OUTLINE
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 pupils’ Student’s Book, according to the needs of
Communicate Describe people needs and interests and that will review language to prepare pupils for the lesson. p.78-79 your pupils and class.
basic information and objects using Please see the seven
intelligibly for a suitable words Teacher’s Book,
range of purposes and phrases 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a sentence and p.120–121 listed in the introduction.
in print and digital pupils tell you if it is True or False. They can do this in an interesting way e.g. by standing up/sitting Please also consider the
media down, raising right/left hand, moving to the left/right of the classroom). Change the focus to your following:
hometown. For example: There weren’t any motorbikes in [your town name] in 1900. / It was You could have pupils
Complementary very quiet in [your town name] in 1900. You could change the date and add key vocabulary for work in pairs to help
Complementary Skill talking about your town as appropriate. Make sure to use a range of language from the Grammar each other write
Skill Writing 4.3.1 Use Box (Teacher’s Book, p.120). sentences.
Writing 4.3 capital letters, full 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. Alternatively, you could
Communicate with stops and question Include There weren’t any…+ plural. ask pupils to write
appropriate language marks individually (for
4. Follow instructions for Activity 3, Teacher’s Book, p.121
form and style for a appropriately in example, two or more
range of purposes in guided writing at 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can work in
sentences) and to then
print and digital sentence level pairs to talk about and complete the table in Activity 4. Then they use their answers to write two or
peer assess each other’s
media more sentences in their notebooks. Remind pupils to take care with punctuation and spelling, and
writing.
the apostrophe for n’t in particular. You could collect this writing in to review, as informal,
classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education How much did she/she spend? Numbers up to 100.

LEARNING OUTLINE
In this lesson, pupils will create a puzzle story for a classmate to solve (Optional ): Differentiate learning
Language Arts Language Arts Pre-lesson flashcards to according to the
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 the represent needs of your pupils
Express an Respond supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and and class.
imaginative imaginatively and Lesson delivery Alvin Please see the seven
response to intelligibly through 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of their differentiation
Worksheet strategies listed in the
literary texts creating simple suggestions were right. (see below,
action songs on 3. Went, bought and How much did she spend may be new language for pupils. If they are new introduction.
Damia and
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. Reward write another or a
variety of linear pupils for their effort to find the correct answers, even if they get the maths wrong (because doing different puzzle for
and non-linear Complementary 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 use partners/another
texts by using Reading 3.2.2 their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as you think is pair/the class.
appropriate Understand 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?
WEEK:
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
Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs according to the needs
Student’s Book,
Understand Understand with and interests and that will review language to prepare them for the lesson. p.80 of your pupils and class.
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 of p.122 listed in the
simple texts these and ask them how it was. Review some adjectives at this point and introduce/review introduction. Please also
interesting. Ask pupils for examples of something they find interesting. consider the following:
Flashcards of
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson You can use more
Skill Complementary 4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look vocabulary proficient or confident
Speaking 2.2 Use Skill carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. pupils to model the
appropriate Speaking 2.2.1 dialogue with you in
communication Keep interaction 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line to an
step 5 You could write it
strategies going in short adjective each in pencil. They should tell their partner their guesses. Model the exchange, e.g.
on the board to support
exchanges by Pupil A: I think the circus was noisy. some pupils, perhaps
repeating key Pupil B: Noisy? Me too. / I do not think so. I think it was boring. erasing it after some
words from the time.
6. Tell pupils what the children did and how it was. You can make up your own sentences here, or can
other speaker
use:
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
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 suits according to the needs of
Communicate Ask about and your pupils’ needs and interests and that will review places, activities and adjectives Word cards from Lesson your pupils and class.
simple information express basic 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 about Please also consider the
Complementary Complementary 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
meaning in a wide range of How was it?
others after, supporting
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils by them by putting key words
contexts questions writing some/all of the questions and possible answers on the board. Allow short on the board or asking
answers at this stage. Note which pupils have problems so that you can give them simpler questions (e.g.
extra support at the next stage. Were you at the xxx?)
3. Give out the worksheets (see below) and ask pupils to write the questions in full in the
left-hand column of the worksheet. Monitor carefully and support pupils, and Allow pupils to help each
encourage pupils to help each other too. other when writing the
questions on the worksheet.
4. Show and explain the example answer, and ask pupils to write their own answers in the
table. Monitor carefully as before and provide relevant vocabulary if needed.
5. Ask pupils to talk to at least two friends and make a note of their answers. They should
not show each other their worksheets. Feed back on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118. Shuffle the
cards all together. Pupil A takes a card. Pupils B, C & D take turns to ask Pupil A
questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday
evening.
Pupil D asks: How was it? // It was good.
Continue until pupils have each had at least two turns at taking a card.
Post-lesson
pupils’ needs and interests and that will review the main areas covered
in the lesson.

A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:
Where at the
? cinema
When yesterday
? evening
How funny
?
B: Now ask at least two friends

WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
Technology (was/were/n’t) statements

