year 4 unit 4 sow programme 2013 - diary writing, occupation

8/12/2019 Year 4 Unit 4 SOW Programme 2013 - Diary writing, occupation

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Week OneReading genre diary / Writing genre diary writing

Focus words (and meanings) this week:These can be practised for homework, be used to make a picture dictionary, be displayed in

the classroom with picture prompts and could be the focus of the first 5 minutes of eachlesson along with games and activities which help consolidate understanding of thevocabulary . For those needing to continue consolidating sounds and simpler versionsof the words please ena!le them to do so "Word:

1. derrick hand2. shifts3. luckily4. cables5. harness. seabed!. pumps". engineers#. platform1$. %oustabouts

#eaning:1. person who works on the tower of the

oilrig2. times when a person must work3. by good luck& fortunately4. metal ropes5. belts worn for climbing to keep safe. bottom of the sea

!. machines which push li'uid through pipes". people who design and make oilrigs#. big metal area for walking on1$. people who clean up on the oilrig

NOTE: This week covers past, present and future tense. If covering more than onetense is too difficult for your class at this point, please focus on only one. This mightmean using only one part of the shared read for this week.$a y %lements &ontent

1 (ustained

(ilent%eading

)ocabulary*ractice

+isteningandspeakingintro tosharedread-

(haredreading

+isteningandspeakingresponseto sharedread-

%emind the students about the routines for ((% and e pect all

students to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and speaking introduction!sk students if they know of anyone who works in the oil industry e.g.

works for (hell. (how pictures of oilrig and petrol tanker as prompts.ncourage students to discuss the types of obs and what the obsmight be like. *rompt with 'uestions about clothing, hours of work,

safety and conditions etc. +abel the parts of the oilrig as the weekprogresses and as they come up in the shared read. t doesn t matterif the labels are not 1$$6 correct, so long as a general idea isgained.-"iary of #idwan, Oil #ig "errickhand

$onday %& th 'eptem(er %%.))pmI feel very tired tonight. I am not used to working at night-time. My shiftsare usually in the day. I have to work at night-time for the next two weeks,


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7riting task8ay 1 9modelled&classdictated

although at the end of that I will get one week off. My job is very dangerousin the daytime, so I am a bit worried about doing it in the dark. Luckily, theoilrig has a lot of lights and rules that keep us safe.Tuesday %* th 'eptem(er %%.%+amhat a night! I had just started working on the derrick. "ifteen minuteslater, a huge thunderstorm came. #here was heavy rain, and a lot oflightning. I was already up high checking the lift cables . I had my harnesson to keep me safe and stop me from falling but I was still worried. I amhaving sausages, toast and eggs for my breakfast and then I will go to bed.I really need a good sleep.omprehension -uestions:

%. here does #idwan work/ 0. 1ow long did #idwan have to work at night for/2. hy was #idwan worried/

3. hat happened when #idwan was checking the ca(les/+. hen did #idwan go to (ed/

Listening and speaking response!

:hoose an activity that encourages students to talk about what theydid yesterday e.g. circle time, roll the ball, turn to your partner. 0sethe sentence starter ; Teachers may need to modelthis first.This activity will continue all week. 0se a different approach eachday. Teachers should encourage increased comple ity of responsesas the week progresses. gain, this may need to be modelled.$odelled4 lass dictated writing :Teacher displays features of diary writing on large paper alongsideshared read teachers can use all or ust choose some of the featuresbelow-. sk students to identify features in the shared read.

5eatures of diary writing $ateFirst person'ast tense'ersonal toneelf reflectionRhetorical *uestion a 6uestion which does not re6uire ananswer hort sentences%+clamation mark'aragraphs opportunity to introduce or teach this to thosestudents who are ready

Teacher tells about what he&she did yesterday and asks students todevelop this further e.g. ; :ontinue to write as students suggest ideas. %ead together

when completed. :heck features against checklist.2 (ustained

(ilent%eading

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.


