Sow Remove

KURIKULUM STANDARD KELAS PERALIHAN
PANDUAN GURU
BAHASA INGGERIS
Terbitan
Kementerian Pendidikan Malaysia
Bahagian Pembangunan Kurikulum
2019
Terbitan Oktober 2019
© Kementerian Pendidikan Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi, dan isi kandungan buku ini dalam sebarang bentuk dan dengan
cara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau
cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian
Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9,
Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya,
Malaysia.
CIP/ISBN
ISBN 976-967-420- XXX-X

KANDUNGAN
Rukun Negara v
Falsafah Pendidikan Kebangsaan vii
Kata Aluan ix
Pendahuluan 1
Summary 3
Content Overview 5
Content and Organisation of the Scheme of Work 6
Scheme of Work Template: Supporting Information 7
Differentiation Strategies 14
Scheme of Work : Lessons 1 to 108 22
Panel of Writers 131

RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan seluruh
masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh

tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan atas prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
v
FALSAFAH PENDIDIKAN KEBANGSAAN
“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih

memperkembangkan lagi potensi individu secara menyeluruh dan
bersepadu untuk melahirkan insan yang seimbang dan harmonis dari
segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan
kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk
melahirkan warganegara Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran keluarga, masyarakat dan
negara”
Sumber: Akta Pendidikan 1996 (Akta 550)
vii
KATA ALUAN
Assalamualaikum dan Salam Sejahtera.
Alhamdulillah dengan izin dan limpah kurnia-Nya, Bahagian

Pembangunan Kurikulum telah berjaya menghasilkan Buku Panduan
Guru Kurikulum Standard Kelas Peralihan (KSKP). Buku ini diharap
dapat menjadi panduan dan rujukan guru seterusnya sebagai
pencetus idea baharu kepada guru dalam merancang dan
melaksanakan pengajaran dan pembelajaran (PdP) mata pelajaran
KSKP di sekolah.
Selari dengan transformasi kurikulum di semua peringkat persekolahan, Buku Panduan

Guru ini memfokuskan kepada kemahiran berbahasa iaitu kemahiran mendengar,
bertutur, membaca dan menulis melalui aktiviti dan komunikasi yang menyeronokkan dan
merangsang pembelajaran untuk mempertingkat dan memperkukuh penguasaan bahasa
Melayu. Buku ini turut memberi panduan tentang penekanan kepada penguasaan
kemahiran abad ke-21 seperti pemikiran kreatif, inovasi, penyelesaian masalah, dan
kepimpinan mengikut kesesuaian dan keupayaan kumpulan murid Kelas Peralihan. Selain
itu, elemen Kemahiran Berfikir Aras Tinggi (KBAT) melibatkan kemahiran mengaplikasi,
menganalisis, menilai, dan mencipta turut diintegrasikan bagi membantu guru
melaksanakannya bersesuaian dengan keupayaan dan pencapaian murid.
Akhir kata, syabas dan tahniah diucapkan kepada panel penulis dan semua pihak yang
terlibat dalam penghasilan Buku Panduan Guru KSKP. Semoga buku ini dapat memberi
manfaat kepada semua pihak dalam usaha meningkatkan kualiti penguasaan bahasa
Melayu dalam kalangan murid kelas peralihan sebagai persediaan meneruskan
pendidikan di peringkat menengah.
Sekian, terima kasih.
Dr. MOHAMED BIN ABU BAKAR

Timbalan Pengarah
Bahagian Pembangunan Kurikulum
2019
ix
PENDAHULUAN
Kurikulum baharu bagi Kelas Peralihan dilaksanakan mulai tahun 2019 selari dengan
perubahan dalam kurikulum kebangsaan. Kurikulum baharu ini dikenali sebagai
Kurikulum Standard Kelas Peralihan (KSKP) dilaksanakan bagi menggantikan Kurikulum
Kelas Peralihan (Semakan 2003) yang mula dilaksanakan pada tahun 2003. KSKP
digubal bagi memenuhi keperluan dasar baharu di bawah Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025 agar kualiti kurikulum yang dilaksanakan di Kelas
Peralihan selari dengan Kurikulum Standard Sekolah Rendah (KSSR) dan Kurikulum
Standard Sekolah Menengah (KSSM). Kurikulum berasaskan standard yang menjadi
amalan antarabangsa dijelmakan dalam KSKP menerusi penggubalan Dokumen
Standard Kurikulum dan Pentaksiran (DSKP) bagi semua mata pelajaran.
Usaha menambah baik kurikulum Kelas Peralihan adalah sejajar dengan usaha
Kementerian Pendidikan Malaysia bagi memastikan semua murid menguasai kecekapan
asas berbahasa Melayu. KSKP memfokuskan kepada kemahiran berbahasa iaitu
kemahiran mendengar, bertutur, membaca dan menulis. KSKP hendaklah dilaksanakan
melalui aktiviti dan komunikasi yang menyeronokkan dan merangsang pembelajaran
untuk mempertingkat serta memperkukuh penguasaan bahasa Melayu murid sebagai
persediaan untuk meneruskan pelajaran mereka di Tingkatan Satu. KSKP juga mengambil
kira elemen memupuk nilai perpaduan dan keharmonian kaum supaya murid mengenal,
menghormati dan menerima kelainan serta perbezaan individu.
Kejayaan dan keberkesanan proses pengajaran dan pembelajaran (PdP) bergantung

kepada kefahaman dan penghayatan guru terhadap hasrat dan matlamat pelaksanaan
KSKP. Keberkesanan pelaksanaan KSKP menuntut komitmen yang jitu daripada guru
dalam mempelbagaikan pendekatan PdP. Buku Panduan Guru ini dihasilkan untuk
membantu guru dan semua pihak yang terlibat dalam memastikan pelaksanaan KSKP
mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
1
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STANDARDS-BASED CURRICULUM FOR REMOVE CLASS
ENGLISH LANGUAGE
AIMS
The Standards-Based Curriculum for Remove Class acts as a transition stage for pupils
completing their primary education in national-type schools (Chinese and Tamil vernacular
schools) and moving on to secondary education. Therefore, the Standards-Based English
Language Curriculum for Remove Class (SBELCRC) aims to reinforce pupils’ basic
understanding of the English language so that they are able to communicate in the
language for knowledge acquisition, future workplace needs and to enable them to
communicate effectively in a variety of contexts.
OBJECTIVES
Pupils are able to:
1. listen to and understand simple spoken English in order to function in common real
world situations.
2. speak clearly using simple language.
3. read and understand stories and simple factual and literature texts for enjoyment and
information.
4. write using simple language.
5. inculcate awareness and appreciation of moral values, unity and love towards the
nation.
FOCUS
The SBELCRC focuses on enabling pupils to communicate effectively in the real world.
Reinforcement of listening, speaking, reading and writing skills in Remove Class will
ensure pupils can adapt to more extensive language usage when they proceed to Form
One.
For the purpose of standardisation where spelling, grammar and pronunciation are
concerned, the Standard British English is used as reference for English in Malaysian
schools.
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CONTENT ORGANISATION
The curriculum content in the SBELCRC is organised into three broad sections, namely
Content Standards, Learning Standards and the Performance Standards.
The Remove Class Content and Learning Standards for English Language are aligned to
the Common European Framework of Reference (CEFR) for Languages, an international
framework for language teaching, learning and assessment practised by many countries.
The framework is used as a reference to develop the English Language target proficiency
levels (A1 and A2 or Basic User; B1 and B2 or Independent User; and C1 and C2 or
Proficient User). These curriculum target levels describe what the pupils are expected to
achieve at each stage of learning from preschool to Form Five. These target levels will
enable pupils to measure their own progress, and facilitate teachers in terms of gaging
pupils’ proficiency level. The target proficiency level for Remove Class is set at A2 Mid.
The Performance Standards express the degree or quality of proficiency that pupils are
expected to display in relation to the Content and Learning Standards. These Standards
allow pupils to reflect, think and act upon their learning strategies for self-improvement.
CONTENT STANDARDS, LEARNING STANDARDS AND PERFORMANCE

STANDARDS
The Content Standards are developed by taking into consideration the four language skills;
Listening, Speaking, Reading and Writing, and Literature in Action component. They are
specific statements on what pupils should know, understand and be able to do within a
schooling period, encompassing aspects of knowledge, skills and values, work habits and
personal character traits that are cultivated in stages throughout the pupils’ secondary
education. The Learning Standards are concise educational objectives that pupils are
expected to know and be able to do at a particular stage of their secondary education. The
Performance Standards are the indicators of the degree or the quality of proficiency that
pupils are expected to display in relation to the Content and Learning Standards
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Remove Class Scheme of Work
Content Overview
The purpose of this document is to provide teachers with support and information with regards to planning, creating and delivering their lessons
throughout the year. Teachers will need to refer to this document when planning and delivering their lessons.
Contained within this Scheme of Work document, teachers will find the following information:
1. Content and Organisation of the Scheme of Work
This section provides teachers with an introduction to the Scheme of Work and an explanation of how the lessons are organised within the
Scheme of Work.
2. Scheme of Work Template: Supporting Information
This section provides teachers with an explanation of the various details contained within the Scheme of Work template. This section also
gives teachers advice on completing the Scheme of Work template for their lessons.
3. Glossary of Terms
Teachers will be required to create their own lesson plans and materials. Teachers will therefore need to refer to the Content and Learning
Standards contained within the Scheme of Work. These Content and Learning Standards come from the Standards-Based Curriculum and
Assessment Document (DSKP).
This section provides teachers with supporting explanations for some of these Content and Learning Standards.
4. Differentiation Strategies
This section provides teachers with a number of suggested differentiation strategies for teachers to use within their classes.
5. Scheme of Work (Lessons 1 to 108)
This section provides teachers with details for the planning, creating and delivering their lessons throughout the year.
6. Appendices
The appendices contain additional support materials which the teachers will find useful.
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1. Content and Organisation of the Scheme of Work
What is the Remove Class Scheme of Work and how can it help teachers?
The Remove Class Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The
Scheme of Work will provide teachers with assistance in their daily, weekly and longer-term planning of lessons. These lessons will be developed
by teachers either individually or by teachers working together to pool their expertise and experience via the Professional Learning Communities
(PLC) within their schools.
What does the Scheme of Work consist of?
The Remove Class Scheme of Work consists of a total of 108 lessons with each lesson lasting a total of 60 minutes. If lessons are organised
into 30-minute lessons, teachers will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from
Lesson 1 to Lesson 108.
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2. Scheme of Work Template: Supporting Information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (e.g. Lesson 1 Listening, Lesson 2 Speaking etc.)
2. Main Skill Focus
Each lesson will have one main skill focus with the exception of the Action-Oriented lessons which will have a focus on all four skills (Listening,
Speaking, Reading and Writing).
3. Theme
The four given themes are:
 People and Culture

 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
Each cycle of lessons has been assigned a specific theme. This is to ensure that all of the above themes are adequately covered throughout
the course of the Remove Class.
4. Topic
Teachers will be responsible for selecting the specific topic areas for the lessons. Teachers will need to ensure that the selected topic fits the
given theme.
5. Language or Grammar Focus
This will be related to either a grammatical structure or function (e.g. Present Simple and Present Continuous) or an area of vocabulary (e.g.
words related to free-time activities). Teachers are advised to refer to the Standards-Based Curriculum and Assessment Document for
suggested grammar content for the lessons.
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6. Content and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document for Remove Class.
7. Main Skill and Complementary Skills
The vast majority of lessons within the Scheme of Work will focus on one main skill and one complementary skill.
The main skill should be the primary focus of the lesson. The complementary skill is to support and supplement the selected main skill. It is
important for teachers to note that both the main skill and complementary skill must be covered within the lesson. The complementary skill is
not an optional skill which can be ignored.
8. Learning Outline
Teachers will be responsible for creating their own lessons. However, some sections of the Scheme of Work have been left blank for
teachers to complete. Teachers will need to refer to the given Content and Learning Standard when planning their lessons.
9. Materials or References
Some suggestions have been included in this section for teachers to refer.
10. Cross-Curricular Elements
Teachers will need to refer to the Cross-Curricular Elements when planning their lesson.
11. Differentiation Strategies
Teachers have been provided with a number of suggested differentiation strategies (see Differentiation Strategies). Teachers will need to
select those strategies which are suitable in relation to the materials used and the specific needs of their pupils.
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How are the Scheme of Work Lessons Organised?
 Action-Oriented Tasks are integrated-skills-based lessons where all four skills are practised and developed.
 Literature in Action: There are no specific materials to support this lesson type. Teachers are encouraged to create their own lessons
based on the themes and topics contained in the relevant, possible resources.
 Language Awareness Lessons will focus on
1. indirect questions with present and past tenses
Do you know what……?
Can you tell me….?
2. past tense with a limited range of sequencing adverbs
first, then, after that, etc.
3. modal verbs to talk about rules and obligations
must, mustn’t, should, shouldn’t
4. present continuous tense, going to, will, to talk about future events, plans and arrangements
Tomorrow we’re meeting in the park to play football.
5. modal verbs to give and talk about advice
Can, could, should, shouldn’t, might
6. defining relative clauses to describe and give information who, which, and that.
7. Growing range of prepositions
Against, into, out, of, towards, past, over, near to, in front of etc.
8. Infinitive of purpose
She went to the shops to buy a new bag for school.
9. Passive sentences (present simple and past simple}
The house is made of wood.
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3. Glossary of Terms
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following
explanations of some of the terms used.
Terms Meaning
Listening
Listening 1.1.1 a range of familiar topics

