Primary Year 3 SJK Additional Materials PDF

Primary Year 3 SJK Additional Materials
KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work
Primary Year 3 SJK
(National-Type Schools)
Primary Year 3
Additional Materials for SJK

(National-Type Schools)
ADDITIONAL MATERIALS
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
TOPIC: Welcome! MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

have got (1st & 3rd person statements)
CONTENT LEARNING MATERIALS / DIFFERENTIATION

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

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). according to the needs of your
Teacher’s Book pupils and class. Please see
4.2 4.2.4 You could choose an appropriate pre-lesson activity from the list in the introduction p.20
Communicate Describe people that suits your pupils’ needs and interests and that will review language and/or the seven differentiation
basic information and objects using vocabulary and prepare the pupils for the lesson. Family flashcards strategies listed in the
intelligibly for a suitable words and introduction. Please also
Lesson delivery Worksheet for consider the following:
range of purposes phrases drawing and
in print and digital 2. Build model sentences on the board about pupils’ families/your own family: My Provide a gapped text (‘fill in
name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language writing (see
media suggestion below) the blanks’) on the worksheet
from pupils as possible rather than giving them the language directly. for pupils to complete, or
Complementary 3. Pupils complete worksheet by drawing a picture of their family and writing about it provide/hide model sentences
Skill under the picture. Tell pupils that the work will be displayed so they should take on the board. For example,
Writing Complementary care with handwriting and neatness. Go around the classroom and check the pupils’ pupils need only write family
4.1 Skill writing. If some pupils are finding writing certain letters within a word challenging, description words and phrases
Form letters and Writing either show on the whiteboard how to write it, or show them on a blank page how to complete the sentences
words in neat 4.1.2 you would write it. If they are still finding it challenging, you could write that word in provided on the
legible print using Begin to use cursive dotted line and ask the pupil to trach them. Display the pictures in the classroom. worksheet/board.
cursive writing handwriting in a 4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of Some pupils could write more
some pupils. You could also follow Teacher’s Book p.20 Grammar Box here. detail about themselves on the
written work
5. Pupils move to the classroom display. Play a guessing game using the worksheets worksheet or ask more
displayed: questions in the guessing
P1: Has she got one brother? game, e.g. about appearance.
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to
find a well-drawn picture or some neat handwriting.
7. Learning diaries:
Tell pupils that they are going to create their own diaries to write their thoughts in.
6
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:
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:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
7
TOPIC: Welcome! MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has contraction

LEARNING OUTLINE
In this lesson, pupils will make a class year book in groups. This can either be put Prepare and write Differentiate learning
Main Skill Main Skill together as a book, which can be copied for each pupil to take home, or it could be an
Language Arts Language Arts a sentence (using according to the needs of
open book, displayed on the wall. Pupils will describe something interesting about their the lesson your pupils and class. Please
5.3 5.3.1 peers appearance, therefore responding creatively in writing.
Express an Respond grammar focus) see the seven differentiation
imaginative imaginatively and Pre-lesson about each pupil strategies listed in the
response to intelligibly through on a strip of paper introduction. Please also
1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to consider the following:
literary texts creating simple guess who it is about. They should find that pupil and check. Feed back by asking A digital camera
action songs on pupils to read the sentence to the class. and computer to Ask pupils to write two or
familiar topics. upload and print more sentences about the
Other imaginative Lesson delivery
out photos pupil in the group.
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
appropriate. Plain paper, string You could ask more
Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s and scissors (if proficient pupils or groups to
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can making a wall write some questions for
Complementary write their sentences in their notebook. For example, Amir has a green hat. He likes
Complementary Skill display) their classmates about the
green colour. photos.
Skill Writing Plain paper, glue
Writing 4.3.3 Monitor as pupils write and support them as necessary. Encourage pupils to support
each other in their groups. As you monitor, you could take a photo of each group. When and ruler (if
4.3 Plan, draft and making a class
Communicate write an increased groups are finished, they can help you to upload and print out the photo of their group.
book)
with appropriate range of simple 3. Ask each group to check each other’s sentences and to discuss any changes that are
language form sentences needed before writing a final version.
and style for a For a wall display:
range of purposes Pupils write on a small piece of paper. They then put up the photo on the display with the
in print and digital papers around it and a piece of string connecting it to the picture of the pupil it describes.
media For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).
8
TOPIC: Welcome! MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No answer

LEARNING OUTLINE
1. Using flashcards, review key vocabulary and questions. Alternatively, choose to according to the needs of your
Listening Listening Student’s Book pupils and class. Please see
1.2 1.2.2 deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3
Understand Understand with that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
meaning in a support specific Teacher’s Book strategies listed in the
Lesson delivery p.21 introduction. Please also
variety of familiar information and
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. consider the following:
Vocabulary
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards Pupils can write about one, or
the board. more than one, of the people
Word & in Activity 3.
Complementary Complementary 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards
Skill Skill Fast finishers could talk or
5. Partners read each other’s sentences to guess who it is. Encourage them to check write about something that
Writing Writing
their partner’s work for correct punctuation (use of capitals, full stops and they collect or that someone
4.3 4.3.1
apostrophes). they know collects.
Communicate Use capital letters,
with appropriate full stops and 6. Pupils rewrite their sentence based on their partner’s feedback.
language form question marks
and style for a appropriately in 7. Review and give feedback on pupils’ written work for both first and second drafts as
range of purposes guided writing at well as the peer’s feedback. Make a note of common problems to review next lesson.
in print and digital sentence level Post-lesson
media
8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order
to make a sentence. Play as a whole class and then in groups if time allows.
9
TOPIC: Welcome! MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No answer

LEARNING OUTLINE
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver according to the needs of your
Student’s Book pupils and class. Please see
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
simple information and objects using Teacher’s Book strategies listed in the
intelligibly suitable words and
phrases 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking consider the following:
pupils about the people and what they have got. Strips of paper for
pupils to write a You could offer the choice of
Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on writing a full sentence, a
Skill Complementary phrase or drawing a picture +
Listening Skill 4. Give pupils a strip of paper. Ask them to write something they have got lots of and a number.
1.2 Listening how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to
Understand 1.2.5 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s Pupils may need extra support
meaning in a Understand a wide for third person. in changing the form from 3rd
variety of familiar range of short to 1st person.
5. Put pupils in large groups. One pupil collects the papers, mixes them and
contexts supported questions You could ask more proficient
redistributes them.
pupils to try to find something
6. Pupils read the strips and take turns to ask the group members Have you got…? to they have got in common with
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 a classmate at the post-lesson
books. stage.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.
10
TOPIC: Welcome! MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements

Imagination

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You pupils and class. Please see
Online song (see the seven differentiation
Express an Respond may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline)
imaginative imaginatively and so check first. strategies listed in the
response to intelligibly through Lines of the song introduction. Please also
2. Give each pupil a card. They look at the card and mime the action, either as I can or I consider the following:
literary texts creating simple can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). cut up (in verses)
action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: Plan how to group pupils for
familiar topics. She can’t play chess.). Pupils keep the cards. this task. If your class has
Other imaginative mixed levels of proficiency,
responses as Lesson delivery
then try to group pupils so
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from pre- there is a range of proficiency
Complementary lesson stage). If they hear their word, they should hold up their card. Play the song: in each group. However,
Skill Complementary http://learnenglishkids.britishcouncil.org/en/songs/i-can-run encourage all pupils to
Language Arts Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song participate equally by sharing
5.1 Language Arts again. out the lines of the song at the
Enjoy and 5.1.1 performance stage.
appreciate In addition to Year 2 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
rhymes, poems text types: simple They divide the lines between them, one each. Play the song again. Pupils order the For fast finishing groups, ask
and songs poems lines as they hear them. them to write a second verse.
6. Feed back by having groups sing the song in the order of verses (with or without the
video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
11
TOPIC: Welcome! MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
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- according to the needs of your
Student’s Book p.9 pupils and class. Please see
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. the seven differentiation
meaning in a range of short Teacher’s Book strategies listed in the
variety of familiar supported questions
contexts 2. Return to some difficult or new words from the pre-lesson activity and check consider the following:
spellings/vocabulary as a whole class. Introduce new words according to the needs Action flashcards
from last lesson Extend vocabulary according
Complementary and personal interests of your pupils. to the needs and interests of
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game your class.
Speaking Skill
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach If you have extra time, pupils
Use appropriate 2.2.2 some phrases for this such as Can you help me/us, please? could write about themselves
communication Ask for attention or and/or their partner in their
4. Follow the Teacher’s Book p.22 instructions for Activity 5. notebooks, based on their
strategies help from a teacher
or classmate by Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the findings.
using suitable notes to help plan upcoming lessons.
questions
Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve
TPR (listen and mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they
can’t do the action. Those who sit down, ask them another Can you xx?
12
TOPIC: Welcome! MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
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. according to the needs of your
Student’s Book p.11 pupils and class. Please see
3.2 3.2.2 Lesson delivery Activity 1
Understand a Understand specific the seven differentiation
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book strategies listed in the
and non-linear details of short p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7 introduction. Please also
print and digital simple texts they will read. consider the following:
Family photos (from
texts by using 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each you and your pupils) Ask different prediction
appropriate pupil, or on a worksheet). Ask pupils to read their question. questions to different pupils,
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions depending on their level of
question. They could write their answer on the paper or in their notebook. worksheet/strips, proficiency. Some may be
Complementary Complementary from Teacher’s closed questions, others open
Skill Skill 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading Book p.26 questions.
Speaking Speaking skills. Use questions to support or extend their understanding. Make notes on pupils
2.1 2.1.5 as necessary. You could give more than one
Communicate Describe people 6. Feed back as a whole class. Ask pupils to read their question then give the answer. question to some pupils to
simple information and objects using Pupils can then check each other’s answers as they listen. answer.
intelligibly suitable words and 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). Plan which pupils will answer
phrases questions during feedback to
Post-lesson
help showcase pupils who
8. Play a True/False game based on the information in the text. Ask pupils to explain have worked hard.
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.
13
TOPIC: Every day MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
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
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book according to the needs of
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or p.16–17 your pupils and class.
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not Please see the seven
and non-linear main idea of short much space. Teacher’s Book differentiation strategies
print and digital simple texts p34 listed in the introduction.
Lesson delivery Please also consider the
texts by using
appropriate 2. Introduce and drill the new vocabulary using flashcards and continue the Routine following:
reading strategies circle game using this as well. flashcards of You could let pupils have a
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. vocabulary from card to use as a prompt in
Ask questions about the pictures (see examples in Activity 1, Teacher’s this and previous the circle game if they
Complementary Book p.34). lesson need one.
Skill 4. Pupils return to their desks. Ask them to read quietly the story on Student’s
Reading Complementary Vary your questions by
Book p.16 to tell you where the children are going (Answer: to school) and asking more difficult or
3.2 Understand a Skill why Anna went in the car with Greg’s dad (Answer: because she missed
variety of linear complex questions to
Reading the bus). Pupils may not have the language to fully answer the question but higher proficiency pupils,
and non-linear can be encouraged to communicate their meaning in basic English and
print and digital 3.2.2 and simpler questions to
mime, perhaps. Encourage pupils not to re-read the whole text or to find
texts by using lower proficiency pupils so
Understand specific particular lines in the text to give them the answer. Their answer is based that they each have a
appropriate on their overall understanding of the story. They could use the pictures to
reading strategies information and chance to succeed.
details of short support their understanding if necessary.
simple texts 5. When pupils have had a chance to read the text for themselves, ask some
pupils different questions about the story. Allow them to re-read to find the
answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.
14
TOPIC: Welcome MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
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 daily Differentiate learning
Writing Writing routine according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that of your pupils and
4.3 Communicate 4.3.3 suits your pupils’ needs and interests and that will review language related to Worksheets, one per
with appropriate Plan, draft and write class. Please see the
routines and prepare the pupils for the lesson. pupil + one completed by seven differentiation
language form and an increased range you (see below)
style for a range of of simple sentences Lesson delivery strategies listed in the
purposes in print Ask pupils to bring a introduction. Please
2. Review the flashcards by putting them on the board and eliciting sentences I xxx toothbrush from home for also consider the
and digital media every day and I always/sometimes/never xxx from the pupils. the next lesson. Bring a following:
3. Put pupils in groups (one group for each flashcard). Each group should draft a few extra ones in case You can offer pupils the
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from some pupils do not bring choice of how many
Skill each group to come to the board and write their sentence. Supervise and assist their own. sentences to write, or
Writing Complementary as necessary. ask them to write
4.3 Communicate Skill more/fewer than 3–4.
4. Review with pupils how to change the sentence to He/She and adding the third
with appropriate Writing
person -s by giving example sentences (talk about yourself and then about male Depending on the level
language form and 4.3.1
and female pupils). You might want to write the sentences on the board if you of support your pupils
style for a range of Use capital letters,
feel it is necessary for your pupils. need at this stage, you
purposes in print full stops and
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do every could keep / partially
appropriately in day. Tell them they will do a similar worksheet. They can write about themselves keep / delete the model
guided writing at or about someone in their family. First, they should write three or four sentences sentences on the
sentence level in their notebooks. board.
Give pupils time to draft their sentences. Monitor carefully and give corrective If changing or having a
feedback as necessary. Ask pupils to exchange their notebooks with their partner choice between 1st
to check each other’s work for mistakes (if you could not check everybody’s person (I) and 3rd
sentences). person (he/she) is too
complicated for pupils,
6. Hand out the worksheets and ask pupils to write their sentences. When they you can limit it to 1st
have finished writing, they can draw a picture in the larger boxes for each one. person only.
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.
15
Post-lesson
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
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.
16
Suggested worksheet for lesson
Name: ___________________________ Class: ________________
Every day….
Draw and write
17
TOPIC: Every day MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
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
Student’s Book of your pupils and
1.2 1.2.2 an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.17 (and 15 in
Understand Understand with needs and interests. Include key vocabulary from this lesson as necessary. class. Please see the
step 2) seven differentiation
meaning in a support specific Lesson delivery
variety of familiar information and Teacher’s Book strategies listed in the
contexts details of short 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. The p.35 introduction. Please
simple texts set includes the words from the main vocabulary, all cut up and mixed up (e.g. take / the / also consider the
bus / walk / take / the train / drive). Pupils should work together to try to arrange them to Sets of cut up following:
make the vocabulary phrases or words. Consider including some of the vocabulary from word cards
Complementary Complementary You could include more
Skill Skill Student’s Book p.15 as well. phrases in the word
Listening Listening 3. To check the answers, say the expressions in question form (e.g. Does Ali always take the puzzle activity. Be
1.2 1.2.5 bus to school? and have pupils touch the words as they hear them. careful not to include
Understand Understand a wide 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening too many, though, as it
meaning in a range of short (Teacher’s Book p.35). can be very challenging
variety of familiar supported to sort a large number
contexts questions 5. You could collect the books from pupils to check their progress.
of cards.
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).
18
TOPIC: Every day MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
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
Main Skill Main Skill
Language Arts Language Arts Pre-lesson pictures of : learning according
1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. to the needs of your
5.1 Language Arts  a child walking pupils and class.
Enjoy and 5.1.2 Draw a child next to the car, bike and bus.  a car and a
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. Please see the
child standing seven differentiation
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it
and songs types: simple strategies listed in
Lesson delivery  a bike and a the introduction.
poems. 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  a bus and a
Complementary child standing
words and actions.
Complementary skill next to it
6. Repeat step 5 until pupils can say the rhyme confidently
skill Listening
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
Listening 1.2.3 The Going to
add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
*Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
19
TOPIC: Every day MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits and
occupations