LEARNING OUTLINE
Understand a Understand specific your pupils’ needs and interests and that will introduce the topic of transport to
variety of linear information and Teacher’s Book, p.181 Please see the seven
prepare pupils for the lesson. differentiation strategies
and non-linear print details of short simple Cut-out copies of car &
bicycle pictures from Please also consider the
using appropriate 2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118
reading strategies following:
p.181. (one set per pair)
Complementary Think about how to pair
Skill 3. Hand out the worksheets (see below) and the pictures – one set per pair. Pupils Glue pupils. Sometimes pupils
Complementary Reading 3.2.3 Guess stick the pictures in the correct squares. Check the answers before moving on to will work well when they
Worksheet (see below),
Skill the meaning of the next stage of the lesson. are with a friend and they
one per pair
Reading 3.2 unfamiliar words will support each other,
4. Ask pupils to look at part 2 of the worksheet. They should read the words and try to
Understand a from clues provided whatever their
put them in the grid on the worksheet.
variety of linear by visuals and the proficiencies.
and non-linear print topic 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils to
and digital texts by guess meaning from the pictures in the book. Plan a task for fast
using appropriate finishers – for example,
reading strategies 6. Ask pupils to read the text again. They should check their answers to the ask them to add more
worksheet. Note that some of their answers may also be true, so discuss these words they think may be
with pupils (e.g. a carriage is faster than an old bicycle, so they may have put in the texts.
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
they can write:
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.
Our names:
and
Tansport now and in the past
1. Stick the pictures onto the grid in the right place.
CARS BICYCLES
NOW
IN THE
PAST
2. Now write the words in the grid. Sometimes you can write the words in more
than one square:
small wheel carriage big wheels
fast slow very fast
203
WEEK:
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple
& Citizenship (was/were/n’t: questions and statements

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

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

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 and extends your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 language areas needed by your pupils. You might consider using some of the material as a homework task, if according to the needs
Understand a Understand appropriate. Get Smart plus 3 of your pupils and class.
variety of linear specific Please see the seven
Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s Book differentiation strategies
and non-linear information and p.128–129) and/or consider offering pupils a choice of activities. Student’s Book
print and digital details of short p.84 listed in the
texts by using simple texts Pre-lesson introduction. Please also
appropriate Teacher’s Book consider the following:
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs
reading and interests and that will prepare pupils for the lesson. p.128–129 You could offer pupils
strategies Complementary a choice of these
Skill Lesson delivery Texts (see activities or you could
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), ask different pupils to
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 tell colour do different activities
Skill wide range of you which one they have, to check they know whether they are A or B. pencils/pens depending on their
Listening 1.2 short supported individual needs, based
4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils should
Understand questions Self-assessment on formative
fill in the texts with the correct form of be. Model an example on the board to show pupils what to
meaning in a worksheets assessment in this unit.
do.
variety of familiar
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not show Have pupils do more
each other the answers. activities and/or make
6. With their new partner, pupils write at least two questions about the texts. Review question forms their own activities.
before they begin as necessary, e.g.
Was there internet?
Were there any computers?
Were there any books?
Are children at the library
often? Are there any
computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient pupils
may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know the
language now. They should complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the learning in this unit).
Collect the worksheets from pupils and review them to note pupils’ performance. If there are any
areas of concern, prepare a review of these in upcoming lessons.
Text A1:
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)
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 your Student’s Book, to the needs of your pupils and
Understand Understand with pupils’ needs and interests and that will introduce the topic of holidays to prepare pupils p.85 class. Please see the seven
meaning in a support the main idea for the lesson. differentiation strategies listed in
variety of familiar of short simple texts Teacher’s Book, the introduction. Please also
contexts p.130
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit language Some pupils will be better able to
Complementary about the topic. Show the pictures and ask pupils what they can see, about their Copies of the sing along than others, some
Complementary Skill experiences. Use the key vocabulary in your questions and encourage pupils to guess pictures from pupils may want to sing, but
Skill Speaking 2.1.5 what it means, based on the pictures you are showing them. Activity 1, one others may not want to.
Speaking 2.1 Describe people and 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. picture per pupil Don’t insist that all pupils sing.
Communicate objects using 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to one Focus on enjoyment rather than
simple information suitable words and another for the next stage of the lesson). Tell pupils they will listen to a song. When they accuracy.
intelligibly phrases hear the part about their picture, they should hold it up. Play the CD. Encourage as much language as
5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask pupils possible at stage 2 and the post-
to try to remember the song (they should have their books closed), and to put their lesson stage, but do not insist on
pictures in the order they appear in the song. full or accurate sentences –
6. Play the song again so pupils can check their answers. Encourage pupils to sing along to different pupils will be able to
some or all of the song if they want. Watch pupils to see which pupils are confident at produce different amounts of
this stage, and which are less confident. language. Ask different questions
and/or give different prompts to
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85).
different pupils to push them
Post-lesson within their ability.
8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage a
review of the key vocabulary.
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