Understand with little or no support the main ideas in A range of familiar topics means a variety of topics which pupils know. Examples include
simple longer texts on a range of familiar topics topics covered in primary school such as clothes, free time and animals, such as tourist
attractions, art and professions.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with
different topics. Teachers should use their own judgment here.
Listening 1.1.4 longer sequences of supported classroom instructions

Understand longer sequences of supported Supported classroom instructions are ones which the teacher helps pupils to understand.
classroom instructions Examples of support for instructions include using gestures, pictures or checking
comprehension by asking pupils questions.
Longer sequences of classroom instructions usually contain 3 sequences or more, e.g. First,
match the sentences and pictures, then underline the false sentence, explain to your partner
why it is wrong, and then write the true sentence together.
Teachers should use their own judgment on longer sequences of supported classroom
instructions, based on the language level and background knowledge of the pupils they teach.
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Terms Meaning
Listening 1.1.5 more complex supported questions

Understand more complex supported questions A more complex question is a question which contains more than one clause, e.g. Where did
they go on holiday and why did they enjoy it?
Supported questions are ones which the teacher helps pupils to understand. Typically teachers
can provide this help by checking understanding, explaining the question or writing key
question words on the board.
Listening 1.1.6 with support

Understand with support longer simple narratives with support means with help. This help can come from the teacher, a classmate, from
on a range of familiar topics pictures, examples or explanations in their textbook or from a reference resource, such as a
dictionary.
longer simple narratives

Longer simple narratives are stories which are usually longer than 10 lines. The simple
narratives contain language and ideas which pupils can understand.
Teachers should use their own judgment on longer simple narratives, based on the level and
interest of the pupils they teach.
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Terms Meaning
Speaking
Speaking 2.1.4 give reasons for simple advice

Explain and give reasons for simple advice Pupils who can give reasons for simple advice can explain why they have given the advice, e.g.
You should go to George Town if you like history, because the buildings are old and interesting.
Content standard 2.3 Focus appropriately

Manage interaction appropriately Appropriately refers to the successful communication of a message. The message itself may
See also not necessarily be 100% accurate, but the pupil has communicated his or her meaning
Speaking 2.3 successfully.
Speaking 2.4
Reading 3.1 Focus
Writing 4.2
Speaking 2.3.1 short exchanges

Keep interaction going in short exchanges by Short exchanges are usually interactions in which each pupil has 4 speaking turns or fewer.
checking understanding of what a speaker is saying Here is an example short exchange, in which pupil 2 keeps interaction going by checking
understanding of what pupil 1 says:
Pupil 1: Langkawi is my favourite place.

Pupil 2: Why?
Pupil 1: I like beaches, jungle, flowers. Not many people.
Pupil 2: So, you like nature and quiet places?
Pupil 1: Yes
Teachers should use their own judgment on short exchanges, based on how simple the
speaking task is for their pupils and on how familiar the speaking topic is to them.
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Terms Meaning
Speaking 2.3.2 basic steps

Agree on a set of basic steps needed to complete Basic steps are the main steps needed to complete a task successfully.
extended classroom tasks
extended classroom tasks
An extended classroom task is one which involves a number of stages, and which usually takes
longer than 10 minutes to complete. Examples include pupils making a group poster, pupils
carrying out a class survey and reporting the results, and pupils planning and giving a short
presentation to their classmates.
Writing
Writing 4.2.2 most high frequency words

Spell most high frequency words accurately in High frequency words are words which pupils use often in the Remove Class.
independent writing
This learning standard means that pupils can spell the words accurately in general, but will
make spelling mistakes with some words.
Teachers should use their own judgment on familiar high frequency words, according to the
words pupils often write in their lessons.
independent writing
Independent writing is when a pupil writes alone without help.
Writing 4.2.3 modify this appropriately in response to feedback

Produce a plan or draft of two paragraphs or more Feedback means comments on written work from the teacher or from other pupils
and modify this appropriately in response to
feedback Pupils who can modify a draft appropriately in response to feedback can use the comments
they receive to reorganise content and correct most language errors. The result is a second
draft which is easier to understand and which contains fewer language errors than the first
draft.
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4. Differentiation Strategies for Secondary Pupils
Strategy 1: Differentiate by instruction and feedback
Use classroom management techniques to support differentiation.

1. Ensure that pupils who are finding particular tasks in English challenging still have a chance to contribute in class in order to develop their
confidence. You can do this in a number of ways. The following are a few examples:
i) Ask them to read instructions aloud.
ii) Monitor and check that pupils having difficulty with the task have completed the first few questions correctly and when going through
feedback with the whole class, choose them to answer the first one or two questions which you know they have done correctly.
iii) Prompt and support during group work if a pupil is having difficulty with the task or with confidence, then indicate and praise them
when they have done well. When you check answers with the whole group you will then ask them to do the question you have just
seen them answer.
iv) Choose them to be ‘group leaders’ for games or activities, e.g. count the points for team games, ensuring the group completes the
work.
v) Choose them to ‘report back’ after group work – this means they will repeat what the group has done even if they didn’t come up with
ideas themselves.
vi) Ask them to take responsibility for classroom tasks, e.g. helping hand out copies so they are involved even if they are struggling with
questions.
vii) Ask them to write answers up on the board while other pupils call out the answers.
2. Before checking answers with the whole group, always allow pupils to do a peer check (comparing their answers in pairs or small groups).
This encourages confidence as there is a shared responsibility for any errors. It also allows peer to peer teaching – some pupils can clarify
and those struggling with the tasks will gain extra support.
3. When getting feedback, don’t go around the class picking pupils in order. Ask pupils randomly (making a note if it helps to ensure you ask
different pupils each time over a few lessons). Choose the respondent according to the level of the task and what you know about your
pupils.
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4. Monitor closely – this will allow you to check that everyone has understood and is doing the task successfully and to provide extension
questions to those finding the task easy.
5. Always do an example for each task. This provides a clear instruction for everybody. Those finding the task easy can help supply the
example to increase the challenge.
Strategy 2: Differentiate by the task pupils are given
It is possible to use the same source material and expected outcomes but to adapt and differentiate the way the task works for pupils. This takes
slightly more preparation for the teacher but the tasks can often be reused for more than one class.
Examples of task differentiation include the following:
i) Give more proficient pupils standard ‘gap fill’ tasks but add in multiple choice options for the less proficient pupils. For example:
 We’re having lots of adventures on our holiday. While we 1._____ (stay) at a campsite near a river, we 2.______ (have) a terrible
experience.
 We’re having lots of adventures on our holiday. While we 1. stayed/were staying at a campsite near a river, we 2. had/were having
a terrible experience.
ii) Give more proficient pupils sentence constructions e.g. requiring them to add in correct tenses, but change the task to ‘tick the correct
sentence’ or ‘use the tense given’ for less proficient pupils. For example:
 Make sentences using the past continuous and past simple:

His brother/eat/when/the lights/go out.
 Tick the correct sentence in each case
a. His brother ate when the lights went out.
b. His brother was eating when the lights were going out.
c. His brother was eating when the lights went out.
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iii) For exercises involving filling in a table or categorising, add some items into the table in advance for less proficient pupils but leave
more proficient pupils to do all the items themselves and even add some additional ones of their own.
iv) For grammar analysis boxes where the use of a grammar form has to be completed or matched to a reason, give the correct answers
to less proficient pupils and add examples that they match to the analysis. The more proficient pupils can complete the task as given
in the textbook.
v) For standard question / answer formats, allow more proficient pupils to answer unsupported. Give the answers to less proficient pupils
but mix them up so it becomes a matching task.
Sometimes, the teacher can also give different tasks to more proficient and less proficient groups of pupils according to their needs and interests:
see strategy 6 for more on this.
Another way to differentiate by task, if using the same task for the whole class, is to include some open-ended items which allow for a large
number of correct responses. This can vary in terms of the amount pupils produce or the complexity of their answers.
Tasks might include:

i) brainstorming lists
ii) creating mind maps
iii) thinking of examples
iv) playing games requiring personalised answers, e.g. about their hobbies / likes and dislikes / families
v) doing a presentation of information
Open-ended discussion tasks (e.g. Tell me about life in cities and life in the country, or What will happen next?) allow more proficient pupils to
contribute with more unusual words, more complex language, or more original ideas.
Project work is particularly good for differentiating tasks. You can give slightly different tasks to less and more proficient pupils, e.g. a stronger
group may be asked to create a booklet and presentation on historical places in Malaysia; less proficient pupils might be asked to create the same
for one historical place. (See also additional ideas in Strategy 4).
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Strategy 3: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
i) their own teacher talk (e.g. ‘Look at the words in the box. Which one is a number?’)
ii) with gestures or mime
iii) utilising more proficient pupils to reinforce, e.g. the teacher sets an instruction or clarifies a new word - to check the instruction or
reinforce the word, choose a more proficient pupil to repeat or explain again. This will encourage more proficient pupils to produce
language and add challenge for them and the repetition will also support less proficient pupils.
iv) with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary),
v) with written words (e.g. written words on a worksheet to help pupils with spelling)
vi) when giving tasks, have two worksheets – add in a gloss (clarification) of important and/or difficult vocabulary in basic English or
mother tongue.
vii) where pupils are doing project work, encourage more proficient pupils to do more, e.g. research content themselves and support less
proficient pupils with input e.g. give them handouts of information to start using rather than expect them to find this themselves.
Different types and amount of support can be given to less proficient pupils, depending on their needs, or can be used to provide extra challenge
for more proficient pupils.
Strategy 4: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so
that they feel successful. Four useful strategies here are:
 Compulsory plus optional

 Remember and share
 Add on
 Project work
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1. Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group use two new words.
The minimum target (2 sentences, 2 new words) is compulsory, and everyone needs to achieve this to be successful. But the ‘or
more’ is optional, and gives a chance for more proficient pupils to challenge themselves. Some pupils will stop at the minimum
target at first, but with more practice, they will soon get the idea of going beyond the minimum target. This can be simple, e.g.
‘There are 10 true and false questions for the reading. You have 5 minutes. You must do 5 questions – you can choose any 5. If
you have time you can do more.’ This will allow pupils to do more or less and also to choose the questions they find easiest.
2. Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task.
(E.g. Look at the classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember
and then tell me). This task allows all pupils to make successful contributions.
iii) Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a few extension questions to hand
and ask them. Alternatively ask them to rewrite sentences or think of their own additional questions to ask other more proficient
pupils.
iv) Project outcome