LEARNING OUTLINE
Listening Listening 1. Review the occupations flashcards as necessary for your pupils with a game chosen according to the needs
Student’s Book p.19 of your pupils and
1.2 1.2.1 from the list in the introduction that suits your pupils’ needs and interests.
Understand Understand with 2. Ask pupils what they would like to be when they grow up. Use this as an opportunity to Teacher’s Book p.37 class. Please see the
meaning in a support the main seven differentiation
review some more challenging occupations vocabulary from previous lessons. Occupations strategies listed in the
variety of familiar idea of short simple flashcards
contexts texts Lesson delivery introduction. Please
Worksheet (see also consider the
3. Show pupils the worksheet (see below) and ask them to choose an occupation and
below) following:
draw it on the worksheet. They should write the occupation word under their picture.
Complementary Complementary They should NOT write their name on the worksheet at this point. Provide more or less
Colour pencils/pens
Skill Skill 4. Tell pupils they will talk about the person on their picture. They should plan what they support to help pupils
Speaking Speaking are going to say. They could write notes in their notebooks. See Activity 4 in Student’s plan what to say about
2.3 2.3.1 Book p.19 and Teacher’s Book p.37 for more detail on this, although lesson delivery their pictures. It is
Communicate Narrate very short does not follow the book. better to have them
appropriately to a basic stories and write notes than to write
small or large events 5. Ask pupils to work in groups of 6–8. Try not to group pupils who sit next to or near
full sentences so they
group each other. They put their pictures together. Each pupil in turn talks about their picture.
practise fluency, but
The other pupils listen carefully and guess which picture is the pupil’s. Ask pupils to
some pupils may need
note their guesses/answers in their notebooks so that feedback can be done as a
more support.
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- Pupils can write more
lesson activity. They may be more proficient pupils, or pupils who have made a or fewer sentences
particular effort to the best of their ability and who are (more) confident. depending on their
proficiency level.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have chosen, providing plenty
of praise.
20
Worksheet for lesson
Name: __________________ Class: _________
Draw, write and say.
_A______________________
21
TOPIC: Every day MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

LEARNING OUTLINE
according to the needs of
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Revision) Student’s Book, p.20
2.1 2.1.2 your pupils and class.
Communicate Find out about and Lesson delivery Teacher’s Book, Please see the seven
simple information describe basic p.38–39 differentiation strategies
2. Introduce the new vocabulary following the instructions in Warm up and Vocabulary listed in the introduction.
intelligibly everyday routines (see Teacher’s Book p.38–39). Occupations & Please also consider the
vocabulary flashcards following:
Complementary 3. Play a matching game with flashcards, where pupils in pairs or small groups match
Complementary Skill the occupation with what the person does (e.g. pilot + fly a helicopter). You could use word
Skill Listening cards for some or all of
4. Introduce/review the question and answer What do you want to be when you grow
Listening 1.2.5 the matching game if
up? Drill the questions and then have pupils ask and answer their partner.
1.2 Understand a wide your pupils need extra
Understand range of short 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39). reading practice, or could
meaning in a supported questions give some pairs pictures
variety of familiar Monitor carefully as pupils work and support them in making sentences. Note down
and other pairs words.
contexts any particular problems pupils have and observe how different individuals perform.
With more proficient
Post-lesson
classes, you could finish
6. Give feedback on the activity including a focus on / review of common problems. the lesson with the
Give extra praise to pupils who have tried hard at this activity. Optional activity (See
Teacher’s Book p.39)
22
TOPIC: Every day MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for habits

& Citizenship

LEARNING OUTLINE
Reading Reading 1. Put the names of some well-known Malaysian charity organisations on the board according to the needs of
Student’s Book, p.115 your pupils and class.
3.2 3.2.3 (e.g. CRC (Community Recycle for Charity); SPCA (Society for the Protection of
Understand a Guess the meaning Animals); WWF Malaysia (World Wildlife Fund); WorldVision; other local charities Teacher’s Book, Please see the seven
variety of linear of unfamiliar words the pupils will know). Charitable offers during Ramadan may help explain the idea. p.178 differentiation strategies
and non-linear from clues provided Talk to pupils about what the organisations do, using some first language and listed in the introduction.
Vocabulary Please also consider the
print and digital by visuals and the providing English vocabulary where suitable.
flashcards following:
texts by using topic Lesson delivery
appropriate Copies of pictures Pupils who find reading
reading strategies 2. Use the flashcards to pre-teach the vocabulary. next to texts on difficult could read just one
Complementary 3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary Student’s Book p.115 of the texts.
Skill might belong to each picture. to create their
Complementary Reading learning diaries. Monitor and support pupils
Skill 3.2.2 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book p.178). Remind pupils by asking questions and
Reading Understand specific to look at the pictures to help them with new vocabulary. drawing attention to difficult
3.2 information and vocabulary in the texts and
5. Elicit We can sentences from pupils about other charities you talked about in the
Understand a details of short sentences.
pre-lesson activity.
variety of linear simple texts
and non-linear Post-lesson
print and digital 6. Talk to pupils about charity membership. See also Before Leaving (Teacher’s Book
texts by using p.178)
appropriate
reading strategies
23
TOPIC: Every day MAIN SKILL FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to + be +

occupation

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Language Arts Language Arts Student’s Book, p.22– your pupils and class.
5.2 5.2.1 your pupils’ needs and interests and that will review language and prepare the pupils 23
Express personal Ask and answer for the lesson, or follow the Warm up instructions (Teacher’s Book, p.42). Please see the seven
responses to simple questions Teacher’s Book, differentiation strategies
Lesson delivery p.42–43 listed in the introduction.
literary texts about characters,
actions and events 2. Explain the meaning of career to pupils. Ask them what they think a school career Please also consider the
of interest in a text day is. Explain that they will read and listen to a story about a school career day. following:
Complementary 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask pupils what they Monitor as pupils work and
Skill Complementary think of the story, which character they like and why. ask pupils (e.g. pupils who
Speaking Skill 4. Ask each pupil to draw a picture showing an occupation. don’t like to speak in front
2.1 Speaking of the class) to tell you
Communicate 2.1.5 5. In groups of 6–8 pupils, ask them to share their pictures. They should write their
about their pictures. This
simple information Describe people name under the picture of an occupation they want to be. will help to give individuals
intelligibly and objects using 6. Feed back by asking pupils to tell the class who wants to be the same occupation as different feedback.
suitable words and them, e.g. Hamid, Maitha and Yi Ling want to be a police officer.
phrases If your class works fast or
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43 in Post-story
you have a group of fast
activity.
finishers, you could try the
Post-lesson
Optional activity (see
8. Ask pupils to tell you what new words they have learned today. Focus their attention Teacher’s Book, p43).
on what they learned from the story, including the storyline, the characters and the
message (value).
24
TOPIC: Right now MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be + -

Values ing)

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

Values -ing)

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

3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]

5
28
TOPIC: Right Now MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
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, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs
5.3 5.3.1 diameter, two circles of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your for each pupil class. Please see the
Express an Respond
pupils’ needs and interests and that will review language and prepare pupils for the seven differentiation
imaginative imaginatively and A pin / end of a paper
lesson. strategies listed in the
response to intelligibly through clip to pin the top
literary texts creating simple introduction.
2. Ask pupils to remember the different activities Anna and Greg were doing on Student’s circle onto the bottom
action songs on Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if needed.
Other imaginative
responses as Lesson delivery
appropriate. 4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so that their
circle is divided into four sections. Pupils do not need a ruler for this: the lines do not
Complementary need to be completely straight.
Complementary Skill 5. Tell pupils to draw four household activities, one in each section of the circle.
Skill Speaking 2.1.5 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal line, as in
Speaking Describe people step 4.
2.1 and objects using 7. Tell pupils to cut out one section of the second circle, so that this circle has three
Communicate suitable words sections.
simple information and phrases 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of the first
intelligibly 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.
29
TOPIC: Right now MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be +

Values -ing)

LEARNING OUTLINE
1. Play a guessing game where you draw, on the board, a picture of a person doing an according to the needs of
Listening Listening Student’s Book, p.27 your pupils and class.
1.2 1.2.2 action. Draw it line-by-line/part-by-part and after each line/part ask pupils ‘what’s
Understand Understand with he/she doing?’ Pupils can have one guess each time until someone guesses the Teacher’s Book, p.49 Please see the seven
meaning in a support specific correct answer. differentiation strategies
Flashcards for new listed in the introduction.
variety of familiar information and Lesson delivery vocabulary
contexts details of short Please also consider the
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to their following:
Complementary partners about the pictures. Feed back on this by eliciting details about all of the Decide how many, and
Skill pictures, to check that all pupils have understood the pictures and remember the key which, new
Listening Complementary vocabulary. You could introduce the characters’ names at this point, if you think the words/phrases to
1.3 Skill names will confuse pupils when they hear the recording. introduce depending on
Use appropriate Listening 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). your pupils’ performance
listening strategies 1.3.1 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’ lives in the lesson so far. It
in a variety of Guess the (e.g. playing the guitar, throwing a ball, playing badminton). shouldn’t be more than
contexts meaning of four or five, even with
unfamiliar words 5. Have pupils play a mime game in pairs or small groups. Student A mimes an action;
more proficient pupils.
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.
speaking
Note any that are missing so that you can review these words in particular next time.
Alternatively, you could design a short, fun speaking pair or small group activity to
review the vocabulary from this lesson.
30
TOPIC: Right now MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous + negative