LEARNING OUTLINE
1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, p.85 your pupils and class.
appropriately to a basic stories and Lesson delivery Teacher’s Book, Please see the seven
small or large events p.130 –131 differentiation strategies
2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards below). listed in the introduction.
audience Sentence cards (see Please also consider the
3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils what below, cut up, one set
Complementary following:
they did on their holiday and put some ideas on the board. Try to include the activities in per pair or small group)
Complementary Skill Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what they did on their You could ask pupils to
Skill Reading 3.2.2 holiday. Colour pens or present to each other in
Reading 3.2 Understand specific pencils groups if you have some
Understand a information and 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk
very shy pupils in your
variety of linear details of short simple about their pictures and choose some pupils who have made a good effort, to present to class. This will give more
and non-linear print texts the class. Allow pupils to practise first before presenting to the class if necessary, and pupils a chance to present.
and digital texts by offer plenty of praise. Collect pupils’ pictures or ask them to keep them safe for a later
using appropriate lesson.
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
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
everyone to complete their diaries. Ensure you allocate time for this 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.
WEEK:
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 pupils’ according to the needs of
Student’s Book,
Understand a Guess the needs and interests and that will review language to prepare pupils for the lesson. p.86 your pupils and class.
variety of linear meaning of Please see the seven
and non-linear print unfamiliar words Teacher’s Book,
and digital texts by from clues 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and elicit p.132 listed in the introduction.
using appropriate provided by some differences between the forest and forests/jungles in your local area. Ask pupils what they Pictures of forest Please also consider the
reading strategies visuals and the might do in a forest (and/or a jungle). Write some of their ideas on the board. following:
topic 3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children in the Worksheets A & B Some pupils may know
story did any of the same things. (see below) the vocabulary already. If
Complementary 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words on that is the case, plan a
Skill Complementary their worksheet. Hand out dictionaries and ask pupils to check the meaning of the words in Dictionaries different activity for them
Reading 3.2 Skill the dictionary. They should draw a picture to show what each one means. Pupils can work in so they can work towards
Understand a Reading 3.2.4 pairs for this activity. Colour pens and the Learning Standards of
variety of linear Recognise and use pencils (optional) this lesson.
and non-linear print with support key 5. For the second part of the worksheet, pupils read the story to find the words on their
and digital texts by features of a worksheet. Then they work in their pairs to guess the meaning and draw a picture to show
using appropriate simple their understanding. Ask them to cover the vocabulary section at the top of the page.
reading strategies monolingual 6. Change pupil pairs so that A and A / B and B are together. Have them compare their pictures
dictionary 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
pupils’ needs and interests and that will review the main areas covered in the
lesson.
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
214
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
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 your according to the needs of
Communicate with draft and write an pupils’ needs and interests and that will review language to prepare pupils for the lesson. Student’s Book, your pupils and class.
appropriate language increased range of p.87 Please see the seven
form and style for a simple sentences
2. Review the story on Student’s Book p.86 by asking pupils what they remember. You could Teacher’s Book, listed in the introduction.
play the CD if necessary to remind them. p.132–133 Please also consider the
print and digital Complementary
media Skill following:
3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’
Pictures from
Reading 3.2.2 understanding that this is talking about the past by eliciting the date of the weekend. Fast finishers or more
Lesson 130
Understand specific 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. proficient pupils could draw
Complementary information and another picture about what
5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as a Glue
Skill details of short simple they did at the weekend and
Reading 3.2 texts prompt, ask pupils to draft sentences in their notebooks to describe what they did on holiday.
write about that as well.
Understand a Make sure you monitor carefully and support pupils, giving them feedback on their work and
variety of linear helping them with vocabulary and form. Encourage some pupils to
and non-linear print ask each other questions
6. Pupils exchange their notebooks with a partner, who checks the work for them.
and digital texts by about their holidays,
Encourage pupils to talk to each other about their writing and to give positive feedback
using appropriate especially if they finish
about it. This might be about content or language. Monitor to see how pupils work on
reading strategies quickly.
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.
216
WEEK:
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 finished poem Flashcards or Differentiate learning according to the
Main Skill Main Skill with classmates.
Language Arts 5.1 Language Arts drawings of a boy needs of your pupils and class. Please
Enjoy and 5.1.2 Pre-lesson and a girl, a forest, see the seven differentiation strategies
appreciate rhymes, In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the characters if castle, room, box, listed in the introduction
poems and songs 2 text types: simple preferred) and tell pupils that they went on holiday in a big forest. Put the key, door.
poems. flashcard/drawing of the forest on the board.
Lesson delivery Copy of Sasha
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit their and Jason went
suggestions, and then tell them that they saw a castle. Add your picture of the on holiday poem
castle to the board.
3. Show pupils the picture of the castle. Ask them to guess what was in the castle,
and again, elicit their suggestions. Don’t tell pupils what was really in the castle.
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Skill
castle.
Speaking 2.3 Speaking 2.3.1
5. Start by saying the first two lines of the poem, pointing to the pictures on the
board as you do so.
6. Put the picture of a room on the board, elicit what Sasha and Jason saw 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.
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 ….
WEEK:

LEARNING OUTLINE
Get Smart plus 3
Understand Understand with pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.87 class. Please see the seven
meaning in a support specific Choose an activity to use the verb flashcards (e.g swim / catch / take (pictures) / eat / differentiation strategies listed
variety of familiar information and see / pick / go / play / listen). Teacher’s Book, in the introduction. Please also
contexts details of short p.133 consider the following:
Lesson delivery
simple texts Fast finishers could do another
2. Review past tense verb forms. You could do this by playing a mime game, where pupils Verb flashcards round of this activity using the
Complementary mime what they did at the weekend. First play as a whole class, choosing a pupil to mime story on Student’s Book, p.87
Skill Complementary and the class to say You xxx at the weekend, then play in pairs or small groups. Write
Speaking 2.1 Skill the date of the weekend on the board to keep the past in pupils’ minds.
Communicate Speaking 2.1.5 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
simple information Describe people and 4. In pairs or small groups, pupils play a True/False game based on the pictures in Activity
intelligibly objects using 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip to the forest,
suitable words and and their classmate(s) should say whether it is True or False.
phrases
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
lesson.
219
WEEK:

LEARNING OUTLINE
Main Skill Main Skill Speaking Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.2 Use 2.2.1 Keep interaction according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, your pupils and class.
appropriate going in short pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.87
communication exchanges by Please see the seven
strategies repeating key words Lesson delivery Teacher’s Book, differentiation strategies
from the other p.133 listed in the introduction.
2. Using the verb flashcards, model the question and answer: Please also consider the
speaker Verb flashcards
Complementary Question: What did you do at the weekend? following:
Skill Worksheet (see Depending on your class
Answer: At the weekend? I xxx.
Writing 4.3 Complementary below, optional) and/or individual pupils,
Communicate with Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that pupils are you could extend the
appropriate Writing 4.3.3 repeating the time expression in the answer as a way to practise discourse and interaction dialogue so pupils ask a
language form and Plan, draft and write skills (see Learning Standard, Main Skill). second question: How was
style for a range of an increased range of it? This would review
purposes in print simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the table
language from lessons in
and digital media on Student’s Book, p.87, or you could use a worksheet like the one below, which is a little
Unit 8.
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
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.
221
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
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple

(regular and irregular verbs): positive & negative
statements

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 pupils’ Student’s Book, according to the needs
Understand a Understand needs and interests. Ask pupils if they keep a diary. p.88–89 of your pupils and class.
variety of linear specific Please see the seven
and non-linear print information and Teacher’s Book,
and digital texts by details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they might p.133–134 listed in the
using appropriate simple texts hear. In pairs, they write three or four words on paper or in their notebooks (do not worry about introduction. Please also
reading strategies spelling at this stage, and allow pupils to ask you for English vocabulary for words they want to consider the following:
include. If your pupils need extra
Complementary 3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). support, you could give
Complementary Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the CD. a sentence for each
Skill Reading 3.2.4 They should check to see if their predictions were correct. Give feedback. picture in Activity 2,
Reading 3.2 Recognise and use and ask them to decide
Understand a with support key 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard
Yes or No for each one
variety of linear features of a / museum (if they are new to your pupils).
as you say them.
and non-linear print simple 6. Ask pupils to tell a partner what they think these words mean, based on the content of the text (they
and digital texts by monolingual can use their first language if necessary). Then ask them to check all the words in the dictionary to
using appropriate dictionary see if they were correct. Feed back by asking if they had guessed correctly.
reading strategies 7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this 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
Pre-lesson
Get Smart
Differentiate learning
Main Skill Main Skill plus 3
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the
pupils’ needs and interests and that will review language from this unit to prepare pupils needs of your pupils
Communicate Plan, draft and Student’s
for the lesson. and class.
with appropriate write an Book, p.89
Please see the seven
language form increased range Lesson delivery
differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word search Teacher’s
strategies listed in the
range of purposes sentences (see worksheet below. Note: answers are in red for you, print in black and white). Book, p.135
introduction.
in print and
3. Ask pupils to remember what they can about Katie’s diary. Review the pictures and Please also
digital media Worksheet (see
answers to Activity 2 on Student’s Book, p.89. consider the
Complementary below)
4. Follow instructions for Activity 3, Teacher’s Book, p.135. following:
Skill
Complementary Writing 4.3.2 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s Pupils could work in
Skill Spell an increased Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs (i.e. three pairs
Writing 4.3 range of familiar carefully at the beginning of the activity and be ready to help pupils as they write. in a group of six
Communicate high frequency Note that the focus isn’t on accuracy at this stage. If necessary, have pupils write pupils) for the write,
with appropriate words accurately just notes on the papers at this stage. fold and pass activity.
language form in guided writing This would allow
6. At the end of the activity, pupils/pairs take the paper that they started. They should read
and style for a more proficient
through the paper and check the language and/or develop the sentences. They should
range of purposes pupils to support
ask for help if they need it, from you or from the pupil(s) who wrote the line of the
in print and lower proficiency
story. Monitor closely and support pupils at this stage to help them develop a more
digital media pupils in Writing.
accurate piece of writing.
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.
Post-lesson
pupils’ needs and interests and that will review the main areas
covered in the lesson.
Look, find and write.

E.g. take: took
T I F C O D S W A A
do:
go:
U buy:L D I D A N E A T
is:
B eat:I H M F B J N M E
swim:
W are:S R G B O R T A D
find:
G Q W O S U U K C W
S C A A V G B N Z E
Y P S E M H D O D R
T O O K T W U R E
F
224
WEEK:
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 horse, Differentiate learning
Language Arts Language Arts Pre-lesson jellyfish, turtle, octopus, baby shark according to the
5.1 5.1.2 1. Write the title of the song on the board. Tell pupils that the sailor is a woman, and and blue whale. needs of your pupils
Enjoy and In addition to ask them to guess some of the things she saw. Write their suggestions on the board. and class.
Super simple songs video of : A Please see the seven
appreciate Year 2 text Lesson delivery sailor went to sea, sea, sea:
rhymes, poems types: simple differentiation
2. Tell pupils that now they can check their guesses. Ask them to listen to the song www.youtube.com/watch? strategies listed in the
and songs poems. v=DX2Er--LYmQ
and remember two animals or more which the sailor saw. introduction.
3. Play (or sing) the song. Pupils can join in if they like. You can download the video by
4. Elicit answers from pupils. If they tell you the names of the animals in their own typing in ss before YouTube i.e
language, accept their answers, and write the animal names in English on the www.ssyoutube.com/watch?
board. v=DX2Er--LYmQ
5. Show pupils an animal flashcard/drawing and ask them to say which word the
picture goes with. Continue in this way for the other five animals in the song. If you cannot play the video in class,
Complementary Complementary sing the song yourself. The lyrics and
6. Ask pupils to make a note of the animals in their books.
Skill Skill music notes are on the next page. (The
7. Play (or sing) the song again and ask pupils to sing along with the song.
Speaking 2.1 Speaking 2.1.5 lyrics to the music notes are slightly
Communicate Describe people Post-lesson different to the lyrics of the song we
simple and objects using 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the song with have chosen: we suggest that you stay
information suitable words pupils, pointing to the flashcards on the board as you do so, to help with our words.)
intelligibly and phrases their memory as they sing.
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
A sailor went to sea, sea, sea To see what she could see, see, see But
To see what she could see, see, see But all that she could see, see, see
all that she could see, see, see Was the Was a baby shark swimming and an octopus swimming and a turtle swimming and a
bottom of the sea, sea, sea! jellyfish swimming and a sea horse swimming in the 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 But To see what she could see, see, see But
all that she could see, see, see 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 horse swimming in the
A sailor went to sea, sea, sea sea, sea, sea!
To see what she could see, see, see 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!
WEEK:
irregular verbs): positive & negative statements