If pupils are doing project work, encourage more proficient pupils to do more – either produce a greater quantity of output or produce
more complex outcomes. For example, if pupils are doing a project on the environment, more proficient pupils can research and
produce a written report and do a class presentation; less proficient students can be given materials to use for ideas and produce
a short illustrated summary only.
18
Strategy 5: Differentiate by the time pupils are given to complete a task.
Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given
a little more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write three more sentences using the
same new words; Label the picture in the textbook and check any you don’t know in the dictionary; Talk with your friend in English: You choose
what to talk about).
If pupils are doing group work, match fast finishers with other fast finishers to do additional work, e.g. Think of three more questions and ask your
new partner.
Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital applications) should be avoided, as this will encourage
pupils to work quickly, rather than to work carefully at their own speed. Extra tasks should extend and enrich learning.
Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for
example, pupils decide for themselves which tasks they want to do (e.g. the type of writing task they complete or a revision game), depending on
the ways they prefer to learn or topics they find interesting.
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support
each other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. It is good to avoid always grouping more
proficient pupils and less proficient pupils together all the time. Vary the interactions as this will allow all pupils to benefit from different dynamics.
Sometimes teachers might want to mix girls and boys, or have single-sex pairs/groups.
In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers should make sure to vary
pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on assessment. This works well for reading and writing
work in particular. For example, a teacher might decide on a writing target for each child; if a pupil is not yet a proficient writer, the teacher can
provide them with different tasks from those pupils who can already write effectively. If a few pupils are proficient writers, they could be given
19
extra tasks. For reading, pupils can be encouraged to keep a reading log (including notes on what they have read, the content of the text, whether
they enjoyed it or not etc.). This works well as more proficient pupils can include much more detail and record greater numbers of texts.
Strategy 7: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Why did dinosaurs die? A
disease or a natural disaster?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions.
Asking open questions to more proficient pupils (e.g. What should we do if there was a natural disaster like a flood?) provides extra challenge.
As less proficient pupils grow in confidence and competence, teachers can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the lesson and helps the pace of the lesson.
Strategy 8: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is currently less proficient
at writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 1 – 3 misspellings
of common or important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for
them. If a more proficient pupil writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask
them to find and correct them.
Teachers can use a correction code for written tasks, e.g. have a set of symbols or letters which identify errors (T - mistake with tense; Sp -
mistake with spelling, WW – mistake with word choice etc.). More proficient pupils could use the correction key and find their errors. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle could also apply to giving feedback on pupils’
speaking.
20
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not fixed and because a pupil is currently less proficient in
English, this does not mean in any way that this will remain true throughout a pupil’s secondary education. It is important that all pupils are given
equal opportunity to develop over time and teachers should ensure that all their pupils are challenged and given equal opportunity for development.
There has been a considerable amount of research recently into the subject of the ‘growth mindset’ which looks at, amongst other things, how
teacher feedback can impact on a pupil’s development over time. Further information on the ‘growth mindset’ can be found at:
https://www.mindsetworks.com/science/
21
5. SCHEME OF WORK
LESSONS 1 – 108
22
SCHEME OF WORK
WEEK:__
LESSON 1: Listening MAIN SKILL FOCUS: Listening THEME: People And Culture
TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

Language related vocabulary
CONTENT MATERIALS/ DIFFERENTIATION

LEARNING STANDARD LEARNING OUTLINE
STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Teacher shows a word of one Textbook, p.4 Differentiate by
of the family members (e.g. instruction and
Listening 1.1 Listening 1.1.1 father) Audio QR Code, p.4 feedback
Understand meaning in Understand with little or 2. Teacher asks students to
a variety of familiar no support the main identify words related to Audio Script, p.170
contexts ideas in simple longer family members.
texts on a range of (e.g. mother) Please refer to the
familiar topics provided list of
Complementary Skill Lesson delivery differentiation
Listening 1.1.2 1. Pupils are divided into groups strategies and select
Speaking 2.1 Understand with little or of four. appropriate
Communicate no support specific 2. Pupils listen to the audio and strategy/strategies.
information, ideas, information and details label the pictures.
opinions and feelings in simple longer texts on 3. Pupils listen to the audio
intelligibly on familiar a range of familiar again and answer the
topics. topics. questions given in the
textbook.
Complementary Skill
Speaking 2.1.1 Post Lesson
Ask about and give 1. Teacher conducts a spelling
detailed information activity (e.g. spelling bee)
about themselves and
others
23
SCHEME OF WORK
WEEK:__
LESSON 2 : Speaking MAIN SKILL FOCUS: Speaking THEME: People And Culture

CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS/ REFERENCES
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson

1. Teacher asks a few pupils at
Speaking 2.1 Speaking 2.1.1 random to talk about their Differentiate by the
Communicate Ask about and give family members. task pupils are given
information, ideas, detailed information
opinions and about themselves Lesson delivery
feelings intelligibly and others 1. Pupils are required to Please refer to the
on familiar topics. complete the family tree with provided list of
photos of their family differentiation
members. strategies and select
2. Pupils talk about their family appropriate
Complementary Complementary members to their shoulder Textbook, p.6 strategy/strategies.
Skill Skill partners based on their family
tree.
Writing 4.1 Writing 4.1.1 3. Teacher guides the pairs to Textbook, p.7
Communicate Give detailed interview each other and
intelligibly through information about complete the interview form.
print and digital themselves and
media on familiar others Post Lesson
topics 1. Teacher puts on ‘The Family
Song’.
2. Pupils sing along the song. http://youtu.be/d_WQEw13TCo
24
SCHEME OF WORK
WEEK:__
LESSON 3: Reading MAIN SKILL FOCUS: Reading THEME: People And Culture

Values related vocabulary
CONTENT LEARNING MATERIALS/ DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Teacher shows a video about an Differentiate by the
extended family tree. Teachers to select their task pupils are given
Reading 3.2 Reading 3.2.1 2. Pupils identify the extended family own materials.
Explore and Read and enjoy members from the video. (e.g. family tree)
expand ideas for fiction or non-
personal fiction and other Lesson delivery http://www.youtube.com/ Please refer to the
development by suitable print and 1. Students read the text aloud chorally and user/EnglishSingsing9) provided list of
reading digital text of individually. differentiation
independently and interest. 2. Teacher gives a few questions pertaining strategies and select
widely. the text. appropriate
3. Pupils answer the questions based on strategy/strategies.
Complementary Complementary the text orally.
Skill Skill 4. Teacher gives comprehension questions
pertaining to the text.
Writing 4.1 Writing 4.1.1 5. Pupils write the answers.
Communicate Give detailed
intelligibly through information about Post Lesson
print and digital on themselves and 1. Pupils tell about the moral value that they Textbook, p.8
familiar topics. others. have learnt from the story. (e.g. respect)
25
SCHEME OF WORK
WEEK:__
LESSON 4 : Writing MAIN SKILL FOCUS: Writing THEME: People And Culture


LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill 1. Pupils are asked to talk about their
extended family. (including uncle, Differentiate by the
Writing 4.1 Writing 4.1.1 grandfather, etc) task pupils are given
intelligibly through information about Lesson delivery
print and digital on themselves and 1. Pair work- pupils construct Textbook, p.9 Please refer to the
familiar topics. others. sentences by using the words provided list of
given. (each pair is given 2 different differentiation
words) strategies and select
Complementary Complementary 2. Pupils share their sentences with appropriate
Skill Skill the class. strategy/strategies.
3. Group work- write about one’s own
Writing 4.2 Writing 4.2.1 extended family.
Communicate with Use capitals, full 4. Each group put up their work in
appropriate stops, commas in different corners
language, form and lists, question marks, 5. Each group will go around and look
style. and speech marks other group’s product. .(gallery
appropriately at walk)
discourse level. 6. Pupils write their own extended
family.
Post lesson
1. Pupils mentioned 3 words from the
lesson they have learnt.
26
SCHEME OF WORK
LESSON 5: : Language Awareness 1 MAIN SKILL FOCUS: Language THEME: People And Culture
WEEK:__
Awareness
CROSS-CURRICULAR ELEMENT:
TOPIC: My Family, My World LANGUAGE/GRAMMAR FOCUS: Indirect
Language Questions with Present Tense and Past tense
MATERIALS/ DIFFERENTIATION
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE
REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Teacher asks pupils to recall
the new vocabulary they have Differentiate by time,
This is a grammar This is a grammar learnt. the type and amount
focussed lesson, so focussed lesson, so of support
listening, speaking, listening, speaking, Lesson delivery
reading and writing skills reading and writing skills 1. The class is divided into two
are not explicitly covered. are not explicitly covered. groups. Please refer to the
. 2. Each group take turn to read provided list of
the given table. differentiation
3. Teacher discusses on indirect strategies and select
questions in the present tense. Textbook,p10 appropriate
4. Each group take turn to read strategy/strategies.
the second table from the
textbook.
5. Pupils are required to write the
indirect questions by using a
few phrases provided.
Post lesson
1. Students are required to ask
using direct and indirect
questions.
27
SCHEME OF WORK
WEEK:__
LESSON 6 : Language Awareness 2 MAIN SKILL FOCUS: Writing THEME: People And Culture
TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teachers to

Language select

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill 1. Teacher shows a few questions on
the board. Differentiate by
This is a grammar This is a grammar 2. Pupils are required to identify direct instruction and
focussed lesson, so focussed lesson, so and indirect questions. feedback
listening, speaking, listening, speaking,
reading and writing reading and writing Lesson delivery
skills are not skills are not 1. Pair work- students write out 3 Please refer to the
explicitly covered explicitly covered indirect questions. provided list of
2. Pupils write out their answers on differentiation
the board. strategies and select
3. Pupils complete the task given in appropriate
the textbook Textbook, p.11 strategy/strategies.
Post lesson
1. Pupils share and discuss their
answers in class.
28
SCHEME OF WORK
WEEK:__
LESSON 7: Literature in Action MAIN SKILL FOCUS: Literature THEME: People And Culture
TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teacher to

Values select

LEARNING OUTLINE
Pre-lesson
Main Skills Main Skills 1. Write this statement on the
board ‘Family First’ Differentiate by
Literature in Action Literature in Action 2. Elicit ideas from pupils on instruction and
5.3 5.3.1 what they understand about feedback
Express an Respond imaginatively the statement.
imaginative response and intelligibly through
to literary texts. creating simple stories Lesson delivery
and simple poems. 1. Pupils read a poem ‘Family’ Please refer to the
from the textbook . Textbook, p.12 provided list of
2. In group - recite the poem differentiation
stanza by stanza using strategies and select
appropriate gestures. appropriate
3. Pupils answer the given strategy/strategies.
questions based on the poem.
4. Pupils share the answers in
class.
Post lesson
1. Pupils draw emoji based on
their feelings about their
family.
29
SCHEME OF WORK
LESSON 8 : Action Oriented Task 1 MAIN SKILL FOCUS: Listening and THEME: People And Culture
WEEK:__
Speaking


LEARNING OUTLINE
Pre- Lesson
Main Skill Main Skill 1. Teacher shows samples of family
tree. Differentiate by time,
Listening 1.1 Listening 1.1.4 2. Pupils express their feelings the type and amount of
Understand meaning Understand longer towards their family members. support
in a variety of familiar sequences of
contexts. supported classroom Lesson Delivery
instructions. Please refer to the
1. Teacher asks a few questions provided list of
about their family members. Textbook, p.14 differentiation
Speaking 2.1 Speaking 2.1.1 2. Teacher guide pupils to construct strategies and select
Communicate Ask about and give sentences using the given appropriate
information, ideas, detailed information vocabulary (e.g.name, hobby, age, strategy/strategies.
opinions and feelings about themselves occupation)
intelligibly on familiar and others. 3. Pupil listen and follow the
topics. instructions step by step to create
their own family tree.
4. Pupils present their family to the
class.
Post Lesson
1. Teacher asks pupils about the
moral value that they have learnt.
30
SCHEME OF WORK
LESSON 9: Action Oriented Task 2 MAIN SKILL FOCUS: Speaking and THEME: People And Culture
WEEK:__
Writing


LEARNING OUTLINE
Main Skill Main Skill Pre-lesson

1. Teacher asks pupils randomly Differentiate by time,
Speaking 2.1 Speaking 2.1.1 about their family member’s the type and amount of
Communicate Ask about and give activities. support
opinions and feelings about themselves and Lesson Delivery
intelligibly on familiar others.
topics. 1. Pupils read and match the Textbook, p.15 Please refer to the
dialogue. provided list of
Writing 4.1 Writing 4.1.1 2. Pupils share the answers in differentiation
Communicate Give detailed information class. strategies and select
intelligibly through print about themselves and 3. Pair work- Pupils are required appropriate
and digital media on others. to make a dialogue about their strategy/strategies.
familiar topics. family members.
Role play the dialogue.
Post lesson
1. Role play the dialogue.
31
SCHEME OF WORK
WEEK:__
LESSON 10: Listening MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Healthy Lunch Box CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Health-


Main Skill Main Skill Teachers to develop their own lesson Textbook, p.46-47 Differentiate by the
plan. types and amount of
Listening 1.1 Listening 1.1.2 Audio QR code, p.46 support provided
Understand meaning in Understand with little or (pause the listening
a variety of familiar no support specific Audio Script, p.171 track at selected
contexts information and details in intervals)
simple longer texts on a Flash card
range of familiar topics
Please refer to the

Complementary Skill Complementary Skill provided list of
differentiation
Speaking 2.1 Speaking 2.1.1 strategies and select
Communicate Ask about and give appropriate
information, ideas, detailed information strategy/strategies.
opinions and feelings about themselves and
intelligibly on familiar others
topics
32
SCHEME OF WORK
WEEK:__
LESSON 11: Speaking MAIN SKILL FOCUS: Speaking THEME: Health and Environment


