Page 226 - Primary Year 4 SK SoW

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

WEEK: __ LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Global
TOPIC: Getting around
LANGUAGE/GRAMMAR FOCUS: Descriptive language
Sustainability
(present simple); Prepositions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson Get Smart Plus 4 Differentiate learning
Main Skill Main Skill according to the needs of
1. Put the pictures of the famous buildings on the board and elicit vocabulary related to them. Write CLIL 3 Student’s your pupils and class.
Writing Writing the vocabulary on the board. Follow the instructions in the Teacher’s Book for Warm up and Book (page 131) Please see the seven
Vocabulary (CD3, Track 39). and Teacher’s differentiation strategies
4.3 4.3.3 Book (page 195)
Lesson delivery listed in the introduction.
Communicate Produce a plan Pictures of Please also consider the
with appropriate or draft of one 2. Introduce vocabulary that may be new to pupils (e.g. Danish). Divide the class in half. Follow the famous buildings following:
language form paragraph for a instructions for Activity 1 (without listening track), so that half of the class reads text A and half of (in Malaysia and Allow pupils to choose a
and style for a familiar topic and the class reads text B. Note: the texts may be challenging for many Year 4 pupils. Try to simplify other countries, building to write about of
range of modify this them by either providing extra support or revising them and giving the revised versions on including those in their choice. They may
purposes in print appropriately in handouts. Student’s Book) prefer to write about
and digital media response to 3. Follow the instructions in the Teacher’s Book for Activity 2, so that pupils tick in the relevant something that is familiar to
feedback Sets of questions them, for example a famous
boxes for the building they read about. on a worksheet building in Malaysia (e.g.
4. Pupils check their answers with someone who read the other text. They should have a full table
Complementary the Petronas Towers), or a
Skill Complementary of ticks. building in another country
Skill 5. Hand out worksheets (the questions should match the information asked about in Activity 2, e.g. they have visited or a
Reading record-breaking building
Reading Where is it? What does it look like? What can you do there?). Pupils match the questions to the (e.g. Burj Khalifa). Giving
3.2 statements 1-4 in Activity 2. pupils the choice of building
3.2.2
Understand a 6. Pairs of pupils choose a famous building (they could use one from the pictures introduced in the will motivate them to find out
variety of linear Understand pre-lesson stage). They make notes about the building based on the questions on the worksheet. and write about it.
and non-linear specific They may need to find out more information about the building at home, which they will use as a
print and digital information and plan for writing in Lesson 89.
texts by using details of simple 7. Pupils can begin writing the first draft of a description of the building if there is time in this lesson.
appropriate texts of one or They will finish it in Lesson 89. Ask pupils to bring a picture of their famous building to Lesson 89.
reading two paragraphs
strategies

Primary Year 4 SK Scheme of Work 127