LEARNING OUTLINE
Get Smart plus 3
Understand Understand with pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.89 class. Please see the seven
meaning in a support short simple differentiation strategies listed
Lesson delivery in the introduction. Please also
variety of familiar narratives Pupils’ shared
contexts 2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and your writing from consider the following:
feedback on it. Pupils work in their pairs to write a final draft, based on the feedback Lesson 137 If there are some common
Complementary on their draft. They should write on paper. mistakes pupils have made in
Complementary Skill 3. Ask pairs to join another pair, so that they are working in groups of four Coloured pencils their writing, you could cover
Skill Writing 4.3.3 Plan, (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s story these as a whole class at the
Writing 4.3 draft and write an and draw (sketch if time is short) the six stages of the story onto the worksheet (see Worksheets beginning of the lesson.
Communicate with increased range of below). If necessary, show pupils how they can draw a negative (She didn’t xxx) by (marked) from Monitor carefully and help
appropriate language simple sentences drawing the picture and putting a line through it. Lesson 137 lower proficiency pupils with
form and style for a 4. Spread the picture worksheets and the final stories around the room or on a big table. corrections. You can ask fast
range of purposes in Ask pupils to look at the pictures and read the stories to try to match them. You could do Worksheet (see finishers to help you with this.
print and digital this as a whole class or it could be in large groups, depending on your class size and set below)
media up.
Post-lesson
227
Listen and draw.
1. 2. 3.
4. 5. 6.
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, to the needs of your pupils and
Communicate Describe people and p.90 class. Please see the seven
Lesson delivery differentiation strategies listed
simple information objects using
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, in the introduction. Please also
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ answers p.136–137 consider the following:
from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards for this. If you have extra time in this
Complementary 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. Verb flashcards lesson, or if you have fast
Skill Complementary 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. finishers, you could extend step
Listening 1.2 Skill Scissors 2 (or repeat it later) into a
Understand Listening 1.2.5 5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137).
guessing game in pairs, also
meaning in a Understand a wide Pupils could use their cut-ups from Activity 1 for this game.
based on the stories pupils
variety of familiar range of short Post-lesson wrote before.
contexts supported questions
write:
everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
229
WEEK:
irregular): Negatives & questions

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

summer in Australia and it was very hot! We
and saw famous places. I took lots of pictures
sailed a boat and went swimming. My dad saw
holiday!
Please tell me about your holiday.

Love,
James
2. Find and answer the questions.
1.
2.
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
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, class. Please see the seven
Communicate Connect sentences pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.91
basic information using basic differentiation strategies listed
intelligibly for a coordinating Lesson delivery Teacher’s Book, in the introduction. Please also
range of purposes conjunctions p.138–9 consider the following:
2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer.
in print and digital Pupils can add information
media 3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday in about their holidays, with more
Complementary Australia, and ask them to re-read the text on Student’s Book, p.91 to check. proficient pupils adding more
Skill than less proficient pupils.
4. Introduce any vocabulary that you think will be useful to pupils talking about their
Complementary Writing 4.3.1 Use
holidays. You may need to focus
Skill capital letters, full
Writing 4.3 stops and question 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils to attention on features of the
Communicate with marks appropriately write their answers to these questions in their notebooks. Short answers are ok at this stage. model email before pupils
appropriate in guided writing at Note that it can be any holiday, not just a summer one! Monitor closely and help with extra begin to write.
language form and sentence level vocabulary as necessary.
style for a range of
purposes in print 6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
and digital media 7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but, and to
pay attention to punctuation, using James’s email as a model. If you have email set up,
pupils could use computers for this activity.
Monitor and help pupils, asking questions to elicit as much language as possible and
providing feedback on their language as well as the content.
Post-lesson
233
WEEK:
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past simple review