Main Skill Main Skill Teachers to develop their own lesson Textbook, p.48 Differentiate by
plan. supporting individual
Speaking 2.1 Speaking 2.1.4 Url, p.48 leaning preferences
Communicate Explain and give and needs
information, ideas, reasons for simple
opinions and feelings advice
intelligibly on familiar
topics Please refer to the
provided list of
differentiation
strategies and select
Complementary Skill Complementary Skill appropriate
strategy/strategies.
Speaking 2.3 Speaking 2.3.1
Use appropriate Keep interaction going in
communication short exchanges by
strategies checking understanding
of what a speaker is
saying
33
SCHEME OF WORK
WEEK:__
LESSON 12: Reading MAIN SKILL FOCUS: Reading THEME: Health and Environment


LEARNING OUTLINE
plan. task pupils are given
Reading 3.1 Reading 3.1.2 Online / Printed
Understand a variety of Understand specific Dictionary
texts by using a range details and information in
of appropriate reading simple longer texts Food Pyramid Chart Please refer to the
strategies to construct provided list of
meaning Flash card differentiation
Reading 3.1.4 appropriate
Use with some support strategy/strategies.
familiar print and digital
resources to check
meaning
34
SCHEME OF WORK
WEEK:__
LESSON 13: Writing MAIN SKILL FOCUS: Writing THEME: Health and Environment


Main Skill Main Skill Teachers to develop their own lesson Textbook, p.51 Differentiate by the
plan. outcome expected by
Writing 4.1 Writing 4.1.1 Realia pupils
Communicate Give detailed information
intelligibly through print about themselves and
and digital media on others
familiar topics Please refer to the
provided list of
differentiation
Complementary Skill Complementary Skill strategies and select
appropriate
Speaking 2.1 Speaking 2.1.4 strategy/strategies.
Communicate Explain and give
information, ideas, reasons for simple
opinions and feelings advice
topics
35
SCHEME OF WORK
LESSON 14: Language Awareness MAIN SKILL FOCUS: Language THEME: Health and Environment
Awareness
WEEK:__
TOPIC: Healthy Lunch Box CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Infinitive of

Purpose
Language

LEARNING OUTLINE
plan. time pupils are given to
This is a grammar This is a grammar complete a task
focused lesson so focused lesson so
listening; speaking, listening; speaking,
reading and writing reading and writing skills
skills are not explicitly are not explicitly Please refer to the
covered. covered. provided list of
differentiation
appropriate
36
SCHEME OF WORK
WEEK:__
LESSON 15: Literature in Action MAIN SKILL FOCUS: Literature THEME: Health and Environment


LEARNING OUTLINE
plan. type and amount of
Literature in Action Literature in Action support provided
5.3 5.3.1
Express an imaginative Respond imaginatively
response to literary and intelligibly through
texts creating simple stories Differentiate by the
and simple poems outcome expected
Other imaginative from pupils
responses as
appropriate
Please refer to the
provided list of
differentiation
appropriate
37
SCHEME OF WORK
WEEK:__
LESSON 16: Action Oriented Task MAIN SKILL FOCUS: Listening THEME: Health and Environment

Creativity and Innovation related vocabulary

LEARNING OUTLINE
plan. instructions and
Listening 1.1 Listening 1.1.4 Ingredients for making feedback
Understand meaning in Understand longer a sandwich
a variety of familiar sequences of supported
contexts classroom instructions
Please refer to the
provided list of
differentiation
appropriate
38
SCHEME OF WORK
WEEK:__
LESSON 17: Enrichment MAIN SKILL FOCUS: Writing THEME: Health and Environment


Writing 4.2 Writing 4.2.2 Sample of recipes
Communicate with Spell most high
appropriate language, frequency words
form and style accurately in Differentiate by the
independent writing outcome expected
from pupils
Complementary Skill Complementary Skill
Speaking 2.3 Speaking 2.3.2 Please refer to the

Use appropriate Agree on a set of basic provided list of
communication steps needed to differentiation
strategies complete extended strategies and select
classroom tasks appropriate
39
SCHEME OF WORK
WEEK:__
LESSON 18: Review MAIN SKILL FOCUS: - THEME: Health and Environment
TOPIC: Healthy Lunch Box CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Health


LEARNING OUTLINE
plan. types of question
This is a review lesson This is a review lesson asked
so listening; speaking, so listening; speaking, Food Pyramid Chart
skills are not explicitly are not explicitly
covered. covered. Please refer to the
provided list of
differentiation
appropriate
40
SCHEME OF WORK
LESSON 19 : Listening MAIN SKILL FOCUS: Listening THEME: Science and Technology
WEEK:__
TOPIC: Knowing Your Food Labels CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Technology
–related vocabulary
Science and Technology

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan. Textbook, p.86- 87
Differentiate by
Listening 1.1 Listening 1.1.1 Audio QR code, p. 88 instruction and
Understand meaning Understand with little feedback.
in a variety of familiar or no support the Audio Script, p.172
contexts main ideas in simple Differentiate by the
longer texts on a task pupils are given
range of familiar
topics.
Please refer to the
Listening 1.1.2 provided list of
Understand with little differentiation
or no support specific strategies and select
information and appropriate
details in simple strategy/strategies.
longer texts on a
range of familiar
Listening 1.1.5
Understand more
complex supported
questions
41
SCHEME OF WORK
LESSON 20 : Speaking MAIN SKILL FOCUS: Speaking THEME: Science and Technology
WEEK:__
-related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Create a presentation Differentiate by the
plan. on the food label type and amount of
Speaking 2.1 Speaking 2.1.1 provided. support provided
Communicate Ask about and give
information, ideas, detailed information Textbook, p.89 Differentiate by the
opinions and feelings about themselves and outcome expected
intelligibly on familiar others from pupils
topics
Speaking 2.1.4 Please refer to the
Ask about and give provided list of
detailed information differentiation
about themselves and strategies and select
others appropriate
42
SCHEME OF WORK
LESSON 21: Reading MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK:__
-related vocabulary
Values

Main Skill Main Skill Teachers to develop their own lesson Information on food Differentiate by
plan. label instruction and
Speaking 3.1 Speaking 3.1.1 Textbook, p.90 feedback
Understand a variety of Understand the main
texts by using a range points in simple longer Differentiate by the
of appropriate reading texts Fill in the forms. task pupils are given
strategies to construct Textbook, p.91
meaning Speaking 3.1.2 Please refer to the
Understand specific provided list of
Complementary Skill details and information in differentiation
simple longer texts strategies and select
Writing 4.1 appropriate
Communicate Complementary Skill strategy/strategies.
intelligibly through print
and digital media on Writing 4.1.3
familiar topics Narrate factual and
imagined events and
experiences
43
SCHEME OF WORK
LESSON 22: Writing MAIN SKILL FOCUS: Writing THEME: Science and Technology
WEEK:__
related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Sample of food Differentiate by the
plan. Review outcome expected
Writing 4.1 Writing 4.1.4 Textbook, p.92 from pupils
Communicate Describe personality
intelligibly through print Differentiate by the
and digital media on Write own food review type and amount of
familiar topics Textbook, p.93 support provided
Please refer to the

Writing 4.2 Writing 4.2.2 provided list of
Communicate with Use capitals, full stops, differentiation
appropriate language, commas in lists, strategies and select
form and style question marks, and appropriate
speech marks strategy/strategies.
appropriately at
discourse level
44
SCHEME OF WORK
LESSON 23 : Language Awareness MAIN SKILL FOCUS: Language THEME: Science and Technology
Awareness
WEEK:__
- related vocabulary
Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Notes on Modal Verbs Differentiate by the type
plan. Textbook, p.94 and amount of support
This is a grammar This is a grammar provided
focussed lesson so focussed lesson so Completing sentences
listening, speaking, listening, speaking, with modal verbs. Differentiate by the types
reading and writing reading and writing skills of question asked
skills are not explicitly are not explicitly - should
covered. covered. - should not Please refer to the
- must provided list of
- must not. differentiation strategies
and select appropriate
45
SCHEME OF WORK
LESSON 24 : Literature in Action MAIN SKILL FOCUS: Literature in THEME: Science and Technology
Action
WEEK:__
-related vocabulary
Values

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Incomplete story and Differentiate by the
plan. complete the ending to outcome expected from
Literature in Action Literature in Action the story. pupils.
5.1 5.1.2
Engage with, respond Identify and describe in Textbook, p.95 Differentiate by the type
to and interpret a simple language the key and amount of support
variety of literary text characters in a text provided
types.
Literature in Action Please refer to the
5.3.1 provided list of
Literature in Action Respond imaginatively differentiation strategies
5.3 and intelligibly trough and select appropriate
Express an imaginative creating simple stories strategy/strategies.
response to literary and simple poems.
texts Other imaginative
responses as
appropriate
46
SCHEME OF WORK
LESSON 25: Action Oriented Task 1 MAIN SKILL FOCUS: Action Oriented THEME: Science and Technology
Task
WEEK:__
TOPIC: : Knowing Your Food Labels CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Technology-
related vocabulary
Creativity and innovation

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Food Labels Differentiate by the task
plan. pupils are given
Writing 4.1 Writing 4.1.3 Scrapbook
Communicate Narrate factual and Differentiate by the
intelligibly through print imagined events and Textbook, p.96 outcome expected from
and digital media on experiences pupils
familiar topics
Please refer to the
Reading 3.1 Reading 3.1.2 provided list of
Understand a variety Understand specific differentiation strategies
of texts by using a details and information in and select appropriate
range of appropriate simple longer texts strategy/strategies.
reading strategies to
construct meaning
47
SCHEME OF WORK
LESSON 26: Action Oriented Task 2 MAIN SKILL FOCUS: : Action THEME: Science and Technology
Oriented Task
WEEK:__
TOPIC: : Knowing Your Food Labels CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:

Technology-related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Three different Food Differentiate by the
plan. Labels task pupils are given
Reading 3.1 Reading 3.1.1
Understand a variety Understand the main Textbook, p.97 Differentiate by the
of texts by using a points in simple longer outcome expected
range of appropriate texts from pupils
construct meaning Please refer to the
provided list of
Writing 4.1 Writing 4.1.1 differentiation
Communicate Give detailed strategies and select
intelligibly through print information about appropriate
and digital media on themselves and others strategy/strategies.
familiar topics
48
SCHEME OF WORK
LESSON 27: Review MAIN SKILL FOCUS: Review THEME: Science and Technology
WEEK:__
TOPIC: : Knowing Your Food Labels CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Technology
-related vocabulary
Information and Communications
Technology

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Modal Verbs Differentiate by the
This is a review lesson This is a review lesson Textbook, p.98 support provided
so listening, speaking, so listening, speaking,
reading and writing reading and writing skills Review a picture of
skills are not explicitly are not explicitly favourite food
covered. covered. Please refer to the
Textbook, p.99 provided list of
differentiation
appropriate
49
SCHEME OF WORK
THEME: Consumerism and Financial

LESSON 28: Listening MAIN SKILL FOCUS: Listening
WEEK:__
Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Vocabulary
Global Sustainability related to money

Main Skill Main Skill Teacher to develop their own lesson Textbook, p.130 Differentiate by
plan. instruction and
Listening 1.1 Listening 1.1.2 Audio QR code, Audio feedback
Understand meaning in Understand with little or Script. 174
a variety of familiar no support specific Please refer to the
contexts information and details in Flashcard p.130 provided list of
simple longer texts on a differentiation
range of familiar topics Worksheet p.131 strategies and select
appropriate
Listening 1.1.6 strategy/strategies.
Understand with support
on a range of familiar
topics
Listening 1.1 Listening 1.1.4

Understand meaning in Understand longer
50
SCHEME OF WORK
LESSON 29: Speaking MAIN SKILL FOCUS: Speaking
WEEK:__
Awareness
Global Sustainability related to birthday celebration

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson Textbook, p.132
plan. Differentiate by the
Speaking 2.1 Speaking 2.1.1 Worksheet (maze) outcome expected
Communicate Ask about and give p.132 from pupils.
opinions and feelings about themselves and
intelligibly on familiar others
topics
Speaking 2.1.2 Please refer to the
Ask about and express provided list of
rules and obligations differentiation
appropriate
51
SCHEME OF WORK
THEME: : Consumerism and Financial