Values statements

LEARNING OUTLINE
Listening Listening 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
1.2 1.2.2 your pupils’ needs and interests and that will review language and prepare pupils p.29
Understand meaning Understand with Please see the seven
for the lesson.
in a variety of familiar support specific Teacher’s Book, differentiation strategies
contexts information and Lesson delivery p.51 listed in the introduction.
details of short Please also consider the
2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the following:
simple texts children in the picture. They should stop you when they hear you make a mistake.
Complementary Talk about the picture, making some mistakes in relation to content. Use language Choose the example(s)
Skill pupils know: you model on the board
Writing Complementary so that you are
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can see two supporting the pupils who
with appropriate Writing girls playing table tennis [mistake]. I think they are having fun. Etc… most need it. This will
language form and 4.3.3 help them work more
3. Follow instructions for Activity 3 (Teacher’s Book, p.51).
style for a range of Plan, draft and write independently and get a
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the greater sense of
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by themselves. achievement.
Ask pupils to re-write their sentences in their notebooks. Remind them that they Have more proficient
should pay attention to spelling, punctuation and neatness in this final version. If pupils work with you to
pupils made no mistakes, they could either focus on neatness or they could add help less proficient pupils
one or more new sentences to their writing. in the class with their
redrafting.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English. Fast finishers can write
more sentences or write
5. Collect the notebooks to look at and make a note yourself of pupils’ performance
about another person.
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.
31
TOPIC: Right now MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous + negative &

positive statements

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–
Communicate Describe people your pupils and class.
30 Please see the seven
simple information and objects using Lesson delivery
intelligibly suitable words and Teacher’s Book, p.51– differentiation strategies
2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Teacher’s 53 listed in the introduction.
phrases Book, p.51).
Complementary Please also consider the
Prepare a set of cards following:
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the instructions for Activity
to demonstrate the
Listening 1.2 Skill 1 on Teacher’s Book, p.52. Pupils cut out the cards and play the Speaking & activity (Student’s Book Choose pupils who are
Understand Listening 1.2.5 Listening game in pairs. p.125) confident personalities to
meaning in a Understand a wide come to the front of the
Monitor carefully as pupils work to see how they communicate, how accurately Scissors for pupils
variety of familiar range of short class for the Post-lesson
they use and pronounce the sentences. Give feedback on some common errors at
contexts supported questions activity. If they are less
the end of activities without saying which pupils made the mistakes.
proficient in English, that
4. Collect the cards from pupils or ask them to keep them for use in later lessons. will also help motivate
them. They do not need
Post-lesson
to speak much in front of
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from previous the class, just mime.
activity to show the pupil.
32
TOPIC: Right now MAIN SKILL FOCUS: Reading THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all forms (be + -
ing)

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.1 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review vocabulary Student’s Book, according to the needs of
Understand a Understand the (see Teacher’s Book, p. 57, Optional activity). p.32–33 your pupils and class.
variety of linear and main idea of Please see the seven
Lesson delivery differentiation strategies
non-linear print and short simple Teacher’s Book,
digital texts by using texts 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, including p.56–57 listed in the introduction.
appropriate reading the word table tennis. Ask pupils if they play any of these sports, including table tennis, Please also consider the
strategies and/or if they think it is an easy or difficult sport. following:
Complementary 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) You could ask some/a
Complementary Skill 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell you group(s) of pupils to write
Skill Writing 4.3.2 about a time when they have done/experienced this. some questions about
Writing 4.3 Spell an the story for each other
Communicate with increased range 5. Learning diaries:
to answer. Some
appropriate of familiar high Ask pupils to think back on their learning so far this week. In their learning diary, they can examples are given on
language form and frequency words write: p.57 of the Teacher’s
style for a range of accurately in  New words I remember Book.
purposes in print guided writing
and digital media  Activities I enjoyed

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.
33
TOPIC: Right now MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary
CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
In this lesson, pupils will make and share a jigsaw. Jigsaw template, either draw it or Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson see available template at: according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the www.timvandevall.com/templates/ your pupils and class.
imaginative Respond introduction that suits your pupils’ needs and interests and that will make-your-own-jigsaw-puzzle- Please see the seven
response to imaginatively and review and introduce sports vocabulary. templates/ differentiation strategies
literary texts intelligibly through listed in the introduction.
Lesson delivery Scissors (one pair of scissors per Please also consider the
creating simple 5 pupils in your class)
2. Divide pupils into four equal groups. Ask them to stand up, come to the following:
action songs on
front of the class, and make four lines facing the board. Tell them that
familiar topics. Fast finishers can create
they will take turns to write the names of sports, and that they will get a
Other imaginative an extra jigsaw if time and
point if they spell the sport correctly.
responses as resources allow.
3. Give the first pupil in each line a piece of chalk or board pen. Tell
appropriate.
them to write the name of a sport: other pupils in the line can help with
spelling if necessary, but only the pupil with the chalk/pen can write.
Complementary Complementary
4. When that pupil has written a sport, they give the chalk/pen to the
Skill Skill
second pupil in the line, who writes a new sport. Continue in this way
Writing 4.3 Writing 4.3.2
for 3 minutes or so.
Communicate Spell an increased
5. Stop and check the spelling of the sports, and give points for correct
with appropriate range of familiar
spellings.
language form high frequency
6. Give each pupil the jigsaw template.
and style for a words accurately
7. Ask pupils to draw pictures of sports on the top row of the jigsaw
range of purposes in guided writing
template, and to write the name of each sport underneath on the
in print and digital
second row. They can use the words on the board to help if necessary.
media
8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match
sports with pictures.
34
TOPIC: Year in, year out MAIN SKILL FOCUS: Reading THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions:

in + month; on + day

LEARNING OUTLINE
Get Smart plus 3
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask pupils p.36 your pupils and class.
variety of linear main idea of short what the day and month are today. Please see the seven
and non-linear simple texts Teacher’s Book, differentiation strategies
Lesson delivery listed in the introduction.
print and digital p.62
texts by using 2. Write the day and month on the board. Ask pupils how well they remember the days Please also consider the
appropriate and months in English. Ask one or two pupils if they can recall them for you. Cut up days of the following:
reading strategies Complementary 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and week & months of Group more proficient
Skill count down. Review the months and days and check their answers. the year pupils in separate groups
Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain to less proficient pupils.
Complementary Narrate very short how we know it’s autumn (leaves on the ground), including having some pupils Give months to the more
Skill basic stories and perform to the class. proficient and days to the
Speaking 2.3 events less proficient to put in
Communicate 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note
order.
appropriately to a any difficulty or confusion.
small or large 6. Feed back on their performance and review language by writing on the board:
group in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
35
TOPIC: Year in, year out MAIN SKILL FOCUS: Writing THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions:

on + day of the week

LEARNING OUTLINE
1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs according to the needs of
Writing 4.3 Writing 4.3.2 Student’s Book, your pupils and class.
Communicate with Spell an increased can remember and act it out for the class. p.36–37
appropriate range of familiar Please see the seven
Lesson delivery Teacher’s Book, differentiation strategies
language form and high frequency
style for a range of words accurately in 2. To review spelling of days of the week, play a team board game. Divide the class into p.63 listed in the introduction.
purposes in print guided writing four or five groups. One pupil from each group at a time should come to the board. Say Please also consider the
a day of the week and the pupils at the board should arrange the magnetic letters to Magnetic letters following:
and digital media
write the word. The fastest team to spell it accurately wins a point. Continue for each Worksheet for Remind pupils they can
Complementary pupil in the team. diaries (see write two or more words.
Complementary Skill 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well below) More proficient pupils
Skill Speaking 2.1.2 pupils can spell the days of the week. Review any problematic spellings after the could write full sentences.
Speaking 2.1 Find out about and activity.
Communicate describe basic You could ask fast
When feeding back, insist on full sentences He has karate on Saturday. finishers to help you
simple information everyday routines
intelligibly 4. Elicit from pupils other activities they may have during the week. Write these on the monitor and check
board. Talk to pupils about the activities they do. spellings.
5. Give out the worksheet (see below) and ask pupils to write two or more activities in My
Diary. Monitor carefully and help with vocabulary and spelling.
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have
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.
36
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
37
TOPIC: Year in, year out MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about the seasons
Innovation

LEARNING OUTLINE
In this lesson, pupils will create and perform an action song about seasons in groups. A copy of the Differentiate learning
Language Arts Pre-lesson Seasons song (see according to the needs of
Language Arts 5.3
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your next page) and a your pupils and class.
imaginative Respond pupils’ needs and interests and that will introduce the topic of warm and cool seasons. copy of the words Please see the seven
response to imaginatively and on the board or on a differentiation strategies
Lesson delivery handout listed in the introduction.
literary texts intelligibly through
2. Teach pupils to sing the Seasons song words to the tune of Frère Jacques (see below). Please also consider the
creating simple
3. Ask them to choose actions for the song and perform the song again with the actions. following:
action songs on
4. Elicit the pattern of the song from pupils:
familiar topics. You could ask more
 Name of season x2
Other imaginative proficient pupils or
 Adjectives x2
responses as groups to create a
appropriate.  -ing verbs x3
second set of actions for
 With our friends x2
their song if they finish
Complementary Complementary 5. Now put pupils into groups of 4–5 and ask them to choose new words and actions for
quickly.
Skill Skill the song, and to practise their song. They can choose a song either about the warm
Speaking 2.3 Speaking 2.3.1 season or the cool season if they prefer.
Communicate Narrate very short Post-lesson
appropriately to a basic stories and 6. Pupils perform their songs with actions for their classmates.
small or large events
group
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.
38
TOPIC: Year in, year out MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
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 according to the needs of
Student’s Book, your pupils and class.
Understand Understand with pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37
meaning in a support specific games, tennis, cinema. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
Lesson delivery p.63 listed in the introduction.
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 Please also consider the
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have Worksheet (see following:
karate on Monday; I never play computer games. Consider introducing more adverbs if below)
Complementary Complementary 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 3. Ask pupils to tell their partner how often and when they do the activities. encourage more
Communicate Find 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
less language from lower
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s
proficiency pupils.
Diary (Pupils A) or 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 If pupils lack confidence
do this by speaking to each other to communicate the information, but they should not they can check each
look at each other’s worksheets. answer (sentence) with
their partner‘s worksheet
7. Collect the worksheets and review pupils’ work. See how well they have remembered to
as they do the activity.
spell 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.
39

A. Sue’s Diary
B. Bob’s Diary
40
TOPIC: Year in, year out MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
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
5.3 5.3.1 or as a handout of your pupils and
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits class. Please see the
Express an Respond your pupils’ needs and interests and that will review language and prepare pupils for Hot season diamond
imaginative imaginatively and seven differentiation
the lesson. poem template (see strategies listed in the
response to intelligibly through below)
literary texts creating simple Lesson delivery introduction.
action songs on 2. Show pupils the diamond poem (see below), check or teach the meaning of skating
familiar topics. and icy, and ask them to guess if the missing words at the top and bottom are Winter
Other imaginative or Hot season.
responses as 3. Check the answer [Winter].
appropriate. 4. Elicit the pattern of the diamond poem with pupils. This is:
Complementary Noun
Complementary Skill Adjective Adjective
Skill Writing Verb Verb Verb
Writing 4.3.2 Noun Noun Noun Noun
4.3 Spell an increased Verb Verb Verb
Communicate range of familiar Adjective Adjective
with appropriate high frequency Noun
language form words accurately 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
and style for a in guided writing 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and write
range of purposes their suggestions on the board under the appropriate heading.
in print and digital 7. Ask pupils to work in pairs. Give them the hot season diamond template as a handout,
media 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.
41
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
42
TOPIC: Year in, year out MAIN SKILL FOCUS: Listening THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +

& Citizenship country/city

LEARNING OUTLINE
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the
Listening 1.2 Listening 1.2.2 Student’s Book, needs of your pupils
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary. p.116
meaning in a support specific and class. Please see
Lesson delivery Teacher’s Book, the seven
variety of familiar information and
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 differentiation
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where strategies listed in the
the countries are. Try to include the six countries on Student’s Book, p.116. Write the World map (if you introduction. Please
names of the countries on the board and leave them there. have a large class, also consider the
Complementary have one map per
Skill Complementary following:
3. Introduce the concept of time zones using the time at the moment compared to large group of
Reading 3.2 Skill another city pupils know of and some of the places from the previous activity. pupils) You could have
Understand a Reading 3.2.1 some/all pupils work
variety of linear Understand the 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, in pairs to read and
and non-linear main idea of short morning/afternoon/evening). Ask them to show you on the map where it is one per pupil) guess the places on
print and digital simple texts morning/afternoon/night. Review these words as necessary. the labels.
Sticky
texts by using
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. tape/tack/pins
appropriate
Pupils listen carefully and repeat or raise their hand when they hear their label.
reading strategies
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
43
Materials for Lesson
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.
44
TOPIC: Year in, year out MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time

expressions: in + season/period

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.39 your pupils and class.
Communicate Find out about and suits your pupils’ needs and interests and that will review language and prepare
simple information describe basic pupils for the lesson by introducing/reviewing the word holiday. Check their Teacher’s Book, p.65 Please see the seven
intelligibly everyday routines differentiation strategies
understanding of the word by asking them when the school holidays are in the Sports flashcards listed in the introduction.
year. (add sports that Please also consider the
Complementary pupils may do in the
Complementary Skill Lesson delivery following:
holidays)
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 holidays or other times of the year. include vocabulary relevant
Communicate and objects using to them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
intelligibly phrases holidays. the lesson where you ask
For sports they do not do (e.g. probably the three on Student’s Book, p.39), ask pupils to identify their
them if they have ever seen these sports, where people do them etc. favourite sport/activity for
the holiday or a particular
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). time of year.
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a good For the final activity, ask
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
5. Play the mime game in small groups sitting in circles:
the 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
45
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.
46
TOPIC: Year in, year out MAIN SKILL FOCUS: Reading THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of

prepositions

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 Student’s Book, p.40 according to the needs of
Understand a Understand specific introduction that suits your pupils’ needs and interests and that your pupils and class. Please
variety of linear information and will review language and prepare pupils for the lesson. Teacher’s Book, p.66– see the seven differentiation
and non-linear details of short 67 strategies listed in the
Lesson delivery introduction. Please also
print and digital simple texts
texts by using 2. Play a team game where pupils brainstorm vocabulary on the Coins consider the following:
appropriate main topics in this lesson (months, days, seasons, clothes, Try to have a mix of
reading strategies Complementary weather, countries). proficiency in the groups so
Skill 3. Review any key vocabulary that has not come up in the that pupils can support each
Reading. 3.1 previous activity. Introduce the word boots (see Student’s Book, other as they play the game.
Complementary Read and enjoy A1 p.40).
Skill fiction/non-fiction Modify the Venn diagram
4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Optional activity so that it
Reading. 3.3 print and digital Pupils can choose their own counters (e.g. a pen lid, a rubber, a
Read texts of interest suits seasons in your local
small paper ball). context and your local culture.
independently for
information and Monitor as pupils play the game, but allow them to relax and
enjoyment enjoy the activity so that they are reading for pleasure, without
really noticing they are reading. This will also encourage pupils
to work together and help each other.
5. Continue with the Optional activity on Teacher’s Book, p.67.
You could do this for other topics.
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.
47
TOPIC: My new house MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place; possessive

pronouns

LEARNING OUTLINE
Reading 3.2 Reading 3.2.2 according to the
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic and p.46 and class. Please see
variety of linear information and prepare pupils for the lesson.
and non-linear details of short Teacher’s Book, the seven
print and digital simple texts Lesson delivery p.76 differentiation
texts by using strategies listed in the
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and introduction. Please
appropriate some pupils and ask them to put them on the left side of the classroom if they are clothes clothes
reading strategies Complementary also consider the
and the right if they are furniture. flashcards following:
Skill
Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see For the mini
Complementary Spell an increased below) performance after the
4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary
Skill range of familiar story, you could
in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need
Writing 4.3 high frequency encourage some
work in pairs to categorise the words. They should write the words into the correct cloud, some
Communicate with words accurately in pupils to change the
taking care to copy the spelling accurately. If there are still some new words in the dictionaries for
appropriate guided writing story a bit to include
worksheet, you could ask pupils to use dictionaries to find the meanings of the new words. this lesson
language form and different vocabulary.
They can draw a small picture next to the word on their worksheet to show the meaning if
style for a range of
it is helpful.
purposes in print
and digital media Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
pupils’ needs and interests and that reviews at least one word pupils learned well and one
they have difficulty with.
48
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
49
TOPIC: My new house MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with possessive

pronoun: Whose?

LEARNING OUTLINE
Get Smart plus 3
Writing 4.1 Writing 4.1.2 1. Choose a confident pair of pupils who will come to the front of the class and try to Student’s Book, according to the needs of
Form letters and Begin to use cursive act out the story from Lesson 67. The class can help if necessary. p.46–47 your pupils and class.
words in neat handwriting in a Please see the seven
Lesson delivery differentiation strategies
legible print using limited range of Teacher’s Book,
cursive writing written work 2. Write the words on the board: headscarf, carpet, mirror (and choose one or two p. 76–77 listed in the introduction.
more clothes/furniture words that might be new but useful to your pupils) Please also consider the
Clothes and following:
Model using the dictionary and hand out to each pair/group. Assign each
Complementary Complementary pair/group one of the words and ask them to check the meaning in the dictionary. furniture For higher proficiency pupils
Skill Skill They should draw the item in their notebook and write the word underneath it. flashcards from (or classes), you could
Reading 3.2 Reading 3.2.4 3. Have each pair/group present their word to the class. Return the worksheets from previous lesson + extend the dictionary activity
Understand a Recognise and use Lesson 67 and ask them to add the four words to it. four new words and/or have pupils
variety of linear with support key brainstorm and share more
and non-linear features of a simple 4. Have pupils read the story on Student’s Book, p.46 quietly. Dictionaries clothes and furniture
print and digital monolingual 5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. vocabulary.
texts by using dictionary Remind pupils to use cursive writing. Monitor and check they are on task and do
appropriate not have any problems. If you have a pupil(s) who
reading strategies demands attention, you
Post-lesson could have him/her/them
6. Choose a post-lesson task from the list in the introduction to review more and less read the story to the class.
challenging vocabulary from the lesson.
50
TOPIC: My new house MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
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 Square pieces of plain paper, Differentiate learning
Main Skill Main Skill work to make a class display of houses.
Language Arts Language Arts one piece for each pupil. according to the needs of
5.3 5.3.1 Pre-lesson (White paper is suitable – the your pupils and class.
Express an Respond 1. Write the letters ym and ohuse on the board. paper does not need to have Please see the seven
imaginative imaginatively and 2. Ask pupils to unscramble these letters to make two words. different colours on each differentiation strategies
response to intelligibly through 3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and side, as suggested by the listed in the introduction.
literary texts creating simple that they will make a paper house in the lesson. video below.)
action songs on Lesson delivery Simple child-friendly
familiar topics. instructions to use in the
4. Give each pupil a square piece of paper.
Other imaginative lesson. (Check how to make
5. Prepare step-by-step instructions for making a paper house in a jazz chant
responses as a very simple origami house
style. Give out the instructions one by one. Ask pupils to sing with you the
appropriate. at:
step before they apply it
6. Make sure that pupils have finished each step before you move on to sing www.youtube.com/watch?
the next step. v=eEsx799dz8c)
7. When the pupils finish their making their paper houses, ask them to sing the
skill skill
chant together.
Listening 1.2 Listening 1.2.4
8. Ask pupils to label two of the four rooms in the house and to draw two items
Understand Understand a
of furniture in each of these two rooms.
meaning in a wide range of
variety of familiar short basic Post-lesson
contexts supported 9. Put pupils in pairs or small groups.
classroom 10. Ask them to share their houses and to name the items of furniture their
instructions classmates have drawn.
11. If you want to make a class display, ask pupils to label other rooms and to
draw other items of furniture at home. You could use their completed work to
create a class display of houses.
51
TOPIC: My new house MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with possessive pronoun:

Values Whose?

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening 1.2 Listening 1.2.2 needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, Please see the seven differentiation
Understand Understand with suits your pupils’ needs and interests and that will review clothes vocabulary p.47 strategies listed in the introduction.
meaning in a support specific to prepare pupils for the lesson.
variety of familiar information and Teacher’s Book, Please also consider the following:
contexts details of short Lesson delivery p.77 Choose pupils who are naturally
simple texts 2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review outgoing to be the thieves, even if
the language Whose xxx is this/are these? and encourage pupils to ask the they are not as proficient. Sometimes
Complementary questions, too. You could play a circle game. an overly active pupil can be
Skill Complementary motivated by an activity like this.
Listening 1.2 Skill 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again.
Understand Listening 1.2.5
4. Follow the instructions for Activity 3 (Teacher’s Book, p.77).
meaning in a Understand a wide
variety of familiar range of short Monitor as pupils listen and see how well they do in getting the correct
contexts supported answers. Based on this, you could give more Listening practice by asking
questions pupils about the 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
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
52
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.
53
TOPIC: My new house MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
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 according to the needs
Student’s Book, of your pupils and
Communicate Ask about and pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47
simple information express basic the lesson. class. Please see the
intelligibly opinions Teacher’s Book, seven differentiation
Lesson delivery p.77 strategies listed in the
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). introduction. Please
Small pieces of also consider the
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t paper/card, one
Skill Skill following:
write their name, but should write a code name. per pupil
Listening 1.2 Listening 1.2.5 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to If giving a reason is too
Understand Understand a wide try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils challenging for some/all
meaning in a range of short answer, encourage them to give a reason for their answer, for example: of your pupils, then
variety of familiar supported questions they can say I think…
contexts I think it’s Hanifa’s because she likes red shoes.
to give their opinions.
I think they’re Ahmad’s because Ahmad is good at drawing.
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
54
TOPIC: My new house MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

LEARNING OUTLINE
In this lesson, pupils will create an action story in groups. Flashcards or Differentiate learning
Language Arts 5.1 Language Arts Pre-lesson pictures according to the needs
1. Tell pupils that they are going on a long and difficult walk home. of your pupils and
Enjoy and 5.1.2 Words for We’re
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. class. Please see the
going home action seven differentiation
rhymes, poems simple texts, and Lesson delivery story
and songs sing simple songs strategies listed in the
3. Ask pupils to stand in a circle, or to stand at their desks if there is not enough space Write the story on the introduction. Please
with intelligible
for a circle in your classroom. board, or put it on a also consider the
pronunciation, 4. Tell pupils the We’re going home story (see next page): use actions to make the
Complementary rhythm and handout following:
meaning of over, under and through clear.
Skill intonation Fast finishers can
5. Retell the story and ask pupils to join in with the actions.
Speaking 2.3 In addition to Year create an extra verse
6. Tell the story again, with pupils doing the actions and saying the words.
Communicate 2 text types: for their story.
7. Clarify with pupils that there is one more place to go through before they are home.
appropriately to a simple poems
Ask pupils to suggest possible places to go through (e.g. forest, rice field, jungle,
small or large
tunnel, school, shopping centre) .
group Complementary
8. Divide pupils into groups of 3–4. Tell them to finish the story with another verse and to
Skill
practise their story and the actions. Write the story on the board or give them a
Speaking2.3.1
handout of the story to help them.
Narrate very short
basic stories and Post-lesson
events 9. Choose groups to perform their story. Ask pupils who are not performing to identify the
new place in the final verse.
55
We’re going home

We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.
We’re going home.

Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look _______________
Let’s go through it
Hurray! Now, we’re home.
56
TOPIC: My new house MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
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 according to the needs of
Student’s Book, your pupils and class.
Recognise and Recognise and your pupils’ needs and interests and that will review the names of rooms and p.49–50
reproduce target reproduce with furniture words to prepare the pupils for the lesson. Please see the seven
language sounds support a range of Teacher’s Book, differentiation strategies
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 Please also consider the
words with two sounds (syllables). Show how each word is made up of the two Flashcards for following:
sounds. Play a game where pupils have to listen and say the second syllable. Use cushion, slippers,
Complementary table, flower Depending on the needs
Skill Complementary picture flashcards. Introduce/review the written word at the end of this stage of the of your class, you could
Speaking 2.1 Skill lesson only. Scissors extend the pronunciation
Communicate Speaking 2.1.5 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). stage of the lesson to
simple information Describe people look at rhyming words or
intelligibly and objects using 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s more words with two
suitable words and Book, p.80). syllables.
phrases
Post-lesson For fast finishers or more
5. Learning diaries: proficient pupils, have
Ask pupils to think back on their learning so far this week. In their learning diary, they them tell a partner about
can write: a room in their house.

Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
57
TOPIC: My new house MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There is/are:

Creativity & Imagination Singular & plural; possessive pronouns

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 according to the needs
1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- of your pupils and
Communicate Describe people Student’s Book, p.48. 49 class. Please see the
simple information and objects using
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you think Teacher’s Book, p.79 seven differentiation
phrases pupils need to review key vocabulary further. For example, put labels of the names strategies listed in the
of different rooms around the classroom. Say a piece of furniture and pupils have to introduction. Please
Complementary decide which room it belongs in. Note that there may not be fixed answers for this. also consider the
Lesson delivery
Speaking 2.2 Skill Pupils can work at their
Use appropriate Speaking 2.2.2 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). own level in these
communication Ask for attention or activities. Encourage
4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them in a
strategies help from a teacher each pupil to do a little
pile in the middle of the group. In turns, pupils take a picture. Without showing it,
or classmate by more than their ability
they should describe it. Other pupils in the group should guess whose picture it is –
using suitable by helping them
questions It’s hers/his/mine/yours.
individually and
Monitor carefully as pupils do these Speaking and Listening activities. They may according to their level.
need help with vocabulary, and should ask you for this in English. Focus, too, on Do not expect the same
their use of language. Note the words you give them and choose some to teach the from all the pupils.
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
58
TOPIC: Food, please! MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking directions)

& Citizenship; Creativity & Innovation

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

Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits cooking verbs according to the needs of
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the (optional) your pupils and class.
basic information directions previous lesson. Please see the seven
intelligibly for a Cut-up stages of differentiation strategies
Lesson delivery omelette recipe listed in the introduction.
range of purposes
(one set per group Please also consider the
in print and digital Complementary 2. Ask pupils what the children’s dad was doing in the story – he was cooking
media Skill of five – see below) following:
omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about
Writing 4.3.2 cooking to find out what they know. Introduce cooking verbs using flashcards or When ordering the
Complementary Spell an increased mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. A simplified recipe
for a Malaysian dish stages of the omelette
Skill range of familiar recipe, you could have
Writing 4.3 high frequency 3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs
and ingredients groups work together to
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, order the stages, or give
appropriate guided writing (see below)
one stage each. They should read their stage and together decide which order to each pupil a stage so,
language form and stand in. without showing it to the
style for a range of others, they all contribute
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to group work. Consider
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, adding pictures if you
potato, chicken, spices, rice etc. Pupils may work in their first language and you can think this will support
supply the English translation. Explain that these are the ingredients. your pupils.
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let
pupils work in pairs to complete it. An example is given below, but you may have a For the Writing activity,
better or more appropriate recipe than this. This lesson may be challenging for some you can provide recipes
pupils, who may be unfamiliar with cooking processes. You could add some pictures with more or fewer gaps
to the recipe or mime each stage of the recipe and have pupils watch and complete to support different levels
the stage. Allow pupils to work with and help each other. of proficiency.
Post-lesson
lesson.
59
Materials for Lesson
Stages for making an omelette: cut up, one per pair/group.
Break the eggs and mix them with milk.
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
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.
60
TOPIC: Food, please! MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions

LEARNING OUTLINE
Listening 1.2 Listening 1.2.5 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class. Please
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes p.57
meaning in a range of short see the seven differentiation
to prepare pupils for the lesson.
variety of familiar supported questions Teacher’s Book, strategies listed in the
contexts
consider the following:
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards,
Complementary board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack For fast finishers, or if you
Complementary Skill isn’t/aren’t any… have extra time, you could
Skill Listening 1.2.2 ask them to write one or
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you what more sentences about what
Understand support specific is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take they heard, e.g.
meaning in a information and the role of the teacher. 1. There’s some cheese in
variety of familiar details of short my sandwich.
4. Ask questions about the flashcards on the board to introduce and model the
contexts simple texts
questions and answers: Are/Is there any…? Yes there is/are /No, there
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
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.
61
TOPIC: Food, please! MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions &
negatives

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, of your pupils and
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare p.57 class. Please see the
simple information and objects using pupils for the lesson.
intelligibly suitable words and Teacher’s Book, seven differentiation
phrases Lesson delivery p.91 strategies listed in the
introduction. Please
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils also consider the
Complementary
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill Ask more proficient
4. Using their drawings, they should mingle to find out if another pupil(s) has the same
Understand Listening 1.2.5 pupils to add more
omelette as theirs. They should ask and answer questions to find this out, e.g. Are
meaning in a Understand a wide extra ingredients to
there any tomatoes in your omelette? If they find a partner, they should sit together.
variety of familiar range of short their omelettes in
For those who do not, they should try to find someone with a similar omelette and sit
contexts supported questions Activity 4.
together.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We have pupils can use their
similar omelettes. There are/is… on my omelette, and on her omelette too / There pictures to show
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
62
TOPIC: Food, please! MAIN SKILL FOCUS: Writing THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for description;

Creativity & Innovation 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 introduction that suits according to the needs
Student’s Book, p.58 of your pupils and
Communicate Plan, draft and write your pupils’ needs and interests and that will review language to prepare pupils for the
with appropriate an increased range lesson. class. Please see the
Computers for seven differentiation
language form of simple sentences Lesson delivery internet research or
and style for a strategies listed in the
magazines or introduction. Please
range of purposes 2. Ask pupils what they remember about the dishes from different countries. You could selection of recipes
in print and digital ask groups to quickly present one of the dishes as a review for the whole class. also consider the
media following:
3. Brainstorm some different dishes from around the world and use the pictures to Pictures of different
introduce the dishes on the worksheet (see below). Note that these are suggestions, dishes around the Offer different amounts
Complementary which can be changed to suit your class. world (see worksheet) of support and
Complementary Skill 4. Ask pupils to do the matching activity (worksheet part A) in pairs. modelling for writing.
Skill Reading 3.2.2 Worksheet (see Encourage pupils to
Reading 3.2 Understand specific 5. In small groups, pupils choose one dish. They should check online to find out what the
below) help each other with
Understand a information and ingredients are.
the writing task. You
variety of linear details of short 6. As a plan for writing, pupils complete the first sections of the worksheet part B. Then could ask a lower
and non-linear simple texts they should write about a dish. They can use the texts in the textbook (Student’s Book, proficiency pupil to
print and digital p.58) as models or you could write a model on the board. write, so that they gain
texts by using Monitor carefully and help pupils. Make sure they are working well as a group, that from the support of the
appropriate they are sharing the work and helping one another. higher proficiency pupil.
reading strategies
Post-lesson Encourage fast
7. Have some groups present their texts and/or display them in the classroom. Ask pupils finishers to write more,
which dishes sound yummy. and maybe give their
opinion of the dish.
63

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
64
B. Find out and write about a dish
Name of dish: ___________________________________

Country: ___________________________________
Ingredients:
______________________________________________________________________
Our dish:
65
TOPIC: Food, please! MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
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
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order needs of your pupils
Copies of the and class. Please see
imaginative Respond i. Line 1: sugar Food train chant
response to imaginatively and ii. Line 2: peas and pineapple the seven
(see below) differentiation
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits
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
appropriate.
starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill
5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking
pupils remember the words if necessary.
2.3 2.3.1
The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short
the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and
as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events
pupils identify and practice the stress patterns.
group
Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
66
TOPIC: Food, please! MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense question

forms

LEARNING OUTLINE
according to the
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, needs of your pupils
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. p.59
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93 differentiation
simple texts questions such as Are there any..? strategies listed in the
introduction. Please
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you
Complementary also consider the
feed back.
4. Write the questions on the board:
Listening 1.2 Skill You could extend the
Understand Listening 1.2.5 a) Imagine. What’s in your crepe?
questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported including cooking
5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an
questions vocabulary as a
answer for questions a and c.
review here, if you
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note that think your pupils
they should mime for question 3. Feed back by asking some pupils to tell the class about their would benefit.
partner.
You may want to fully
Post-lesson or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
 New words I remember depending on the
 Activities I enjoyed proficiency of your
 A skill I did well in (L/S/R/W) pupils.
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do
this than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
67
TOPIC: Food, please! MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense

statements & question forms

LEARNING OUTLINE
Get Smart plus 3
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Teacher’s Book, strategies listed in the
p.93
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
the end of the questionnaire.
Do you have soup for dinner?
As you monitor, ask different
Do you want a crepe for lunch?
questions to different pupils
Do brief feed back at this point, to double check that pupils have understood the
about their eating and food
questions and the vocabulary.
likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
lesson.
68
TOPIC: Food, please! MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and any

statements

LEARNING OUTLINE
Reading 3.2 Reading 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 your pupils and class.
Understand a Understand the
variety of linear main idea of short Lesson delivery Teacher’s Book, Please see the seven
and non-linear simple texts p.96–97 differentiation strategies
2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils read the listed in the introduction.
print and digital text before playing the CD. On this first reading, ask pupils to read and tell you if Food flashcards
texts by using Please also consider the
they think they would like Tony’s pizza. following:
appropriate
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils write the Fast finishers could be
sentences in full in their notebooks (from the sentence stems they completed in the asked to help other pupils
Complementary previous stage of the lesson). in the class and/or to
Skill Complementary exchange their writing
4. Collect pupils’ writing to review it to get an idea of their learning in this unit. Give
Writing 4.2 Skill with another fast finisher
some corrective feedback, but avoid correcting everything. Add positive comments.
Communicate Writing 4.2.5 for some peer correction.
basic information Connect sentences Post-lesson
intelligibly for a using basic
range of purposes coordinating 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97), depending on
in print and digital conjunctions the needs of your class. Use your notes on pupils’ performance in this unit,
media including this lesson, to decide which words to focus on.
69
TOPIC: Food, please! MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
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
1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, of your pupils and
5.3 5.3.1 competition or even won one. p.62–63
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly p.98–99 strategies listed in the
2. Follow the instructions for Warm up (Teacher’s Book, p.98). introduction. Please
literary texts through creating
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
songs on familiar skills at each stage. following:
topics Support pupils as they
4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and
Other perform. You may need
others decide what they will cook for the competition. This could be done in small or large
imaginative to motivate some pupils
groups or even as a whole class. It is better to let pupils use English freely in this activity, but if
responses as to be involved. Giving
you think they need support, then they can use the story in the Student’s Book as a model.
appropriate models and plenty of
Monitor, offer support and make a note of any common problems. Come back to these support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity.
should do or say.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
independently A1 fiction/non-
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of
interest
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able
to do this than others. Support pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in your lesson plan. It could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
70
TOPIC: Out and about MAIN SKILL FOCUS: Reading THEME: World of stories
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular and irregular)