Environmental Sustainability

LEARNING OUTLINE
Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, p.92–
5.2 5.2.1 your pupils and class.
pupils’ needs and interests and that will introduce the words bear and cub to prepare 93 Please see the seven
Express Ask and answer pupils for the lesson.
personal simple questions Teacher’s Book, differentiation strategies
responses to about characters, Lesson delivery p.140–141 listed in the introduction.
literary texts actions and events Please also consider the
2. Show the picture of the bear cub and ask pupils to tell you what they know about bears. Flashcard/picture of a following:
of interest in a text bear cub
3. Tell pupils they will read a story about a bear cub. They should read the story and say if it has Different pupils will be
Complementary a happy ending. Have pupils quietly read the story about the bears. Pictures of Malaysian able to give you a
Skill Complementary bears (e.g. sun bear) different response to
4. Ask pupils to read the story again and circle any new words/words they do not know. They
Reading 3.3 Skill your questions about the
should then write the words in their notebook.
Read Reading 3.3.1 story and in the
independently Read and enjoy 5. Ask pupils to work with a partner and to decide the meaning of the new words, based on the discussion about
for information A1 fiction/non- pictures in the story. They could draw a picture or write the meaning in their notebooks. protecting animals.
and enjoyment fiction print and Keep the focus on
digital texts of 6. Ask pupils what they think of the story. You could ask a few comprehension questions to
fluency, and try to ask
interest check their basic understanding of the story, but the aim of this reading is more for pleasure,
questions to stretch each
not for complete understanding.
pupil to their own 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).
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
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider using some according to the needs
of the material as a homework task, if appropriate. Get Smart plus 3 of your pupils and class.
basic information and objects using Student’s Book p.85, p.87, Please see the seven
Note: You could also make use of the review activities in Revision (Student’s Book
intelligibly for a suitable words and p.91, p.94 differentiation strategies
p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of listed in the
range of purposes phrases activities. Teacher’s Book p.142–143
in print and digital introduction. Please also
media Pre-lesson Blank cards consider the following:
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits When pupils are making
Verb flashcards from this
Skill your pupils’ needs and interests and that will prepare pupils for the lesson. the word cards, you
unit
Complementary Listening 1.2.5 could provide the verbs
Skill Understand a wide Lesson delivery Self-assessment on the board to copy. Or
Listening 1.2 range of short worksheet you could say the words,
2. Use the flashcards to review key verbs in present form.
Understand supported questions then elicit the spelling
meaning in a 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, to write from some pupils so that
variety of familiar the verb on a blank card (present tense). Repeat for all verbs. others can listen and
contexts write on the cards.
4. Write sentences on the board to show both present and past forms, e.g.
Pupils can use the
I go to school at 8 o’clock every day.
Student’s Book (p.85
Yesterday, I went to school at 8 o’clock. and p.87) to find the
past tense forms of the
Hana doesn’t like cheese. verbs if they need to, or
Ali didn’t like the film at the cinema last week. they could use this to
check them.
5. Ask pupils why we use go and went in these sentences. They needn’t use words like
‘past’ or ‘present’, but can say because it’s every day or because it was yesterday. You could provide a
Explain that it’s in the past. gapped text on a
worksheet to support
6. Ask pupils in their pairs to write the past form of the verb on the back of each card.
Monitor and help pupils, making sure they are accurate. Ask pairs to help each other if
necessary and/or check the verbs with the whole class.
7. Pairs play a game with their cards. They spread the cards on the table with the present
form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the
235
past tense correctly in a sentence, they keep the card. You can introduce other rules if pupils when they are
you wish, for example, they should alternate between positive and negative verbs. writing the sentences.
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then in their You could give the
notebooks, pupils write at least two sentences about what they did at the weekend. jumbled up questions on
a worksheet if you think
9. On the board, write some jumbled-up questions on the board. Ask pupils to unjumble pupils will work better
them to make questions. They could write them in their notebooks or you could individually than as a
nominate pupils to come and write on the board, or do this orally. For example: whole class.
did / Where / go / you / ? (Where did you go?) You could offer pupils
watch / you / a / film / Did / ? (Did you watch a film?) a choice of these
activities or you could
10. Elicit the difference between Yes/No questions and those with question words. ask different pupils to
Highlight the use of did and that the past tense is not used in the main verb. Avoid do different activities
using grammatical words, but show pupils what you mean. depending on their
individual needs, based
11. Pupils work in small groups. One pupil reads their sentences about the weekend. Then on formative
each group member has to ask a question about the weekend until pupils can think of no assessment in this unit.
more questions to ask. Each pupil takes a turn to read their sentences.
Have pupils do more
Monitor very carefully during this activity to make sure pupils are asking appropriate activities and/or make
questions. Give some corrective feedback and support with question and past tense forms their own activities.
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
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.
 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 [ ]
UNIT 10
WEEK:
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

LEARNING OUTLINE
1. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and differentiation strategies
2. Use animal flashcards to further review animal words pupils know and to then Animal flashcards (enough listed in the introduction.
contexts details of short 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
4. Play a guessing game as a class.
Listening 1.1 Complementary 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 activity
support a range of and note down any common problems to return to later on. You could ask one
target language 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:
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set
for homework.
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 your Student’s Book, to the needs of your pupils and
Communicate Describe people and pupils’ needs and interests and that will review animal vocabulary to prepare pupils for the p.95 class. Please see the seven
simple information objects using lesson. differentiation strategies listed
intelligibly suitable words and Teacher’s Book, in the introduction. Please also
phrases p.144–145
2. Using the animal flashcards, play a game to review the adjectives that is suitable for your Ask different pupils to write
Complementary class, for example memory matching or listen and grab, where pupils have the cards spread Animal different words/
Skill around the room or on the table in front of a group. The teacher says a word and pupils flashcards phrases/sentences on their
Listening 1.2 Complementary race to grab the right card. pictures, ranging from a full
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow comparative sentence for fast
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. finishers/ more proficient pupils
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing a to single animal words and/or
contexts support specific flashcard and asking pupils to tell their partner a sentence about the animal using adjectives for others.
information and adjective + -er + than.
details of short
5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
simple texts
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.
WEEK:

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

Which one is…?
Bigger? blue whale elephant

Pretty? Scary? dolphin dolphin orca shark
Now read and check.

WEEK:
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 this, but Malaysian animals according to the needs
Communicate Describe people you can help them to translate the words after the activity has finished or during the activity, that are on the of your pupils and class.
basic information and objects using depending on the kind of game they are playing. worksheet (see Please see the seven
intelligibly for a suitable words below) differentiation strategies
Lesson delivery listed in the
range of purposes and phrases
in print and digital 2. Show the Malaysian animals flashcards and put them on the board. You could play a game with Worksheet (see introduction. Please also
media these if you have time, for example a miming game or a guessing game. Teach the word below) consider the following:
Complementary endangered. More proficient pupils
Skill 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered animal can write more than
Complementary Writing 4.3.2 in Malaysia. They then draw a picture. others in their
Skill Spell an increased Key: turtle; pangolin; tiger; orangutan; rhino notebooks.
Writing 4.3 range of familiar
Communicate high frequency 4. Say some sentences about one of the animals. Pupils should listen and guess which animal you are
with appropriate words accurately talking about. Talk a little about these animals being endangered including the reasons for this and
language form and in guided writing some of the ways we can help to protect them. This could be done in first language. For example:
style for a range of 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
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
WEEK:
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary

LEARNING OUTLINE
In this lesson, pupils will write and share puzzle sentences about animals for their classmates to Five pairs of sentences Differentiate learning
Main Skill Main Skill solve.
Language Arts Language Arts which describe an animal: according to the
5.3 5.3.1 Pre-lesson needs of your pupils
1. They live in the sea. and class.
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your They’re bigger than
imaginative imaginatively and pupils’ needs and interests and that reviews animals and adjectives. Please see the seven
dolphins.
response to intelligibly through differentiation
Lesson delivery 2. They’ve got four legs. strategies listed in the
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 in introduction.
action songs on 3. They like cheese. They
groups to suggest possible animals, and elicit their suggestions. Sometimes more than one
familiar topics. are smaller than rats.
answer is possible. Accept different answers.
Other imaginative 4. They are black and
3. Repeat step 2 for your other four pairs of animal sentences.
responses as white. They are bigger
4. Elicit from pupils that the first sentence is a fact about the animal, and the second
appropriate. than rats.
sentence compares it with another animal. Pupils may not use the word ‘compare’ 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 (e.g. if
Complementary Skill
pupils choose a cat, possible sentences might be: It likes milk. It’s shorter than a giraffe.). Possible answers include
Skill Writing 4.2.4 Ask pupils to sing their sentences and mime.
Writing 4.2 Describe people 1. Blue whales
6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs of
Communicate basic and objects using 2. Lions, tigers, cheetahs
sentences following the pattern identified. Write the patterns on the board to help pupils if
information suitable words and 3. Mice
necessary.
intelligibly for a phrases 4. Zebras
range of purposes in Post-lesson 5. Hippos
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.
WEEK:

LEARNING OUTLINE
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for
meaning in a support specific Teacher’s Book, p.147 Please see the seven
the lesson. differentiation strategies
variety of familiar information and Animals flashcards
contexts details of short Lesson delivery listed in the introduction.
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 class You could have pupils make
Skill Complementary or individuals in the class, you could give them five or six cards (or more). Ask more or fewer cards. This
Speaking 2.1 Skill pupils to write different animals on each card (in plural form as they will use would give more/fewer
Communicate Speaking 2.1.5 them to compare). words to spell and write,
simple information Describe people and and also make the ordering
intelligibly objects using Monitor and check spelling as pupils write. You could encourage them to use the
task more/less challenging.
suitable words and Student’s Book, worksheets from previous lessons, or a dictionary to 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
they can write:
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.
WEEK:
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 pupils’ according to the needs of
Communicate Describe people needs and interests and that will review adjectives to prepare pupils for the lesson. Student’s Book, your pupils and class.
simple and objects using p.97 Please see the seven
information suitable words
intelligibly and phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare them Teacher’s Book, listed in the introduction.
(e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask pupils to do p.147 Please also consider the
different actions, e.g. following:
Complementary Complementary Prepare 5–6
Marwa is taller than Irene. Stand up if you are taller than Marwa Depending on your class you
Skill Skill sentences to
Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils could have pupils work in
Listening 1.2 Listening 1.2.4 Saha’s. pairs for the quiz. It might be
Understand a in the class
Understand more fun if they work with a
meaning in a wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and note
friend.
variety of familiar short basic their answers in their notebooks. You will say a sentence and they should write True or False.
contexts supported Read your sentences – these should be a mixture of True and False sentences and should be
classroom sensitive to pupils. Pupils listen and decide whether they are True or False.
instructions 4. Check the answers with the class and elicit full sentences from pupils.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups. Make sure
you monitor closely to listen for language problems and to make sure pupils are being sensitive
and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing who they
are. Explain that we are comparing pupils as part of our English class; that everybody is
different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of value
from pupils as much as telling them.
248
WEEK:
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology adjectives; Statements & questions with which

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

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an pupils’ needs and interests and that will review the topic of the Solar System to prepare Student’s Book, your pupils and class.
pupils for the lesson. p.99 Please see the seven
form and style for a simple sentences differentiation strategies
Lesson delivery Teacher’s Book, listed in the introduction.
print and digital 2. Introduce the superlative adjectives using pupils as examples in a similar way (and with p.149 Please also consider the
Complementary similar caution) as Lesson 151. following:
media
Skill Worksheet (see
3. Follow instructions for Grammar Box on Teacher’s Book p.149. Consider using a model
Writing 4.3.1 below)
4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer using a for writing, for one of the
Complementary Use capital letters, short answer (usually one word) from memory and knowledge, without looking at the text on planets. This could be
Skill full stops and p.98. Ask pupils to do this in pairs. added to the worksheet or
Writing 4.3 question marks you could write it on the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into full
board. Or you could elicit
appropriate language guided writing at answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, spelling etc.
some model sentences
form and style for a sentence level Check the answers and focus on language accuracy as well as the content of the answers.
from pupils about the
range of purposes in 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see below). different planets before
print and digital They can use the information in the text or they can find out more information using the final Writing activity.
media computers, by asking you or by asking other pupils if appropriate.
Fast writers could write
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
about more than one
Post-lesson planet and/or could find
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give some out extra information
(positive) comments on it. Note that you will use this work again in Lesson 155. about the planet.
Name:
The Solar System.
This is
.
251
WEEK:
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 ‘The worksheet on the your pupils and class.
Express Ask and answer world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones needed below – next page Please see the seven
personal simple questions tallest, longest, highest, etc. differentiation strategies
If you think that
responses to about characters, listed in the introduction.
Lesson delivery other pupils in your
literary texts actions and events school would enjoy For step 5, provide weaker
2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the worksheet.
of interest in a answering questions pupils if necessary with a
Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can see in the pictures
text (e.g. a river, a mountain). about the world, writing frame:
3. Explain that their task is to make superlative questions. Do the example for picture 1 together with you can ask pupils
to compile their Which is the est
the whole class (Which is the tallest building in Malaysia? Answer: Exchange 106 Building, in Malaysia?’
Complementary Complementary questions into a
Kuala Lumpur).
Skill Skill quiz. Your pupils Fast finishers can use their
4. Ask pupils to write the questions individually and to check their questions with a partner.
Writing 4.3 Writing 4.3.3 could share the quiz own ideas to make extra
5. Ask four pupils to come to the front of the class, and to write the questions for pictures the on the
Communicate Plan, draft and with pupils in other superlatives questions.
board. Check their questions with the whole class and the answer to each questions
with appropriate write an increased classes.
language form and range of simple Example questions: For step 8, weaker pupils
style for a range of sentences Which is the longest river in Malaysia? [ the Rajang River] can use ideas on p.98 from
purposes in print Which is the highest mountain in Malaysia? [ Mount Kinabalu] the Student’s Book if
and digital media necessary
Which is the fastest train in Malaysia? [the Electric Train Service (ETS)]
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.
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
WEEK:
Technology adjectives