LESSON 30: Reading MAIN SKILL FOCUS: Reading
WEEK:__
Awareness

Main Skill Main Skill Teacher to develop their own lesson Textbook, p.133 Differentiate by the
plan. outcome expected
Reading 3.1 Reading 3.1.2 Enrichment activity from pupils.
Understand a variety of Understand specific p. 134
texts by using a range details and information in
of appropriate reading simple longer texts Please refer to the
strategies to construct provided list of
differentiation
Writing 4.1 Writing 4.1.3
Communicate Narrate factual and
intelligibly through print imagined events and
and digital media on experiences
familiar topics
52
SCHEME OF WORK

LESSON 31: Writing MAIN SKILL FOCUS: Writing
WEEK:__
Awareness

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson Textbook
plan. (completing dialogue) Differentiate by the
Writing 4.1 Writing 4.2.1 p.135 - 136 outcome expected
Communicate Use capitals, full stops, from pupils.
intelligibly through print comma in lists, question
and digital media on marks, and speech arks
familiar topics appropriately at Please refer to the
discourse level provided list of
differentiation
appropriate
53
SCHEME OF WORK
LESSON 32: Language Awareness MAIN SKILL FOCUS: Language THEME: Consumerism and Financial
WEEK:__
Awareness Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Learn direct
Language and indirect questions

This is a grammar This is a grammar support provided
listening, speaking, listening, speaking, Please refer to the
reading and writing reading and writing skills provided list of
skills are not explicitly are not explicitly covered differentiation
covered strategies and select
appropriate
Complementary Skill Complementary Skill strategy/strategies.
4.1 Writing 4.2.1 Writing

Communicate Use capitals, full stops,
intelligibly through print comma in lists, question
and digital media on marks, and speech arks
familiar topics appropriately at
discourse level
54
SCHEME OF WORK
LESSON 33: Literature in Action (1) MAIN SKILL FOCUS: Literature

WEEK:__
Awareness
TOPIC : A Penny Saved Is A Penny CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teacher to
Earned Global Sustainability select

Main Skill Main Skill Teacher to develop their own lesson Textbook, p.138 - 139 Differentiate by the
Literature in Action Literature in Action support provided
5.1 5.1.2
Engage with, respond Identify and describe in
to and interpret a simple language the key Please refer to the
variety of literary texts characters in a text provided list of
types differentiation
appropriate
Literature in Action Literature in Action

5.3 5.3.1
Express an imaginative Respond imaginatively
response to literary and intelligibly through
texts creating simple stories
and simple poems.
Other imaginative
responses as
appropriate
55
SCHEME OF WORK
LESSON 34: Literature in Action (2) MAIN SKILL FOCUS: Literature THEME: Consumerism and Financial
WEEK:__
Awareness
TOPIC : A Penny Saved Is A Penny CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teacher to

Earned Global Sustainability select

LEARNING OUTLINE
5.1 5.1.1 Suggested lesson activity:
Engage with, respond Describe in simple Pupils draw emoticons to show Please refer to the
to and interpret a language a character’s emotions of the characters in the provided list of
variety of literary texts actions or feelings and story. differentiation
types explain the reasons for Eg: angry, sad, doubt, confused etc strategies and select
them appropriate
56
SCHEME OF WORK
LESSON 35: Action Oriented Task MAIN SKILL FOCUS: Reading,

Listening, Speaking and Writing
WEEK:__
Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS-CURRICULAR ELEMENT: : LANGUAGE/GRAMMAR FOCUS: Listening to
Global Sustainability instructions

LEARNING OUTLINE
Reading 3.1 Reading 3.1.2 Making an airplane complete a task
Understand a variety Understand specific coin bank
of texts by using a details and information
range of appropriate in simple longer texts Please refer to the
reading strategies to provided list of
construct meaning differentiation
Listening 1.1 Listening 1.1.2 appropriate
Understand meaning Understand with little or strategy/strategies.
in a variety of familiar no support specific
contexts information and details
in simple longer texts on
Speaking 2.1 a range familiar topics
Communicate
information, ideas, Speaking 2.1.2
opinions and feeling Ask about and express
intelligibly on familiar rules and obligations
topics
57
SCHEME OF WORK
LESSON 36 : Review MAIN SKILL FOCUS: Reading, THEME: Consumerism and Financial
WEEK:__
Listening, Speaking and Writing Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Learn direct
Global Sustainability and indirect questions

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson Textbook, p.141 Differentiate by
Speaking 2.3 Speaking 2.3.1 learning preferences
Use appropriate Keep interaction going in Suggested activity: and needs
strategies short exchanges by Create a simple dialogue and role
checking understanding play
of what a speaker is Please refer to the
saying provided list of
differentiation
appropriate
58
SCHEME OF WORK
LESSON 37 : Listening MAIN SKILL FOCUS: Listening THEME: People And Culture
WEEK:__
TOPIC: Hobbies And Leisure CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: : Hobby-
related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Textbook, p.18
plan. Differentiate by time,
Listening 1.1 Listening 1.1.6 Audio QR Code, p.18 the type and amount of
Understand meaning Understand with support
in a variety of familiar support longer Audio Script, p.170
contexts simple narratives on
a range of familiar https://youtu.be/NKEu_o Please refer to the
topics provided list of
differentiation
Listening 1.2 strategies and select
Use appropriate Listening 1.2.1 appropriate
listening strategies in Guess the meaning strategy/strategies.
a variety of context of unfamiliar words
from clues provided
by other known
words and by
context on familiar
topics
59
SCHEME OF WORK
WEEK:__
LESSON 38: Speaking MAIN SKILL FOCUS: Speaking THEME: People And Culture
TOPIC: Hobbies And Leisure CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Hobby-


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Textbook, p.19
plan. Differentiate by time,
Speaking 2.1 Speaking 2.1.3 the type and amount of
Communicate Ask about and describe support
information, future plans or events
ideas, opinions and Differentiate by
feelings intelligibly on Speaking 2.1.5 instruction and
familiar topics Ask about and describe feedback
personality

Communicate Narrate short stories, Please refer to the
appropriately to a events and experiences provided list of
small or a large group differentiation
on familiar topics strategies and select
appropriate
60
SCHEME OF WORK
LESSON 39 : Reading MAIN SKILL FOCUS: Reading THEME: People And Culture
WEEK:__

related vocabulary
Values

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.20-21
Differentiate by time,
Reading 3.2 Reading 3.2.1 the type and amount of
Explore and expand Read and enjoy support
ideas for personal fiction or non-fiction
development by and other suitable
reading print and digital texts
independently and of interest Please refer to the
widely. provided list of
differentiation
Complementary Complementary strategies and select
Skill Skill appropriate
Writing 4.1 4.1.1
intelligibly through information about
print and digital themselves and
media on familiar others.
topics.
61
SCHEME OF WORK
WEEK:__
LESSON 40: Writing MAIN SKILL FOCUS: Writing THEME: People And Culture


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own Textbook, p.22
lesson plan. Differentiate by time, the
Writing 4.1 Writing 4.1.1 type and amount of
Communicate Give detailed information support.
familiar topics
Please refer to the
provided list of
Complementary Skill Complementary Skill differentiation strategies
and select appropriate
Writing 4.2 Writing 4.2.1 strategy/strategies.
Communicate with Use capitals, full stops,
appropriate language, commas in lists,
form and style question marks, and
speech marks
appropriately at
discourse level
62
SCHEME OF WORK
LESSON 41: Language Awareness MAIN SKILL FOCUS: Language THEME: People And Culture
WEEK:__
Awareness
TOPIC: Hobbies And Leisure CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past Tense
Language and Sequencing Adverbs

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.23
This is a grammar This is a grammar the type and amount of
focused lesson, so focused lesson, so support
reading and writing reading and writing
skills are not skills are not
explicitly covered explicitly covered
Please refer to the
provided list of
differentiation
appropriate
63
SCHEME OF WORK
LESSON 42: Literature in Action MAIN SKILL FOCUS: Literature THEME: People And Culture
WEEK:__

related vocabulary
Values

LEARNING OUTLINE
Literature in Action Literature in Action the type and amount of
5.1 5.1.1 support.
Engaged with, Describe in a simple
respond to and language a
interpret a variety of character’s actions
literary text types. or feelings and Please refer to the
explain the reasons provided list of
for them differentiation
appropriate
64
SCHEME OF WORK
LESSON 43: Action Oriented Task MAIN SKILL FOCUS: Listening, Speaking, THEME: People And Culture
Reading and Writing
WEEK:__

Creativity and innovation related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan Textbook, p.25
Listening 1.1 Listening 1.1.4 the type and amount of
Understand meaning Understand longer support
in a variety of familiar sequences of
contexts. supported classroom
instructions. Please refer to the
provided list of
differentiation
Complementary Complementary strategies and select
Skill Skill appropriate
Understand a variety Understand specific
of texts by using a details and
range of appropriate information in simple
reading strategies to longer texts.
construct meaning
65
SCHEME OF WORK
WEEK:__
LESSON 44: Enrichment MAIN SKILL FOCUS: Writing THEME: People And Culture


LEARNING OUTLINE
Writing 4.2 Writing 4.2.1 the type and amount of
Communicate Use capitals, full support
intelligibly through stops, commas in
print and digital lists, question marks,
media on familiar and speech marks Please refer to the
topics appropriately at provided list of
discourse level differentiation
appropriate
Complementary strategy/strategies.
Complementary Skill
Skill
Speaking 2.3.2
Speaking 2.3 Agree on a set of
Use appropriate basic steps needed
communication to complete
strategies. extended classroom
tasks.
66
SCHEME OF WORK
WEEK:__
LESSON 45: Review MAIN SKILL FOCUS: Reading and Writing THEME: People And Culture
TOPIC: Hobbies And Leisure CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Hobby-
related vocabulary

LEARNING OUTLINE
Main Skill Main Skill
Teachers to develop their own lesson plan. Textbook, p.27-29 Differentiate by time,
Understand a variety Understand the main support
of texts by using a points in simple
range of appropriate longer texts.
reading strategies to Please refer to the
construct meaning Reading 3.1.2 provided list of
Understand specific differentiation
details and strategies and select
information in simple appropriate
longer texts. strategy/strategies.
Complementary
Skill Complementary
Skill
Writing 4.2
Communicate with Writing 4.2.1
appropriate Use capitals, full
language, form and stops, commas in
style. lists, question marks,
and speech marks
appropriately at
discourse level.
67
SCHEME OF WORK
WEEK:__
TOPIC: Less Rubbish, Cleaner World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:

Environmental Sustainability Environment-related vocabulary

Listening 1.1 Listening 1.1.2 Audio QR code, p.60 from pupils
Understand meaning in Understand with little or
a variety of familiar no support specific Audio Script, p.172
contexts information and details in
simple longer texts on a Differentiate by the
range of familiar topics time pupils are given to
complete the task
Listening 1.1.5
Understand more
complex supported
questions Please refer to the
provided list of
Complementary Skill Complementary Skill differentiation
Writing 4.2 Writing 4.2.2 appropriate
Communicate with Spell most high strategy/strategies.
form and style accurately in
independent writing
68
SCHEME OF WORK
WEEK:__


Speaking 2.3 Speaking 2.3.1 Recyclable materials from pupils
of what a speaker is Differentiate by the
saying time pupils are given to
complete the task
Reading 3.1 Reading 3.1.2 Please refer to the

Understand a variety of Understand specific provided list of
texts by using a range details and information in differentiation
of appropriate reading simple longer texts strategies and select
strategies to construct appropriate
meaning strategy/strategies.
69
SCHEME OF WORK
WEEK:__


Reading 3.1 Reading 3.1.2 Flash card from pupils
Understand a variety of Understand specific
texts by using a range details and information in i-Think Flow Map
of appropriate reading simple longer texts
strategies to construct Differentiate by the
meaning time pupils are given to
complete the task
Complementary Skill Complementary Skill Please refer to the

provided list of
Writing 4.2 Writing 4.2.2 differentiation
Communicate with Spell most high strategies and select
appropriate language, frequency words appropriate
form and style accurately in strategy/strategies.
independent writing
70
SCHEME OF WORK
WEEK:__


Writing 4.1 Writing 4.1.3 from pupils
Communicate Narrate factual and
intelligibly through print imagined events and
and digital media on experiences
familiar topics Differentiate by the
time pupils are given to
complete the task

Please refer to the
Writing 4.2 Writing 4.2.2 provided list of
Communicate with Spell most high differentiation
appropriate language, frequency words strategies and select
form and style accurately in appropriate
independent writing strategy/strategies.
71
SCHEME OF WORK
WEEK:__
Awareness
TOPIC: Less Rubbish, Cleaner World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Passive
Language Sentences (present simple)