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.66 your pupils and class.
Understand a Understand specific suits your pupils’ needs and interests and that introduces the theme of animals
variety of linear information and as well as reviewing any farm animal vocabulary the pupils already know. Teacher’s Book, p.104 Please see the seven
and non-linear details of short differentiation strategies
print and digital simple texts Lesson delivery listed in the introduction.
texts by using Please also consider the
2. Follow instructions for Warm up on Teacher’s Book, p.104. following:
appropriate
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,
Listening 1.1.1 so that more proficient
4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ each
Complementary Recognise and pupils will be able to
other on the new words.
Skill reproduce with guess using language
Listening 1.1 support a range of 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as pupils and Listening skills.
Recognise and target language hear and read the story.
reproduce target phonemes
language sounds Ask pupils to read aloud, along with the CD. Check their pronunciation and note
words that pupils have problems with so that you can drill them before pupils
practise for performing.
Post-lesson
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
71
TOPIC: Out and About MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions
CONTENT LEARNING
LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES
STANDARD STANDARD
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=qHJe8Wc Differentiate learning according to
Language Arts Language Arts Pre-lesson VQD4 the needs of your pupils and class.
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the Please see the seven differentiation
Enjoy and In addition to introduction. You can download the video by typing strategies listed in the introduction.
appreciate Year 2 text types: in ss before YouTube i.e.:
Lesson delivery
rhymes, poems simple poems www.ssyoutube.com/watch?v=qHJe8W
2. Show pupils the two stick figures drawing.
and songs cVQD4
3. Use the drawing to check the meaning of new target
(If you click on the white box at the
language
bottom of the screen, you can put
 How do I get to the…?
subtitles on or off, depending on what is
Complementary Complementary  Go straight ahead
suitable for your pupils.)
Skill Skill  Keep going,
Listening 1.2 Listening 1.2.2  Turn left/right , A simple picture of:
Understand Understand with  Take the first/second/third/fourth on the left/right  two stick figures with a speech
meaning in a support specific 4. Help pupils to say the target language by saying it bubble coming from the mouth of
variety of familiar information and yourself, and ask them to repeat it. Do this a few times one figure. In the speech bubble
contexts details of short until pupils can say the target language with confidence. write. How do I get to the…?,
simple texts 5. Play the directions rap. Ask pupils to listen and do the  a building, labelled restaurant
actions in the video as they listen. There will be a few new
 roads between the stick figures
words in the video. There is no need to teach these,
and the restaurant which involve
because the rapper makes their meaning clear with his the stick figure
gestures. i) going straight ahead,
6. Play the video again. This time ask pupils to sing the rap
ii) then turning left, then right,
and do the actions.
iii) and then turning first left to
7. If there is time, repeat step 6. reach the restaurant
Post-lesson
8. Play the video a final time, with the sound turned off, and
the subtitles on. Pupils do the action and sing the rap as
they watch the video.
72
TOPIC: Out and about MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
Listening 1.2 Listening 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, class. Please see the seven
Understand Understand with cards after the activity or at the end of the lesson. p.67
meaning in a support the main differentiation strategies listed in
variety of familiar idea of short Lesson delivery Teacher’s Book, the introduction. Please also
contexts simple texts p.105 consider the following:
2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g.
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards This style of freer writing may be
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100 challenging for some pupils.
Complementary Complementary /fat). Remind them that they can use
Skill Skill the models from the Listening
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. activity. You could provide some
Communicate Describe people examples on the board before
4. Ask each pupil to write at least two sentences about an animal (using They …).
basic information and objects using asking pupils to write for
They could use some ideas from stages 2 and 3 of the lesson or they could use
intelligibly for a suitable words and themselves.
their own ideas.
range of purposes phrases
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils
media should guess what animal it is.
Post-lesson
73
TOPIC: Out and about MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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 flashcards, check pupils’ understanding of the words by playing Slap in small
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, p.105 Please see the seven
intelligibly suitable words and differentiation strategies
Lesson delivery Pupil-made cards from listed in the introduction.
phrases Lesson 100
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. Please also consider the
following:
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should Animal flashcards
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Fast finishers can be
Listening 1.2 Skill farm. encouraged to label the
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found animals on the farm.
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of
variety of familiar support specific For more proficient pupils,
the lesson. they could add another
contexts information and
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity animal, if they and their
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at partners know the word in
the end of the activity, both pupils have the same animals on the farm. Note that English.
drawing and colouring can take a lot of time for some pupils. Set time limits and be
firm with them. Tell pupils that they may have time at the end of the lesson or can Monitor and ask pupils
work at home to make their farm ‘beautiful’. about their pictures,
extending their Speaking
6. Ask pupils to write a list of what is now on their farm. They compare it with their and Listening skills.
partner, who should have the same list.
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.
74
TOPIC: Out and about MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive &

& Citizenship negative)

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.69 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, Please see the seven
variety of familiar information and p.106–7 differentiation strategies
contexts details of short
simple texts 2. Play a whole class Listening and/or Speaking game using the rules flashcards Poster paper per Please also consider the
from previous lessons. group, coloured pens following:
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). and pencils 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 large
Listening 1.2 Skill pair by pair), to read out one of their classroom rules. Other pupils listen and put groups, you could make
Understand Listening 1.2.1 a cross next to the rule if they have it too. The pupil reading the rule gets a point smaller ones. However,
meaning in a Understand with if no other pupil has the same rule as them. Praise pupils with points at the end this may be a good
variety of familiar support the main for their originality, effort and language, rather than for winning the competition. chance to help them get
contexts idea of short simple used to working with
texts 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
about how many rules
from 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 also
Post-lesson ensures less proficient or
6. Have pupils look at the posters and say which rules they agree with. You could quieter pupils have a
have them decide which poster will be used as their classroom ‘rule book’, and chance to contribute.
display that poster.
75
TOPIC: Out and about MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive &

negative)

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 Student’s Book, p.71 according to the needs of
Understand a Understand the suits your pupils’ needs and interests and that will review the signs flashcards your pupils and class.
variety of linear main idea of short from Lesson 96. Teacher’s Book, p.110 Please see the seven
and non-linear simple texts differentiation strategies
print and digital Flashcards of signs from
texts by using 2. Tell pupils they will make road signs. Show them the signs you have made. Lesson 96. Please also consider the
appropriate Complementary Elicit from the pupils what the signs show them (Turn left/right, Traffic lights, following:
reading strategies Skill Stop). One example of each If you have fast finishers in
Reading 3.2.3 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & 3 sign made up for this the class, they could help
Guess the meaning from Student’s Book, p.71). Ask them to read the instructions and decide lesson with those who find it more
Complementary of unfamiliar words which sign they are for making. (Answer: 1 = Turn left/right; 2 = traffic lights; 3 challenging to understand
Skill from clues provided = Stop sign). Ask them to look in the book at the pictures to check their own Worksheet with texts 1, 2 the instructions. If possible,
Reading 3.2 by visuals and the answer before checking as a whole class. & 3 from Student’s Book avoid translation.
Understand a topic 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to make p.71
variety of linear each sign as you read the instructions aloud. If possible, avoid use of first
and non-linear language.
print and digital Materials for making
texts by using 5. Have pupils choose one sign to make and make it in pairs. signs (see Teacher’s
appropriate 6. Follow instructions for Activity 2, Teacher’s Book, p.110. Book, p. 110)
reading strategies
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
76
TOPIC: Out and about MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive &

negative)

LEARNING OUTLINE
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a suitable Student’s Book, p.74 your pupils and class.
Communicate Spell an increased activity to review animal vocabulary taught in the unit.
with appropriate range of familiar Teacher’s Book, p.114– Please see the seven
language form high frequency Lesson delivery 115 differentiation strategies
and style for a words accurately in listed in the introduction.
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work in Animals flashcards Please also consider the
range of purposes guided writing pairs on this activity.
in print and digital Copies of pictures of following:
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 You may need to play a
Complementary Student’s Book p.74). word game that reviews
Skill spellings at the beginning
4. Give each place a number/letter, or assign a mime, or put the pictures around
Complementary Listening 1.2.2 of the main lesson if some
the room. Say a rule and pupils have to say which place(s) it refers to by
Skill Understand with of your pupils often have
saying the number/letter, doing the mime (action, e.g. stand up/sit down/turn
Listening 1.2 support specific difficulty with spelling.
around), or touching the relevant picture. For example:
Understand information and
meaning in a details of short Teacher: Turn off your mobile phone If some pupils have
variety of familiar simple texts particular difficulty with the
contexts Cinema = A, so pupils say A spelling, they can look
back through the unit to
Cinema = stand up, so pupils stand up
find the words.
Cinema = the picture next to the board, so pupils all go to that picture
and touch it.
Each time, ask the pupils to say the rule again and say where it is: Turn
of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
77
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.
78
TOPIC: Out and about MAIN SKILL FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive &

negative)

LEARNING OUTLINE
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs of
Express personal Ask and answer pupils sing along and/or do the actions. Student’s Book, your pupils and class.
p.72–73 (and 65 Please see the seven
responses to literary simple questions Lesson delivery
texts about characters, for per-lesson) differentiation strategies
actions and events 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding listed in the introduction.
of interest in a text of secret and tunnel. Introduce the characters and ask pupils what they think Teacher’s Book, Please also consider the
Complementary might happen 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 next? pupils to use a greater
Communicate simple Skill range of language by
information intelligibly Speaking 2.1.4 Ask Will they go to the park today?
asking them more complex
about, make and What will they find in the park? questions. Try to ask more
respond to simple Do you think the tunnel will be scary/dark/long? open questions to all
predictions pupils. You could also
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 encourage some pupils to
need to answer in full sentences and do not need to use future forms in their ask questions.
answers.
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).
79

TOPIC: Where were you yesterday? MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question, prepositions of place

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

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

The next day, the horse……..
The cow….
The goat….
The duck….
80
Animals to cut out
81
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple statements

& Yes/No questions (was/were)

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. You Student’s Book, according to the needs of
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
contexts details of short p.119
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the words Please also consider the
from the pre-lesson task, one on each card: home / shopping centre / cinema, etc. // Blank word following:
Complementary Complementary the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. Teach cards (one set You could write and leave
Skill Skill and include quiet/noisy, and ask pupils to add more words if they can. per group) the words on the board
Speaking 2.1 Speaking 2.1.1 3. Play a word association game with the word cards in groups of four: Divide the cards from the pre-lesson task
Communicate Ask about and into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, for pupils to copy later if
simple information express basic pupils turn over the top card of each pile and make a sentence. They then decide as a you think they will need
intelligibly opinions group if the sentence makes sense or not. For example.: this. Or you could
I was at home. The film (It) was scary. = I think this is ok. encourage them to find
the words in the textbook
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is
silly. to check their spelling.
Ask pupils to remember some of the funny answers and feed back on those after the Ask pupils to add at least
activity. Monitor and help pupils with sentences and to decide whether they are ok or one or at least two words,
not. Keep the cards in groups’ sets for next lesson. depending on your class.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
lesson.
82
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple

statements & Yes/No questions (was/were)

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.77 your pupils and class.
Communicate Ask about and suits your pupils’ needs and interests and that will review language to prepare
simple information express basic pupils for the lesson. Teacher’s Book, Please see the seven
intelligibly opinions p.119 differentiation strategies
Pupil-made word Please also consider the
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review the cards from Lesson following:
Complementary Complementary Listening activity. 118
Skill Skill If some stages of the
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. lesson are too difficult for
Communicate Narrate very short some of your pupils, or if
4. Using the pupil-made cards from the last lesson, ask pupils to work in the same
appropriately to a basic stories and they can’t think of anything
groups as in Lesson 118. Give the groups back their same cards. Pupils divide
small or large events to write, they can choose
the cards into sets, as before. Divide groups in pairs of pupils, they take either
group some words from earlier in
the places set of cards OR the activities + adjectives set and use them to play a
guessing game: the lesson or could make it
up.
Places: Pupil A takes a card, pupil B has to guess where the pupil was:
More proficient pupils could
B: Were you at …? write in full sentences.
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.
83
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.
84
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were (n’t)) +

& Citizenship 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 Student’s Book, according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.78-79 of your pupils and
basic information and objects class. Please see the
Lesson delivery seven differentiation
intelligibly for a using suitable Teacher’s Book,
range of purposes words and 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a p.120–121 strategies listed in the
in print and digital phrases sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. introduction. Please
media by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom). also consider the
Change the focus to your hometown. For example: There weren’t any motorbikes in [your following:
town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the You could have pupils
Complementary Complementary date and add key vocabulary for talking about your town as appropriate. Make sure to use a work in pairs to help
Skill Skill range of language from the Grammar Box (Teacher’s Book, p.120). each other write
Writing 4.3 Writing 4.3.1 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. sentences.
Communicate with Use capital Include There weren’t any…+ plural. Alternatively, you could
appropriate letters, full stops 4. Follow instructions for Activity 3, Teacher’s Book, p.121 ask pupils to write
language form and and question individually (for
style for a range of marks 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can
example, two or more
purposes in print appropriately in work in pairs to talk about and complete the table in Activity 4. Then they use their answers
sentences) and to then
and digital media guided writing at to write two or more sentences in their notebooks. Remind pupils to take care with
peer assess each
punctuation and spelling, and the apostrophe for n’t in particular. You could collect this
sentence level other’s writing.
writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
85
TOPIC: Where were you yesterday? MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was, How
education 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
Pre-lesson flashcards to learning according
Language Arts Language Arts
5.3 5.3.1 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to represent to the needs of your
Express an Respond the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and pupils and class.
imaginative imaginatively and Lesson delivery Alvin Please see the
response to intelligibly through 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of their seven differentiation
Worksheet strategies listed in
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 the 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. write another or a
variety of linear Reward pupils for their effort to find the correct answers, even if they get the maths wrong (because different puzzle for
and non-linear Complementary doing maths in English may be harder than in their first language). their
print and digital Skill 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should partners/another
texts by using Reading 3.2.2 use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as pair/the class.
appropriate Understand you think is appropriate.
reading specific 7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
strategies information and Post-lesson
details of short 8. Share any well-written or interesting stories with the whole class.
simple texts
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket

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

How much did he spend?
86
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were) questions

LEARNING OUTLINE
Worksheet (see
below)
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Ask about and pupils’ needs and interests and that will review places, activities and adjectives to Word cards from your pupils and class. Please
simple information express basic prepare pupils for the lesson. Lesson 118 see the seven differentiation
intelligibly opinions strategies listed in the
2. Using the questions from this lesson (see worksheet below), ask some pupils about consider the following:
Complementary Complementary yesterday/the weekend/last week: You may want to ask the
Skill Skill Where were you yesterday? more confident pupils
Listening 1.2 Listening 1.2.5 When were you there? questions at first, and others
Understand Understand a after, supporting them by
meaning in a wide range of How was it?
putting key words on the
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils by writing board or asking simpler
contexts questions some/all of the questions and possible answers on the board. Allow short answers at this questions (e.g. Were you at
stage. Note which pupils have problems so that you can give them extra support at the the xxx?)
next stage.
Allow pupils to help each
3. Give out the worksheets (see below) and ask pupils to write the questions in full in the
other when writing the
left-hand column of the worksheet. Monitor carefully and support pupils, and encourage
questions on the worksheet.
pupils to help each other too.
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.
87
Post-lesson

A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:
_______________________ _______________________
Where __________________ at the cinema

?
When yesterday
___________________? evening
How ____________________? funny
B: Now ask at least two friends
88
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were/n’t)

Technology statements

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 Student’s Book, p.118 of your pupils and
Understand a variety Understand specific suits your pupils’ needs and interests and that will introduce the topic of
of linear and non- information and transport to prepare pupils for the lesson. Teacher’s Book, p.181 class. Please see the
linear print and digital details of short seven differentiation
Lesson delivery Cut-out copies of car & strategies listed in the
texts by using simple texts bicycle pictures from
appropriate reading introduction. Please
2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, p.181. Student’s Book, p.118 also consider the
strategies (one set per pair)
Complementary 3. Hand out the worksheets (see below) and the pictures – one set per pair. Pupils following:
Skill stick the pictures in the correct squares. Check the answers before moving on Glue Think about how to pair
Complementary Reading 3.2.3 to the next stage of the lesson. pupils. Sometimes
Worksheet (see below),
Skill Guess the meaning pupils will work well
4. Ask pupils to look at part 2 of the worksheet. They should read the words and one per pair
Reading 3.2 of unfamiliar words when they are with a
try to put them in the grid on the worksheet.
Understand a variety from clues provided friend and they will
of linear and non- by visuals and the 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils to support each other,
linear print and digital topic guess meaning from the pictures in the book. whatever their
texts by using proficiencies.
appropriate reading 6. Ask pupils to read the text again. They should check their answers to the
strategies worksheet. Note that some of their answers may also be true, so discuss these Plan a task for fast
with pupils (e.g. a carriage is faster than an old bicycle, so they may have put finishers – for example,
fast for the carriage). ask them to add more
words they think may
7. Follow instructions for Activity 2 on Teacher’s Book, p.181.
be in the texts.
8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).
Post-lesson
they can write:
89
90

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
91
TOPIC: On holiday MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):

Statements

LEARNING OUTLINE
Speaking 2.1 Speaking 2.3.1 1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, your pupils and class.
Communicate Narrate very short p.85
appropriately to a basic stories and Lesson delivery Please see the seven
small or large events Teacher’s Book, differentiation strategies
2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards p.130 –131 listed in the introduction.
audience below). Please also consider the
Sentence cards following:
Complementary 3. Feed back and ask pupils if they did these things on their holiday. Ask some (see below, cut up,
Complementary Skill pupils what they did on their holiday and put some ideas on the board. Try to one set per pair or You could ask pupils to
Skill Reading 3.2.2 include the activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their small group) present to each other in
Reading 3.2 Understand specific partner what they did on their holiday. groups if you have some
Understand a information and Colour pens or very shy pupils in your class.
4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils
variety of linear details of short pencils This will give more pupils a
talk about their pictures and choose some pupils who have made a good effort,
and non-linear simple texts chance to present.
to present to the class. Allow pupils to practise first before presenting to the
print and digital
class if necessary, and offer plenty of praise. Collect pupils’ pictures or ask
texts by using
them to keep them safe for a later lesson.
appropriate
reading strategies 5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using
the pictures or cut-up sentences from this lesson instead of more strips of paper
as mentioned in the instructions.
Post-lesson
they can write:
92
time for this activity in your lesson plan. It could be set for homework.
Sentence cards to cut up for Lesson
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.
93
TOPIC: On holiday MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and irregular
verbs): Questions and statements

LEARNING OUTLINE
Get Smart plus 3
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate with draft and write an pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.87 needs of your pupils
appropriate increased range of and class. Please see
Lesson delivery the seven
language form and simple sentences Teacher’s Book,
style for a range of 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You p.132–133 differentiation
purposes in print Complementary could play the CD if necessary to remind them. strategies listed in the
and digital media Skill 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Pictures from introduction. Please
Reading 3.2.2 Lesson 130 also consider the
understanding that this is talking about the past by eliciting the date of the weekend.
Understand specific following:
4. Follow the instructions for Activity 2, Teacher’s Book, p.133.
Complementary information and Glue Fast finishers or more
Skill details of short 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as a
proficient pupils could
Reading 3.2 simple texts prompt, ask pupils to draft sentences in their notebooks to describe what they did on
draw another picture
Understand a holiday.
about what they did at
variety of linear Make sure you monitor carefully and support pupils, giving them feedback on their work the weekend and
and non-linear and helping them with vocabulary and form. write about that as
print and digital 6. Pupils exchange their notebooks with a partner, who checks the work for them. well.
texts by using Encourage pupils to talk to each other about their writing and to give positive feedback
appropriate Encourage some
about it. This might be about content or language. Monitor to see how pupils work on
reading strategies pupils to ask each
peer feedback and help with any problems or corrections.
other questions about
7. Ask pupils to write their final draft on a piece of paper. their holidays,
8. Depending on time available, you could have pupils stick their writing to the picture especially if they finish
directly, or you could mix them up and have pupils guess which sentences belong to quickly.
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.
94
TOPIC: On holiday MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and irregular
verbs): Questions and statements

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.87 your pupils and class.
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take Please see the seven
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, differentiation strategies
contexts details of short p.133 listed in the introduction.
Lesson delivery Please also consider the
simple texts
2. Review past tense verb forms. You could do this by playing a mime game, where Verb flashcards following:
Complementary pupils mime what they did at the weekend. First play as a whole class, choosing a Fast finishers could do
Skill Complementary pupil to mime and the class to say You xxx at the weekend, then play in pairs or another round of this
Speaking 2.1 Skill small groups. Write the date of the weekend on the board to keep the past in pupils’ activity using the story on
Communicate Speaking 2.1.5 minds. Student’s Book, p.87
simple information Describe people 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
intelligibly and objects using 4. In pairs or small groups, pupils play a True/False game based on the pictures in
suitable words and Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip to
phrases the forest, and their classmate(s) should say whether it is True or False.
Monitor carefully and listen for accurate use of past tense verb forms. Offer plenty of
praise but also give feedback and correction on past tense form as necessary.
5. Play Hot card pantomime using the verb flashcards (see Optional activity, Teacher’s
Book, p.133).
Post-lesson
lesson.
95
96
TOPIC: On holiday MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &

irregular verbs): positive & negative statements

LEARNING OUTLINE
Pre-lesson
Get Smart plus
Differentiate
Main Skill Main Skill 3
1. Choose an appropriate pre-lesson activity from the list in the introduction learning according
Writing 4.3 Writing 4.3.3 Plan,
Communicate draft and write an that suits your pupils’ needs and interests and that will review language Student’s
to the needs of your
from this unit to prepare pupils for the lesson. pupils and class.
with appropriate increased range of Book, p.89
Please see the
language form simple sentences Lesson delivery
seven differentiation
and style for a 2. Play a word game to practise irregular past tense forms, for example a Teacher’s
strategies listed in
range of purposes word search (see worksheet below. Note: answers are in red for you, Book, p.135
the introduction.
in print and digital Complementary print in black and white). Please also
media Skill Worksheet
Writing 4.3.2 Spell 3. Ask pupils to remember what they can about Katie’s diary. Review the (see below)
consider the
an increased range pictures and answers to Activity 2 on Student’s Book, p.89. following:
Complementary of familiar high 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Skill frequency words 5. Follow instructions for write, fold and pass (see Optional activity, pairs (i.e. three
Writing 4.3 accurately in guided Teacher’s Book, p.135). Pupils play this in groups of six. Dictate the first pairs in a group of
Communicate writing line to pupils carefully at the beginning of the activity and be ready to six pupils) for the
with appropriate help pupils as they write. Note that the focus isn’t on accuracy at this write, fold and pass
language form stage. If necessary, have pupils write just notes on the papers at this activity. This would
and style for a stage. allow more
range of purposes 6. At the end of the activity, pupils/pairs take the paper that they started. proficient pupils to
in print and digital They should read through the paper and check the language and/or support lower
media develop the sentences. They should ask for help if they need it, from proficiency pupils in
you or from the pupil(s) who wrote the line of the story. Monitor closely Writing.
and support pupils at this stage to help them develop a more 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
97
(depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.
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.
Look, find and write.

T I F C O D S W A A
E.g. take: took
1. do: ______________ U L D I D A N E A T
2. go: ______________
B I H M F B J N M E
3. buy: ______________
4. is: ______________ W S R G B O R T A D
5. eat: ______________
6. swim: ______________ G Q W O S U U K C W
7. are: ______________
S C A A V G B N Z E
8. find: ______________
Y P S E M H D O D R
F T O O K T W U R E
98
TOPIC: On holiday MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.
CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
In this lesson, pupils will sing a song. Flashcards or drawings of a sea Differentiate learning
Language Arts Language Arts Pre-lesson horse, jellyfish, turtle, octopus, baby 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 shark and blue whale. needs of your pupils
Enjoy and In addition to woman, and ask them to guess some of the things she saw. Write their and class. Please
Super simple songs video of : A see the seven
appreciate Year 2 text suggestions on the board. sailor went to sea, sea, sea:
rhymes, poems types: simple differentiation
Lesson delivery www.youtube.com/watch? strategies listed in
and songs poems. v=DX2Er--LYmQ
2. Tell pupils that now they can check their guesses. Ask them to listen to the the introduction.
song and remember two animals or more which the sailor saw. You can download the video by
3. Play (or sing) the song. Pupils can join in if they like. typing in ss before YouTube i.e
4. Elicit answers from pupils. If they tell you the names of the animals in their www.ssyoutube.com/watch?
own language, accept their answers, and write the animal names in v=DX2Er--LYmQ
English on the board.
5. Show pupils an animal flashcard/drawing and ask them to say which word If you cannot play the video in class,
Complementary Complementary sing the song yourself. The lyrics
the picture goes with. Continue in this way for the other five animals in the
Skill Skill and music notes are on the next
song.
Speaking 2.1 Speaking 2.1.5 page. (The lyrics to the music notes
6. Ask pupils to make a note of the animals in their books.
Communicate Describe people are slightly different to the lyrics of
7. Play (or sing) the song again and ask pupils to sing along with the song.
simple and objects the song we have chosen: we
information using suitable Post-lesson suggest that you stay with our
intelligibly words and 8. Rub out the animals’ names on the board, but keep the flashcards. Sing words.)
phrases the song with pupils, pointing to the flashcards on the board as you do so,
to help their memory as they sing.
Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html
99
A sailor went to sea, sea, sea

To see what she could see, see, see
But all that she could see, see, see
Was the bottom of the sea, sea, sea!