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

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 to the needs of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, class. Please see the seven
Communicate Describe people and pupils’ needs and interests and that will review adjectives to prepare pupils for the lesson. p.100
simple information objects using differentiation strategies listed
intelligibly suitable words and Lesson delivery Teacher’s Book, in the introduction. Please also
phrases p.150–151 consider the following:
2. Show the picture of the family and tell pupils about it using superlative adjectives.
Introduce and include the adjectives old and young. Ask some pupils about their Picture of a/your Some pupils may need support
Complementary families. family with the Speaking activity. You
Skill Complementary could model the activity as a
Reading 3.2 Skill 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could Dice, one per class and consider providing a
Understand a Reading 3.2.2 prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as pupils group written model on the board.
variety of linear Understand specific do this activity and check their use of superlative adjectives in particular.
Self-assessment If you have groups that finish
and non-linear print information and
4. Tell pupils they are going to play a game. They will need dice and a counter (they can worksheet (see the game quickly, they could
and digital texts by details of short simple
use some paper, a rubber, pencil sharpener etc). Follow instructions for Activity 1 on below) write some new questions to
using appropriate texts
Teacher’s Book, p.150. Pupils play the game in groups of about four pupils. make it longer.
reading strategies
assessment worksheet (see below).
Post-lesson
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 [ ]
WEEK:
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 Guess Student’s Book, according to the needs of
7. Choose an appropriate pre-lesson activity from the list in the introduction that suits your your pupils and class.
Understand a the meaning of pupils’ needs and interests and that will review planet names to prepare pupils for the p.101
variety of linear unfamiliar words Please see the seven
lesson. differentiation strategies
and non-linear print from clues provided Teacher’s Book,
and digital texts by by visuals and the Lesson delivery p.152-153 listed in the introduction.
using appropriate topic Please also consider the
1. Tell pupils they will make models of the Solar System and talk about them in this lesson,
reading strategies Cut-up copies of following:
but first they need to know how to do it. Give each pair a set of cut-up pictures and texts
from Student’s Book, p.101. Tell them these are the instructions for making the model of the pictures and Pupils may need support in
Complementary the Solar System. With their partner, they should read and match the text to the correct texts 1–4 preparing for the show and
Complementary Skill picture, then put the texts + pictures in order to make the model instructions. Remind them (Student’s Book, tell activity (step 4). You
Skill Listening 1.2.4 they can use clues from the pictures to help them. p.101), one copy could provide a model and let
Listening 1.2 Understand a wide 2. Read the instructions in order and pupils listen to check their answers. Check the per pair pupils prepare their
Understand range of short basic instructions by having one or two pupils say them again. Ask questions to check pupils’ presentation by writing it first
meaning in a supported classroom understanding of the instructions. Various resources if you think they will need
variety of familiar instructions (see Teacher’s this support.
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. Book, p.152)
Monitor carefully to make sure pupils are working well together and are able to follow
the instructions.
Post-lesson
WEEK:
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
Teacher’s Book, p.153 your pupils and class.
Communicate with draft and write an Lesson delivery Please see the seven
2. Talk to pupils about the universe, telling them that there are many solar systems in Poster paper differentiation strategies
form and style for a simple sentences
range of purposes in the universe, but we don’t know very much about the other solar systems. Tell listed in the introduction.
pupils they will imagine a solar system. You could give an example of another Colour pens and Please also consider the
print and digital
solar system, an imaginary one, or even have pupils research this, if you have time. pencils following:
media
Complementary 3. Ask pupils to work in groups of three or four. First they note in their notebooks More proficient
Skill the basic information about the planets in their imaginary solar system, e.g. how groups/pupils can include
Complementary Writing 4.2.4 many planets there are, what they are called, how big/hot/cold they are etc. different information about
Skill Describe people and Monitor carefully and help pupils with ideas and language at this planning stage. their solar system, for
Writing 4.2 objects using 4. Each group makes a poster. They should decide who will write, who will draw and example whether the planets
Communicate basic suitable words and who will manage the group. The writer(s) should draft the text that will go on the have life on them, moons
information phrases poster, the artist(s) should plan and draw the solar system on the poster, the manager around them etc.
intelligibly for a should make sure that the information is correct between the artwork and the text.
print and digital 5. When the writer(s) has finished the first draft, all the group members should help
media 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.
WEEK:
TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

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

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

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.

POST-LESSON TASK 7: LISTEN AND POINT

1. Briefly review the vocabulary on the flashcards.

POST-LESSON TASK 12: WHAT ABOUT YOU?

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.

Listening 1.2.1 short simple texts

Listening 1.2.5 short supported questions

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

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Get Smart plus 3 Differentiate learning according to

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Get Smart plus 3 Differentiate learning according to

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Get Smart plus 3 Differentiate learning according

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Get Smart plus 3 Differentiate learning according

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Get Smart plus 3 Differentiate learning according

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

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

can / yes / they