LEARNING OUTLINE
This is a grammar This is a grammar Verb Chart support provided
differentiation
appropriate
72
SCHEME OF WORK
WEEK:__


LEARNING OUTLINE
Literature in Action Literature in Action Flash card from pupils
5.3 5.3.1
Express an imaginative Respond imaginatively Differentiate by the
response to literary and intelligibly through feedback given
and simple poems
Other imaginative
responses as Please refer to the
appropriate provided list of
differentiation
appropriate
73
SCHEME OF WORK
WEEK:__
LESSON 52: Action Oriented Task (1) MAIN SKILL FOCUS: Listening THEME: Health and Environment

Creativity and Innovation Environment-related vocabulary

LEARNING OUTLINE
Listening 1.1 Listening 1.1.4 Materials for making a feedback
Understand meaning in Understand longer paper basket
Please refer to the
provided list of
differentiation
appropriate
74
SCHEME OF WORK
LESSON 53: Action Oriented Task (2) MAIN SKILL FOCUS: Writing, THEME: Health and Environment
WEEK:__
Speaking

Creativity and Innovation Environment-related vocabulary

Writing 4.1 Writing 4.1.2 Task sheet from pupils
Communicate Describe future plans or
intelligibly through print events
and digital media on
provided list of
differentiation
Complementary Skill appropriate
Complementary Skill strategy/strategies.
Speaking 2.1.4
Speaking 2.1 Explain and give reasons
Communicate for simple advice
information, ideas,
opinions and feelings
topics
75
SCHEME OF WORK
LESSON 54: : Language Awareness / MAIN SKILL FOCUS: Language / THEME: Health and Environment
Review Review
WEEK:__
TOPIC: Less Rubbish, Cleaner World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Defining
Language Relative Clauses to describe and Give
Information

LEARNING OUTLINE
This is a grammar This is a grammar i-Think Tree Map support provided
skills are not explicitly are not explicitly Differentiate by the
covered. covered. outcome expected
from pupils
Please refer to the

provided list of
differentiation
appropriate
76
SCHEME OF WORK
LESSON 55: Listening MAIN SKILL FOCUS: Listening THEME: Science and Technology
WEEK:__
TOPIC: Robots at Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Textbook, p.100- 101 Differentiate by
Listening 1.1 Listening 1.1.2 Audio QR code, p.102 feedback.
Understand meaning Understand with little or
in a variety of familiar no support specific Audio Script, p.173 Differentiate by the
contexts information and details task pupils are given.
a range of familiar topics Please refer to the
provided list of
Listening 1.1.4 differentiation
Understand longer strategies and select
sequences of supported appropriate
classroom instructions
Listening 1.1.6
Understand with support
topics
77
SCHEME OF WORK
LESSON 56: Speaking MAIN SKILL FOCUS: Speaking THEME: Science and Technology
WEEK:__


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Advertisement on Mini Differentiate by the
plan. Robots on Sale type and amount of
Speaking 2.1 Speaking 2.1.1 support provided
Communicate Ask about and give Textbook, p.104
information, ideas, detailed information Differentiate by the
opinions and feelings about themselves and outcome expected
intelligibly on familiar others from pupils.
topics
Please refer to the
Speaking 2.3 Speaking 2.3.1 provided list of
Use appropriate Keep interaction going in differentiation
communication short exchanges by strategies and select
strategies checking understanding appropriate
of what a speaker is strategy/strategies.
saying
78
SCHEME OF WORK
LESSON 57: Reading MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK:__

Values

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson An article entitled,
plan. ‘Tribots The Ant Differentiate by the
Reading 3.1 Reading 3.1.4 Robots’ task pupils are given
Understand a variety of Use with some support
texts by using a range familiar print and digital Textbook, p.105
of appropriate reading resources to check
strategies to construct meaning Please refer to the
meaning provided list of
differentiation
Reading 3.2 Reading 3.2.1 strategies and select
Explore and expand Read and enjoy fiction or appropriate
ideas for personal non-fiction and other strategy/strategies.
development by suitable print and digital
reading independently texts of interest
and widely
79
SCHEME OF WORK
LESSON 58: Writing 1 MAIN SKILL FOCUS: Writing THEME: Science and Technology
WEEK:__

Values

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson A Comic Differentiate by
Writing 4.2 Writing 4.2.1 Textbook, p.106 learning preferences
Communicate with Use capitals, full stops, and needs.
appropriate language, commas in lists, question
form and style marks, and speech Please refer to the
marks appropriately at provided list of
discourse level differentiation
appropriate
80
SCHEME OF WORK
LESSON 59: Writing 2 MAIN SKILL FOCUS: Writing THEME: Science and Technology
WEEK:__

Values

Main Skill Main Skill Teachers to develop their own lesson Series of pictures Differentiate by
Writing 4.2 Writing 4.2.2 Textbook, p.107 learning preferences
Communicate Spell most high and needs
intelligibly through print frequency words
and digital media on accurately in
familiar topics independent writing
Please refer to the
Complementary Skill Complementary Skill provided list of
differentiation
Reading 3.1 Reading 3.1.2 strategies and select
Understand a variety of Understand specific appropriate
texts by using a range details and information in strategy/strategies.
of appropriate reading simple longer texts
strategies to construct
meaning
81
SCHEME OF WORK
LESSON 60 : Language Awareness MAIN SKILL FOCUS: Language THEME: Science and Technology
Awareness
WEEK:__

Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Notes on Passive Differentiate by the
plan. Sentences (Simple task pupils are given
This is a grammar This is a grammar Past)
focussed lesson so focussed lesson so
listening, speaking, listening, speaking, Textbook, p.108 Please refer to the
appropriate
82
SCHEME OF WORK
LESSON 61 : Literature in Action MAIN SKILL FOCUS: Literature in THEME: Science and Technology
Action
WEEK:__

Creativity and Innovation

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson A Song by Zulfadzli Differentiate by
plan. Hassan supporting individual
Literature in Action Literature in Action learning preferences
5.1 5.1.1 Textbook, p.109- 110 and needs
Engage with, respond Describe in simple
to and interpret a language a character’s Audio QR code, p. 109 Please refer to the
variety of literary text actions or feelings and provided list of
types explain the reasons for differentiation
them strategies and select
appropriate
Literature in Action Literature in Action strategy/strategies.
5.3 5.3.1
Express an Respond imaginatively
imaginative response and intelligibly through
to literary texts creating simple stories
and simple poems
Other imaginative
responses as
appropriate
83
SCHEME OF WORK
LESSON 62: Action Oriented Task MAIN SKILL FOCUS: Listening, THEME: Science and Technology
Speaking, Reading and Writing
WEEK:__
TOPIC: Robots at Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

related vocabulary
Creativity and Innovation

LEARNING OUTLINE
Main Skill Teachers to develop their own lesson Project Based Differentiate by the
Main Skill plan. Learning (PBL) on type and amount of
Listening 1.1 how to make a robot. support provided
Understand meaning Listening 1.1.1
in a variety of familiar Understand with little or Textbook, p.111 Differentiate by the
no support the main outcome expected
contexts
ideas in simple longer from pupils.
texts on a range of
Reading 3.1 provided list of
Reading 3.1.1 differentiation
Understand a variety
Understand the main strategies and select
of texts by using a
points in simple longer appropriate
range of appropriate
simple texts strategy/strategies.
construct meaning
84
SCHEME OF WORK
WEEK:__

Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Worksheets on Differentiate by the
plan. - punctuation type and amount of
This is a review lesson This is a review lesson marks support provided
so listening, speaking, so listening, speaking, - fill in the boxes
reading and writing reading and writing skills with ‘active’ or
skills are not explicitly are not explicitly ‘passive’
covered. covered. - draw own robot Differentiate by the
- fill in the form outcome expected
about own from pupils.
robot.
Please refer to the

provided list of
differentiation
appropriate
85
SCHEME OF WORK

WEEK:__
Awareness
TOPIC: Online Shopping CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Vocabulary
Entrepreneurship related to online shopping

Listening 1.1 Listening 1.1.2 Scan video QR code
Understand meaning in Understand with little or Suggested activities:
a variety of familiar no support specific Worksheet p.144
Watch the video (QR code p.144) Please refer to the
simple longer texts on a List out the things provided list of
range of familiar topics differentiation
Match the words with the meanings
Look for more words related to online appropriate
Complementary Skill Complementary Skill shopping strategy/strategies.
Listening 1.2 Listening 1.2.1

Use appropriate Guess the meaning of
listening strategies in a the unfamiliar words
variety of contexts from clues provided by
other known words by
context on familiar topics
86
SCHEME OF WORK
LESSON 65: Speaking MAIN SKILL FOCUS: Speaking THEME: Consumerism and Financial
WEEK:__
Awareness


Speaking 2.1 Speaking 2.1.1 Worksheet
Communicate Ask about and give Suggested activities: Please refer to the
information, ideas, detailed information provided list of
opinions and feelings about themselves and Drilling of words in the box (Task A differentiation
intelligibly on familiar others p.145) strategies and select
topics appropriate
Practise sentence structures (Task B strategy/strategies.
Complementary Skill Complementary Skill p.145)

saying
87
SCHEME OF WORK
LESSON 66: Reading MAIN SKILL FOCUS: Reading

WEEK:__
Awareness

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Textbook, p.146 - 147 Differentiate by the
Reading 3.1 Reading 3.1.2 Flash card feedback
range of appropriate in simple longer texts Please refer to the
construct differentiation
appropriate
88
SCHEME OF WORK

WEEK:__
Awareness
Entrepreneurship related to Online Shopping

plan on writing a simple essay. type and amount of
Writing 4.1 Writing 4.1.2 support provided
and digital media on Please refer to the
familiar topics provided list of
differentiation
Communicate Narrate short stories,
appropriately to a small events and experiences
or large group on
familiar topics
89
SCHEME OF WORK
LESSON 68: Language Awareness (1) MAIN SKILL FOCUS: Language

WEEK:__
Awareness
TOPIC: Online Shopping CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past tense
Entrepreneurship with a limited range of Sequencing Adverbs

This is a grammar This is a grammar
appropriate

familiar topics
90
SCHEME OF WORK
LESSON 69: Literature in Action MAIN SKILL FOCUS: Literature

WEEK:__
Awareness
TOPIC : Literature in Action CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Vocabulary
Entrepreneurship related to shopping and saving

LEARNING OUTLINE
plan time pupils are given to
Literature in Action Literature in Action complete a task
5.3 5.3.1 Suggested activities:
Express an Respond imaginatively
imaginative response and intelligibly through -Reciting poem Please refer to the
to literary rexts creating simple stories provided list of
and simple poems. -Discussing the content of the poem differentiation
Other imaginative stanza by stanza strategies and select
responses as appropriate
appropriate -Draw pictures according to each strategy/strategies.
stanza
91
SCHEME OF WORK
LESSON 70: Action Oriented Task MAIN SKILL FOCUS: Speaking and
Writing
WEEK:__
Awareness
TOPIC: A Penny Saved Is A Penny Earned CROSS-CURRICULAR ELEMENT: : LANGUAGE/GRAMMAR FOCUS: Listening to
Entrepreneurship instructions

LEARNING OUTLINE
plan time pupils are given to
Speaking 2.3 Speaking 2.3.1 Worksheet complete a task
Use appropriate Keep interaction going in Suggested activity:
strategies checking understanding Sentence construction Please refer to the
of what a speaker is presentation provided list of
saying differentiation
appropriate
familiar topics
92
SCHEME OF WORK
LESSON 71: Language Awareness (2) MAIN SKILL FOCUS: Language

WEEK:__
Awareness
TOPIC: Online Shopping CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present
Language continuous tense

Main Skill Main Skill Teachers to develop their own lesson Textbook, p.152 -153 Differentiate by the
plan. feedback given
This is a grammar This is a grammar
appropriate

familiar topics
93
SCHEME OF WORK
LESSON 72: Review MAIN SKILL FOCUS: Reading,

Listening, Speaking and Writing THEME: Consumerism and Financial
WEEK:__
Awareness
TOPIC: Online Shopping CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: : Present
Entrepreneurship continuous tense