Was a sea horse swimming sea, sea, sea!
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
Was a turtle swimming and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
Was an octopus swimming and a turtle swimming and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
Was a baby shark swimming and an octopus swimming and a turtle swimming and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
Was a blue whale swimming and a baby shark swimming and an octopus swimming and a turtle swimming and a jellyfish swimming and a sea horse
swimming in the sea, sea, sea!
100
TOPIC: On holiday MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular & irregular
verbs): positive & negative statements

LEARNING OUTLINE
Get Smart plus 3
Listening 1.2 Listening 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Pupils’ shared strategies listed in the
contexts writing from
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and your Lesson 137 consider the following:
Complementary feedback on it. Pupils work in their pairs to write a final draft, based on the If there are some common
Complementary Skill feedback on their draft. They should write on paper. Coloured pencils mistakes pupils have made in
Skill Writing 4.3.3 Plan, 3. Ask pairs to join another pair, so that they are working in groups of four their writing, you could cover
Writing 4.3 draft and write an (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Worksheets these as a whole class at the
Communicate with increased range of story and draw (sketch if time is short) the six stages of the story onto the (marked) from beginning of the lesson.
appropriate simple sentences worksheet (see below). If necessary, show pupils how they can draw a negative Lesson 137 Monitor carefully and help
language form and (She didn’t xxx) by drawing the picture and putting a line through it. lower proficiency pupils with
style for a range of 4. Spread the picture worksheets and the final stories around the room or on a big Worksheet (see corrections. You can ask fast
purposes in print table. Ask pupils to look at the pictures and read the stories to try to match them. below) finishers to help you with this.
and digital media You could do this as a whole class or it could be in large groups, depending on
your class size and set up.
Post-lesson
in the lesson.
101

Listen and draw.
1. 2. 3.
4. 5. 6.
102
TOPIC: On holiday MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular & irregular):
Negatives & questions

LEARNING OUTLINE
according to the needs of your
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, pupils and class. Please see
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.91
variety of linear information and the seven differentiation
pupils for the lesson.
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.138 introduction. Please also
texts by using consider the following:
2. Tell pupils they will read an email about a holiday. Give pupils a worksheet (see Worksheets (see
appropriate below, one per pair) and ask pupils to tell you who went on holiday [James]. below) In the email Reading activity
reading strategies Complementary You could ask them about the email (To/From/Date). pupils could write short
Skill Questions (cut up answers or full sentences,
Writing 4.2.5 3. Tell pupils they will answer some questions about James’s email. There are 5 and stuck around depending on their proficiency
Complementary Connect sentences questions around the room (remember to stick these up before the lesson). the room before the level.
Skill using basic Pupils, in pairs, should take it in turns to go and find the question, read and lesson)
Writing 4.2 coordinating remember it, return to their partner and tell the partner. Together they should
Communicate conjunctions find the answer in the text. The partner writes the answer. Then they swap
basic information roles for the next question. The pupil writing must be sitting at the desk and the
intelligibly for a pupil reading the question cannot take the question off the wall or shout it to
range of purposes their partner – they must remember it and tell it to the partner. Check the
in print and digital answers as a class after having pairs check with another pair.
media
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.
103
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
104

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

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

1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?
105
TOPIC: On holiday MAIN SKILL FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past simple review

Environmental Sustainability

LEARNING OUTLINE
Language Arts 5.2 Language Arts according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
Express personal 5.2.1 your pupils’ needs and interests and that will introduce the words bear and cub to p.92–93 see the seven differentiation
responses to Ask and answer prepare pupils for the lesson.
literary texts simple questions Teacher’s Book, strategies listed in the
about characters, Lesson delivery p.140–141 introduction. Please also
actions and events consider the following:
2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture
Complementary of interest in a text bears. of a bear cub Different pupils will be able to
Skill give you a different response
Reading 3.3 3. Tell pupils they will read a story about a bear cub. They should read the story and say Pictures of to your questions about the
Read Complementary if it has a happy ending. Have pupils quietly read the story about the bears. Malaysian bears story and in the discussion
independently for Skill (e.g. sun bear) about protecting animals.
4. Ask pupils to read the story again and circle any new words/words they do not know.
information and Reading 3.3.1 Read Keep the focus on fluency,
They should then write the words in their notebook.
enjoyment and enjoy A1 and try to ask questions to
fiction/non-fiction 5. Ask pupils to work with a partner and to decide the meaning of the new words, based stretch each pupil to their
print and digital on the pictures in the story. They could draw a picture or write the meaning in their own limit.
texts of interest notebooks.
6. Ask pupils what they think of the story. You could ask a few comprehension questions
to check their basic understanding of the story, but the aim of this reading is more for
pleasure, not for complete understanding.
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).
106
TOPIC: The world around us MAIN SKILL FOCUS: Writing THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives;

Environmental Sustainability Statements

LEARNING OUTLINE
Flashcards of
Malaysian
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, animals that are according to the needs
Communicate Describe people but you can help them to translate the words after the activity has finished or during the activity, on the of your pupils and
basic information and objects depending on the kind of game they are playing. worksheet (see class. Please see the
intelligibly for a using suitable below) seven differentiation
Lesson delivery strategies listed in the
range of words and
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game with introduction. Please
and digital media these if you have time, for example a miming game or a guessing game. Teach the word Worksheet (see also consider the
endangered. below) following:
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered More proficient pupils
Complementary Skill animal in Malaysia. They then draw a picture. can write more than
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino others in their
Writing 4.3 Spell an notebooks.
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal you
with appropriate of familiar high are talking about. Talk a little about these animals being endangered including the reasons for
language form frequency words this and some of the ways we can help to protect them. This could be done in first language. For
and style for a accurately in example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell. It is
purposes in print 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
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.
107

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
108
TOPIC: The world around us MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
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 Five pairs of sentences Differentiate
Main Skill Main Skill classmates to solve.
Language Arts 5.3 Language Arts which describe an animal: learning according
Express an 5.3.1 Pre-lesson to the needs of your
1. They live in the sea. pupils and class.
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than
response to imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. Please see the
dolphins. seven differentiation
literary texts intelligibly through Lesson delivery 2. They’ve got four legs.
creating simple strategies listed in
2. Read out the first pair of your five pairs of animal description sentences. Ask pupils in They’re faster than dogs. the introduction.
action songs on 3. They like cheese. They
groups to suggest possible animals, and elicit their suggestions. Sometimes more than
familiar topics. are smaller than rats.
one 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 Complementary fatter than cats.
5. Choose an animal, and ask the whole class to suggest two possible sentences for it
Skill Skill
(e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter than Possible answers include
Writing 4.2 Writing 4.2.4 a giraffe.). Ask pupils to sing their sentences and mime.
Communicate Describe people 1. Blue whales
6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs of
basic information and objects using 2. Lions, tigers, cheetahs
sentences following the pattern identified. Write the patterns on the board to help
intelligibly for a suitable words 3. Mice
pupils if necessary.
range of purposes and phrases 4. Zebras
in print and digital Post-lesson 5. Hippos
media 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.
109
TOPIC: The world around us MAIN SKILL FOCUS: Listening THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives;

Statements

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.97 your pupils and class. Please
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare
meaning in a support specific pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar information and p.147 strategies listed in the
contexts details of short Lesson delivery introduction. Please also
Animals flashcards consider the following:
simple texts 2. Review the comparative adjectives using the animals flashcards.
Blank cards (five or You could have pupils make
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your six per pair/small more or fewer cards. This
Skill Complementary class or individuals in the class, you could give them five or six cards (or group) would give more/fewer words
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as to spell and write, and also
Communicate Speaking 2.1.5 they will use them to compare). make the ordering task
simple information Describe people more/less challenging.
Monitor and check spelling as pupils write. You could encourage them to use
intelligibly and objects using
the Student’s Book, worksheets from previous lessons, or a dictionary to
suitable words and
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.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
110
111
TOPIC: The world around us MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives;

Statements

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, according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the p.97 your pupils and class.
simple and objects lesson. Please see the seven
information using suitable Teacher’s Book, differentiation strategies
intelligibly words and p.147
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask Prepare 5–6 following:
Complementary pupils to do different actions, e.g. sentences to Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa compare pupils you could have pupils
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than in the class work in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.
112
TOPIC: The world around us MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
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
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the of your pupils and
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page class. Please see the
personal simple questions needed below – tallest, longest, highest, etc. seven differentiation
If you think that strategies listed in the
responses to about Lesson delivery other pupils in
literary texts characters, introduction.
2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the your school would
actions and enjoy answering For step 5, provide
worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can
events of see in the pictures (e.g. a river, a mountain). questions about weaker pupils if
interest in a text the world, you can necessary with a
3. Explain that their task is to make superlative questions. Do the example for picture 1
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange ask pupils to writing frame:
Complementary compile their
106 Building, Kuala Lumpur). Which is the __est
Skill Complementary questions into a
4. Ask pupils to write the questions individually and to check their questions with a partner. ___ in Malaysia?’
Writing 4.3 Skill quiz. Your pupils
5. Ask four pupils to come to the front of the class, and to write the questions for pictures the
Communicate Writing 4.3.3 could share the Fast finishers can use
on the board. Check their questions with the whole class and the answer to each questions
with appropriate Plan, draft and quiz with pupils in their own ideas to make
language form write an Example questions: other classes. extra superlatives
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River] questions.
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu]
purposes in print sentences For step 8, weaker
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] pupils can use ideas on
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin p.98 from the Student’s
Abdul Aziz Shah roundabout] Book if necessary
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.
113
114
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
115
TOPIC: The world around us MAIN SKILL FOCUS: Listening THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives

Technology

LEARNING OUTLINE
Listening 1.2 Listening 1.2.5 according to the needs of your
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 pupils and class. Please see
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery introduction. Please also
Pupils’ worksheets consider the following:
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have a
Complementary Reading 3.2.2 lot of knowledge on this topic,
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember you could group these pupils
Reading 3.2 information and what they wrote, then give them back to pupils. together so that they challenge
Understand a details of short each other with the information
4. Ask pupils to write one question in their notebooks about the planet that they
variety of linear simple texts they know.
will ask other pupils. They can use the questions on Student’s Book, p.99 as
and non-linear
models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
116
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.
117
TOPIC: The world around us MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils for p.100
simple information and objects using see the seven differentiation
the lesson.
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
consider the following:
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as consider providing a written
pupils do this activity and check their use of superlative adjectives in particular. Self-assessment
and non-linear information and model on the board.
worksheet (see
print and digital details of short
4. Tell pupils they are going to play a game. They will need dice and a counter (they below) If you have groups that finish
texts by using simple texts
can use some paper, a rubber, pencil sharpener etc). Follow instructions for the game quickly, they could
appropriate
Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four write some new questions to
reading strategies
pupils. make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
in the lesson.
118
Self-Assessment worksheet
How did I do in Unit 10?
In English, I know how to:
 talk about different animals Great! [ ] OK [ ] A little [ ]
 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
 compare different animals Great! [ ] OK [ ] A little [ ]
 compare people Great! [ ] OK [ ] A little [ ]
 talk about the Solar System Great! [ ] OK [ ] A little [ ]
119
TOPIC: The world around us MAIN SKILL FOCUS: Reading THEME: World of Knowledge
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 Student’s Book, according to the needs of
7. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class. Please
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101
see the seven differentiation
variety of linear of unfamiliar words pupils for the lesson.
and non-linear from clues provided Teacher’s Book, strategies listed in the
print and digital by visuals and the Lesson delivery p.152-153 introduction. Please also
texts by using topic consider the following:
1. Tell pupils they will make models of the Solar System and talk about them in this
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of Pupils may need support in
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and preparing for the show and
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 tell activity (step 4). You could
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, provide a model and let pupils
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy prepare their presentation by
Skill Understand a wide them. per pair writing it first if you think they
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the will need this support.
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various
meaning in a classroom pupils’ understanding of the instructions. resources (see
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
Post-lesson
in the lesson.
120
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/

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Primary Year 3 SJK Additional Materials

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

Additional Materials for SJK

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Name: _______________ Class: ________ Date: __________

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Suggested worksheet for lesson

Name: ___________________________ Class: ________________

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Worksheet for lesson

Name: __________________ Class: _________

Draw, write and say.

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for habits

CONTENT LEARNING MATERIALS / DIFFERENTIATION

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to + be +

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be + -

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be +

CONTENT LEARNING MATERIALS / DIFFERENTIATION

2 1. [insert picture of to clean’]

2. [insert picture of flowers]

3. [insert picture of to wash up]

5. [insert picture of cake]

6. [insert picture of a sandwich]

CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary of

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be +

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous + negative

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous + negative &

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

 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)

CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary

CONTENT LEARNING DIFFERENTIATION

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions:

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Name: _____ Class: Date:

Name: ___________ Class:

Name: __________ Class: _

_______ _ _________

_______ _ _________