LEARNING OUTLINE
This is a review lesson This is a review lesson complete a task
so listening, speaking, so listening, speaking,
skills are covered are covered Please refer to the
provided list of
differentiation
appropriate
94
SCHEME OF WORK
WEEK:__
LESSON 73: Listening MAIN SKILL FOCUS: Listening THEME: People And Culture
TOPIC: Safety First CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Safety-

related vocabulary

LEARNING OUTLINE
Main Skill
Main Skill Teachers to develop their own lesson plan. Textbook, p.32 Differentiate by the
Listening 1.1.5 type and amount of
Listening 1.1 Understand more Audio QR Code, p.32 support
Understand meaning complex supported
in a variety of familiar questions. Audio Script, p.171
contexts. Please refer to the
Listening 1.1.6 provided list of
Understand with differentiation
support longer simple strategies and select
narratives on a range appropriate
of familiar topics. strategy/strategies.
Complementary
Skill
Complementary
Speaking 2.1 Skill
Communicate
opinions and feelings Explain and give
intelligibly on familiar reasons for simple
topics. advice
95
SCHEME OF WORK
WEEK:__
LESSON 74: Speaking MAIN SKILL FOCUS: Speaking THEME: People And Culture
TOPIC: Safety First CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Safety-


LEARNING OUTLINE
Speaking 2.3 Speaking 2.3.1 the type and amount of
Use appropriate Keep interaction support
communication going in short
strategies exchanges by
checking Please refer to the
understanding of provided list of
what a speaker is differentiation
saying strategies and select
Complementary appropriate
Skill Complementary strategy/strategies.
Skill
Reading 3.2
Explore and expand Reading 3.2.1
ideas for personal Read and enjoy
development by fiction or non-fiction
reading and other suitable
independently and print and digital texts
widely of interest
96
SCHEME OF WORK
WEEK:__
LESSON 75: Reading MAIN SKILL FOCUS: Reading THEME: People And Culture

related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.34-35
Understand the main support
Understand a variety points in simple
of texts by using a longer texts
range of appropriate Please refer to the
reading strategies to Reading 3.1.2 provided list of
construct meaning Understand specific differentiation
details and strategies and select
information in simple appropriate
longer texts strategy/strategies.
Reading 3.1.3
Guess the meaning
of unfamiliar words
from clues provided
by other known
words and by context
97
SCHEME OF WORK
WEEK:__
LESSON 76: Writing MAIN SKILL FOCUS: Writing THEME: People And Culture
TOPIC: Safety First CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Safety-


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.36 Differentiate by time,
the type and amount of
Writing 4.2 Writing 4.2.1 support
Communicate with Use capitals, full
appropriate stops, commas in
language, form and lists, question marks, Please refer to the
style and speech marks provided list of
appropriately at differentiation
discourse level strategies and select
appropriate
Complementary Complementary
Skill Skill

Communicate Ask about and
information, ideas, express rules and
opinions and feelings obligations
topics
98
SCHEME OF WORK
LESSON 77: Language Awareness (1) MAIN SKILL FOCUS: Language THEME: People And Culture
WEEK:__
Awareness
TOPIC: Safety First CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Relative

Language Clauses

LEARNING OUTLINE
This is a grammar This is a grammar Teachers to develop their own lesson plan. Textbook, p.37 Differentiate by the
focused lesson, so focused lesson, so task pupils are given
skills are not skills are not Please refer to the
explicitly covered explicitly covered provided list of
differentiation
appropriate
99
SCHEME OF WORK
WEEK:__
LESSON 78: Literature in Action MAIN SKILL FOCUS: Literature in Action THEME: People And Culture

related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.38-39 Differentiate by time
pupils are given to
5.1 5.1.2
Engaged with, Identify and describe
respond to and in simple language Please refer to the
interpret a variety of the key characters in provided list of
literary text types a text. differentiation
appropriate
100
SCHEME OF WORK
WEEK:__
LESSON 79: Action Oriented Task MAIN SKILL FOCUS: Action Oriented Task THEME: People And Culture

related vocabulary
LEARNING MATERIALS/ DIFFERENTIATION

CONTENT STANDARD LEARNING OUTLINE
Main Skill
Main Skill Teachers to develop their own lesson Textbook, p.40-41 Differentiate by time,
Reading 3.1.1 plan. the type and amount
Reading 3.1 Understand the main of support
Understand a variety of points in simple longer
texts by using a range of texts.
appropriate reading Please refer to the
strategies to construct Reading 3.1.2 provided list of
meaning Understand specific differentiation
details and information strategies and select
in simple longer texts. appropriate
Complementary Skill
Complementary Skill
Speaking 2.1
Communicate Speaking 2.1.2
information, ideas, Ask about and express
opinions and feelings rules and obligations.
topics.
101
SCHEME OF WORK
LESSON 80: Language Awareness MAIN SKILL FOCUS: Language THEME: People And Culture
WEEK:__
Awareness
TOPIC: Safety First CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Modal Verbs

Language

LEARNING OUTLINE
This is a grammar This is a grammar Teachers to develop their own lesson plan. Textbook, p.42 Differentiate by time,
focused lesson, so focused lesson, so the type and amount of
listening, speaking, listening, speaking, support
skills are not skills are not
explicitly covered explicitly covered Please refer to the
provided list of
differentiation
appropriate
102
SCHEME OF WORK
WEEK:__
LESSON 81: Review MAIN SKILL FOCUS: Reading, Writing THEME: People And Culture

related vocabulary

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson plan. Textbook, p.43 Differentiate by the
task pupils are given
Understand a variety Understand the main
of texts by using a points in simple
range of appropriate longer texts. Please refer to the
construct meaning differentiation
appropriate
Communicate with Spell more high
appropriate frequency words
language, form and accurately in
style. independent writing.
103
SCHEME OF WORK
WEEK:__
TOPIC: My Earth, My Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:


Main Skill Main Skill Teachers to develop their own lesson Textbook, p.74 Differentiate the
Listening 1.1 Listening 1.1.2 Audio QR code, p.74 from the pupils
Understand meaning in Understand with little or
a variety of familiar no support specific Audio Script, p.172
simple longer texts on a Please refer to the
range of familiar topics provided list of
differentiation
Communicate Ask about and describe
information, ideas, future plans or events
topics
104
SCHEME OF WORK
WEEK:__
TOPIC: My Earth, My Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:

Environmental Sustainability Environment- related vocabulary

LEARNING OUTLINE
Speaking 2.1 Speaking 2.1.3 Placemat from pupils
information, ideas, future plans or events Bubble map
intelligibly on familiar Please refer to the
topics Speaking 2.1.4 provided list of
Explain and give reasons differentiation
for simple advice strategies and select
appropriate
105
SCHEME OF WORK
WEEK:__
TOPIC: My Earth, My Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Environment

Environmental Sustainability -related vocabulary

Main Skill Main Skill
Teachers to develop their own lesson Textbook, p.76 Differentiate by the
Reading 3.1 Reading 3.1.3 plan. outcome expected
Understand a variety of Guess the meaning of Flash card from pupils
texts by using a range unfamiliar words from
of appropriate reading clues provided by other
strategies to construct known words and by
meaning context Please refer to the
provided list of
Reading 3.2 Reading 3.2.1 differentiation
Explore and expand Read and enjoy fiction or strategies and select
ideas for personal non-fiction and other appropriate
development by suitable print and digital strategy/strategies.
reading independently texts of interest
and widely

Communicate Give detailed information
familiar topics
106
SCHEME OF WORK
WEEK:__


Writing 4.2 Writing 4.2.2 Audio QR Code, p.74 complete a task
Communicate with Spell most high
form and style accurately in
independent writing Differentiate by the
feedback given
Writing 4.2.3
Produce a plan or draft of
two paragraphs or more
and modify this Please refer to the
appropriately in response provided list of
to feedback differentiation
Complementary Skill strategies and select
appropriate
Speaking 2.1 Complementary Skill strategy/strategies.
Communicate
opinions and feelings Explain and give
intelligibly on familiar reasons for simple
topics advice
107
SCHEME OF WORK
WEEK:__
Awareness
TOPIC: My Earth, My Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Growing

Language Range of Preposition ( Place)

LEARNING OUTLINE
This is a grammar This is a grammar Preposition chart support provided
focused lesson so focused lesson so (optional)
differentiation
appropriate
108
SCHEME OF WORK
WEEK:__


Literature in Action Literature in Action Flash card from pupils
5.3 5.3.1
Express an imaginative Respond imaginatively i-Think Tree Map Differentiate by the
response to literary and intelligibly through feedback given
and simple poems
Other imaginative
responses as Please refer to the
appropriate provided list of
differentiation
Complementary Skill Complementary Skill strategies and select
appropriate
Speaking 2.3 Speaking 2.3.1 strategy/strategies.
saying
109
SCHEME OF WORK
LESSON 88: Action Oriented Task MAIN SKILL FOCUS: Writing , THEME: Health and Environment
WEEK:__
Speaking

Environmental Sustainability related vocabulary

Writing 4.2 Writing 4.2.3 Survey Template feedback
Communicate with Produce a plan or draft
appropriate language, of two paragraphs or
form and style more and modify this
appropriately in Please refer to the
response to feedback provided list of
differentiation
appropriate

Communicate Narrate short stories,
appropriately to a small events and experiences
or large group on
familiar topics
110
SCHEME OF WORK
WEEK:__
Awareness
TOPIC: My Earth, My Home CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Growing

Language Range of Preposition ( Direction)

LEARNING OUTLINE
This is a grammar This is a grammar Preposition chart support provided
focused lesson so focused lesson so (optional)
differentiation
appropriate
111
SCHEME OF WORK
WEEK:__
LESSON 90: Review MAIN SKILL FOCUS: - THEME: Health and Environment


LEARNING OUTLINE
plan. types of question
This is a review lesson This is a review lesson asked
so listening; speaking, so listening; speaking, Realia
skills are not explicitly are not explicitly covered.
covered. Please refer to the
provided list of
differentiation
appropriate
112
SCHEME OF WORK
LESSON 91: Listening MAIN SKILL FOCUS: Listening THEME: Science and Technology
WEEK:__
TOPIC: Sparkling in the Night CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:


LEARNING OUTLINE
Differentiate by
Main Skill Main Skill Teachers to develop their own lesson Textbook, p.114- 115 instruction and
plan. feedback
Listening 1.1 Listening 1.1.2 Audio QR code, p.116
Understand meaning Understand with little or Differentiate by the
in a variety of familiar no support specific Audio Script, p.173 task pupils are given
contexts information and details
Please refer to the
provided list of
a range of familiar topics differentiation
Listening 1.1.6 appropriate
Understand with support strategy/strategies.
topics
113
SCHEME OF WORK
LESSON 92: Speaking MAIN SKILL FOCUS: Speaking THEME: Science and Technology
WEEK:__
TOPIC: : Sparkling in the Night CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson A picture of Dr. Sheikh Differentiate by the
plan. Mustaphar Shukor Al type and amount of
Speaking 2 1 Speaking 2.1.3 Masrie. support provided
information, ideas, future plans or events Textbook, p.118 Differentiate by the
outcome expected
from pupil
Speaking 2.1.5
topics Please refer to the
Ask about and describe
provided list of
personality differentiation
appropriate
114
SCHEME OF WORK
LESSON 93 : Reading MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK:__
TOPIC: Sparking in the Night CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:

Values

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson An article about “The Differentiate by
plan. Animal Astronauts” instruction and
Reading 3.1 Reading 3.1.2 feedback
Understand a variety Understand specific Textbook, p.119
of texts by using a details and information Differentiate by the
range of appropriate in simple longer texts Word Maze task pupils are given
Textbook, p.120 Please refer to the
construct meaning Reading 3.1.4
provided list of
Us with some support differentiation
familiar print and digital appropriate
resources to check strategy/strategies.
meaning
115
SCHEME OF WORK
LESSON 94: Writing MAIN SKILL FOCUS: Writing THEME: Science and Technology
WEEK:__

Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Notes and worksheet Differentiate by the
plan. on conjunctions. type and amount of
Writing 4.1 Writing 4.1.5 support provided
Communicate Connect sentences into
intelligibly through print two coherent
and digital media on paragraphs or more
Please refer to the
familiar topics using basic coordinating provided list of
conjunctions and differentiation
reference pronouns strategies and select
appropriate
range of appropriate in simple longer texts
construct meaning
116
SCHEME OF WORK
LESSON 95: Language Awareness MAIN SKILL FOCUS: Language THEME: Science and Technology
WEEK:__

Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Worksheet to describe Differentiate by the
plan. the movement from task pupils are given
This is a grammar This is a grammar one place to another.
focussed lesson so focussed lesson so
listening, speaking listening, speaking Textbook, p.122
Please refer to the
provided list of
appropriate
117
SCHEME OF WORK
LESSON 96: Literature in Action MAIN SKILL FOCUS: Literature in THEME: Science and Technology
Action
WEEK:__


LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Drama: The Greatest Differentiate by the
plan. Planet of All. task pupils are given
5.1 5.1.2 Textbook, p.123
Engage with, respond Identify and describe in Differentiate by
to and interpret a Worksheet based on
simple language the key supporting individual
variety of literary text the drama
characters in a text learning preferences
types
and needs
Textbook, p.124
Complementary Skill
Complementary Skill
Please refer to the
Reading 3.1 Reading 3.1.2 provided list of
Understand a variety of differentiation
texts by using a range Understand the main
points in simple longer strategies and select
of appropriate reading appropriate
strategies to construct texts
meaning
118
SCHEME OF WORK
LESSON 97: Action Oriented Task MAIN SKILL FOCUS: Listening, THEME: Science and Technology
WEEK:__
TOPIC: Sparkling in the Night CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

related vocabulary

LEARNING OUTLINE
Main Skill Teachers to develop their own lesson Project Based

Main Skill plan. Learning (PBL) on Differentiate by the
Listening 1.1 how to make a 3D task pupils are given
Understand meaning Listening 1.1.1 model of our solar
in a variety of familiar Understand with little or system. Differentiate by the
no support the main outcome expected
contexts
ideas in simple longer Textbook, p.125 from pupils
texts on a range of
familiar topics
Complementary Skill Please refer to the
provided list of
Reading 3.1 differentiation
Understand a variety Complementary Skill
of texts by using a appropriate
range of appropriate Reading 3.1.2
Understand specific strategy/strategies.
construct meaning details and information
in simple longer texts
119
SCHEME OF WORK
LESSON 98: Action Oriented Task 2 MAIN SKILL FOCUS: Listening, THEME: Science and Technology
WEEK:__
TOPIC: Sparkling in the Night CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

related vocabulary

LEARNING OUTLINE
Main Skill Teachers to develop their own lesson A graphic organizer on

Main Skill plan. the characters of a Differentiate by the
Speaking 2.3 planet. task pupils are given
Use appropriate Speaking 2.3.2
communication Agree on a set of basic Textbook, p.126. Differentiate by the
strategies steps needed to outcome expected
complete extended from pupils
classroom tasks
Complementary Skill
Complementary Skill Please refer to the
provided list of
Writing 4.1
Writing 4.1.3 differentiation
Communicate
Narrate factual and strategies and select
intelligibly through print
imagined events and appropriate
experiences strategy/strategies.
familiar topics
120
SCHEME OF WORK
WEEK:__

Language

LEARNING OUTLINE
Main Skill Main Skill Teachers to develop their own lesson Worksheet on Differentiate by the
plan. conjunctions and type and amount of
This is a review lesson This is a review lesson preposition of support provided
so listening, speaking, so listening, speaking, movement.
skills are not explicitly are not explicitly Textbook, p.127
covered. covered. Differentiate by the
types of question
asked
Please refer to the

provided list of
differentiation
appropriate
121
SCHEME OF WORK

WEEK:__
Awareness
TOPIC: Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Vocabulary
Financial Education related to money

LEARNING OUTLINE
Listening 1.1 Listening 1.1.6 Audio QR code complete a task
Understand meaning Understand with support
in a variety of familiar longer simple narratives Audio Script, p.175
contexts on a range of familiar Please refer to the
topics Flashcard p.158 provided list of
differentiation
Worksheet p.158 strategies and select
appropriate
122
SCHEME OF WORK
LESSON 101: Speaking MAIN SKILL FOCUS: Speaking

WEEK:__
Awareness

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan. Textbook, p.159 Differentiate by
supporting individual
Speaking 2.3 Speaking 2.3.1 Suggested activities: Mind map learning preferences
Use appropriate Keep interaction in and needs
communication short exchanges by Brainstorming
strategies checking Filling the mind map
understanding of Please refer to the
what a speaker is provided list of
saying differentiation
Speaking 2.3.2 appropriate
Agree on a set of strategy/strategies.
basic steps needed
to complete
extended classroom
tasks
123
SCHEME OF WORK
LESSON 102: Reading MAIN SKILL FOCUS: Reading THEME: : Consumerism and Financial
WEEK:__
Awareness
TOPIC : Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Vocabulary


LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan. Textbook, p.160 -161 Differentiate by the
Reading 3.2 Reading 3.2.1 Reading article complete a task
Explore and expand Read and enjoy
ideas for personal fiction or non-fiction Flash card and
development by and other suitable vocabulary p.160 Please refer to the
reading print and digital texts provided list of
independently and of interest Worksheet differentiation
widely strategies and select
-flow chart appropriate
Complementary Complementary strategy/strategies.
Skill Skill
Understand a variety Use with some

of texts by using a support familiar print
range of appropriate and digital resources
reading strategies to to check meaning
construct meaning
124
SCHEME OF WORK

WEEK:__
Awareness

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan Textbook, p.162 Differentiate by the
on completing text messages. time pupils are given to
Writing 4.2 Writing 4.2.1 complete a task

appropriate language stops, comma in Please refer to the
form and style lists, question marks, provided list of
and speech arks differentiation
appropriately at strategies and select
discourse level appropriate
125
SCHEME OF WORK
LESSON 104: Language Awareness MAIN SKILL FOCUS: Language

WEEK:__
Awareness
TOPIC: Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Modal verbs
Financial Education

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan. Textbook, p.163 Differentiate by the
type and amount of
This is a grammar This is a grammar Sentence construction support provided
reading and writing reading and writing Please refer to the
skills are not skills are not provided list of
explicitly covered explicitly covered differentiation
appropriate
Complementary Complementary strategy/strategies.
Skill Skill

appropriate language stops, comma in
form and style lists, question marks,
and speech arks
appropriately at
discourse level
126
SCHEME OF WORK
LESSON 105: Literature in Action MAIN SKILL FOCUS: Literature

WEEK:__
Awareness
TOPIC : Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teacher to
Financial Education select

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson plan. Textbook, p.164 - 166 Differentiate by the
5.1 5.1.1
Engage with, Describe in simple
respond to and language a Please refer to the
interpret a variety of character’s actions provided list of
literary texts types or feeling and differentiation
explain the reasons strategies and select
for them appropriate
127
SCHEME OF WORK
LESSON 106: Action Oriented Task MAIN SKILL FOCUS: Listening, Speaking
and Writing
WEEK:__
Awareness
TOPIC: Going Cashless CROSS-CURRICULAR ELEMENT: : LANGUAGE/GRAMMAR FOCUS: Vocabulary
Financial Education related to e-payment

LEARNING OUTLINE
feedback given
1.1 Listening 1.1.2 Listening Group work
Understand meaning Understand with little
in a variety of familiar or no support Please refer to the
contexts specific information provided list of
and details in simple differentiation
2.1 Speaking longer texts on a strategies and select
Communicate range familiar topics appropriate
information, ideas, strategy/strategies.
opinions and feeling 2.1.2 Speaking
intelligibly on familiar Ask about and
topics express rules and
obligations
4.1 Writing
Communicate 4.1.2 Writing
intelligibly through Make and respond to
print and digital simple requests and
media on familiar suggestions
topics
128
SCHEME OF WORK
LESSON 107: Review (1) MAIN SKILL FOCUS: Reading, Listening,

Speaking and Writing
WEEK:__
Awareness
TOPIC: Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:
Financial Education e- transaction

LEARNING OUTLINE
time given to complete
This is a review This is a review Activities: Worksheet a task
lesson so listening, lesson so listening,
speaking, reading speaking, reading -Blank filling
and writing skills are and writing skills are Please refer to the
covered covered -Reconstructing sentences provided list of
differentiation
Complementary Complementary appropriate
Skill Skill strategy/strategies.

appropriate language stops, comma in
form and style lists, question marks,
and speech arks
appropriately at
discourse level
129
SCHEME OF WORK
LESSON 108: Review (2) MAIN SKILL FOCUS: Reading, Listening,

Speaking and Writing
WEEK:__
Awareness
TOPIC: Going Cashless CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS:
Financial Education
e-transaction

LEARNING OUTLINE
Main Skill Main Skill Teacher to develop their own lesson Textbook, p.169 Differentiate by type
plan. and amount of support
This is a review This is a review lesson Worksheet provided
lesson so listening, so listening, speaking, Activities:
speaking, reading reading and writing Please refer to the
and writing skills are skills are covered -Blank filling provided list of
covered differentiation
-Reconstructing sentences strategies and select
Complementary Skill appropriate
Complementary strategy/strategies.
Skill Writing 4.2.1
Use capitals, full stops,
Writing 4.2 comma in lists,
Communicate with question marks, and
appropriate language speech arks
form and style appropriately at
discourse level
130
PANEL OF WRITERS
1. Eileen Jessie Ah Guan Curriculum Development Division

2. Fairuz Hamzah Curriculum Development Division
3. Dr. Rabindra Prasad Curriculum Development Division
4. Kalaichelvi Subramaniam Curriculum Development Division
5. Nur Amirah Abdul Manan Curriculum Development Division
6. Noor Azmira Amran Curriculum Development Division
7. YM Tunku Ireneza Marina Tunku Mazlan Curriculum Development Division
8. Ida Hairani Bakar Curriculum Development Division
9. Masreen Wirda Mohammad Ali Curriculum Development Division
10. Anon Sham Che Din Curriculum Development Division
11. Zilfadhilah Hasni Zakaria Curriculum Development Division
12. Cheah Yet Thang Pejabat Pendidikan Daerah Kinta Utara
13. Alnon Faziaton Fakhrullah Pejabat Pendidikan Daerah Seremban
14. Ravikumar Krishnan SMK Sentosa, Kampar, Perak
15. Balasegar M. Muniandy SMK Cheras, Kuala Lumpur
16. Wong Mee Kien SMK Chong Hwa, Kuala Lumpur
17. Nur Hartini Abu Hashim SMK Mambau, Seremban, Negeri Sembilan
18. Nur Hidayat Mohd Nahrowi SMK Bukit Mewah, Seremban, Negeri Sembilan
19. Noranita Zakaria SK Ampangan, Seremban, Negeri Sembilan
20. Norliza Ali SMK Kompleks KLIA, Nilai, Negeri Sembilan
131
132

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KURIKULUM STANDARD KELAS PERALIHAN

ISBN 976-967-420- XXX-X

Panel of Writers 131

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh

KEPERCAYAAN KEPADA TUHAN

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih

Sumber: Akta Pendidikan 1996 (Akta 550)

Assalamualaikum dan Salam Sejahtera.

Alhamdulillah dengan izin dan limpah kurnia-Nya, Bahagian

Selari dengan transformasi kurikulum di semua peringkat persekolahan, Buku Panduan

Sekian, terima kasih.

Dr. MOHAMED BIN ABU BAKAR

Kejayaan dan keberkesanan proses pengajaran dan pembelajaran (PdP) bergantung

CONTENT STANDARDS, LEARNING STANDARDS AND PERFORMANCE

What does the Scheme of Work consist of?

2. Main Skill Focus

The four given themes are:

 People and Culture

5. Language or Grammar Focus

7. Main Skill and Complementary Skills

10. Cross-Curricular Elements

11. Differentiation Strategies

Listening 1.1.1 a range of familiar topics

Listening 1.1.4 longer sequences of supported classroom instructions

Listening 1.1.5 more complex supported questions

Listening 1.1.6 with support

longer simple narratives

Speaking 2.1.4 give reasons for simple advice

Content standard 2.3 Focus appropriately

Speaking 2.3.1 short exchanges

Pupil 1: Langkawi is my favourite place.

Speaking 2.3.2 basic steps

Writing 4.2.2 most high frequency words

Writing 4.2.3 modify this appropriately in response to feedback

Strategy 1: Differentiate by instruction and feedback

Use classroom management techniques to support differentiation.

Strategy 2: Differentiate by the task pupils are given

Examples of task differentiation include the following:

 Make sentences using the past continuous and past simple:

Tasks might include:

Strategy 4: Differentiate by the outcome expected from pupils

 Compulsory plus optional

2. Remember and share

iv) Project outcome

Strategy 6: Differentiate by supporting individual learning preferences and needs

Strategy 7: Differentiate by the types of question asked

Strategy 8: Differentiate by the feedback given

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

CONTENT MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

CONTENT LEARNING DIFFERENTIATION

Main Skill Main Skill Pre-lesson

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

CONTENT LEARNING MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

CONTENT LEARNING MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teachers to

CONTENT LEARNING MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Teacher to

CONTENT LEARNING MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-

CONTENT LEARNING MATERIALS/ DIFFERENTIATION

TOPIC: My Family, My World CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Family-