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)ocabularypractice

+isteningandspeaking

intro tosharedread-

(haredreading


7riting task8ay 2 9group

0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!%eflect on yesterday s shared reading. sk the students 'uestions

which focus on key points made e.g. 7hy was he tired? 7hat did heneed? etcdentify focus points from today s shared reading to prepare thestudents e.g. @ had a great sleep although = 7hat does althoughmean? @Tonight will ... dentify this as future tense as opposed tothe past tense previously. Aave the students practice using @Tonight

will => based on their own activities. /ake sure the studentsunderstand that %idwan is writing in his diary twice a day 9 at thebeginning of his night shift, and at the end, hence the future and pasttenses.

Tuesday %* th

'eptem(er %%.%+pmI feel better tonight. I had a great sleep, although it was noisy outside.$ome people arrived on a boat to help drill the new hole. It goes deepdown into the seabed. #he machines were loud. #onight I will check themud pumps to make sure they are working properly. It is important that thenew well is safe for everyone to work on.ednesday %7 th 'eptem(er %%.2)am#hat was a better night! I checked that the mud pumps were working on thenew drill hole. %ext, I checked the other mud pumps. Luckily, all the pumpswere working well. #here are ninety eight people working on this oilrig. It isimportant that I keep the e&uipment working well to keep everybody safe. Ifeel proud of myself because I do my job carefully. #his morning the cook

made porridge for breakfast. 'um!omprehension -uestions:%. hy did #idwan feel (etter/

0. 1ow did the people get to the oilrig to drill the new hole/2. here did they drill the new hole/

3. hat 8o( did #idwan do first/+. 1ow many people work on the oil rig/&. hy does #idwan feel proud of himself/

Listening and 'peaking response!:hoose another activity that encourages students to talk about whatthey did yesterday e.g. circle time, roll the ball, turn to your partner.0se the sentence starter ; Try to e tend responsesbeyond simple sentences today by encouraging the students to saymore than one sentence. /ore able students can be encouraged touse ad ectives, compound and more comple sentences.

9roup riting*rovide groups with the diary template provided. sk them to recount%idwan s night at work, identifying the key points& main points from


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the shared read.B% *rovide groups with the diary template provided, or create your own.(tudents decide as a group where they went. This could be thebeach, park, school, somebody s house etc. Croup members take

turns to create a sentence to add to the diary entry. %emind studentsto use past tense Teachers can refer students to the features list toremind them of other parts of diary writing they need to include ifappropriate

3 (ustained(ilent%eading

)ocabularypractice

+istening

andspeakingintro tosharedread-

(haredreading


7riting task8ay 3 9independent

writing

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which the

students may not be familiar with.Listening and 'peaking introduction!*rovide a list of other occupations and ask students to decide whichcould be on an oilrig and which would not see resources-. :hooseone of these oilrig obs and ask the students to think about how theperson doing the ob might feel before doing something and then howthey felt afterwards. /odel some simple sentences, e.g. :ookD I feeltired today because made enough food for 1$$ people. I felt veryhappy because everybody liked the food made. ,dentify thedifference in tense if appropriate for your class . sk students tosuggest their own ideas for some of the other oilrig obs. $ome of the

jobs on the list may need explanation. (eep it simple.ednesday %7 th 'eptem(er %).2)pmI had to get up early. #here was a meeting with the engineers aboutkeeping safe. orking on an oilrig is dangerous. e work in the middle ofthe sea on a big metal platform. If it is windy or stormy, the platform getswobbly. $ometimes the waves come right over the top. #here is a lot ofheavy machinery. If we are too tired or don)t pay attention to our jobs, wecan get hurt. Luckily, we have comfortable beds and a great cook. *urmeals are always healthy. e have a small gym where we can exercise.Thursday % th 'eptem(er %0.%+pmI decided to go to the gym after breakfast today. My friend +rif asked me togo with him. e exercised for an hour. #hen we had a shower and some

lunch. #oday the chef made pasta and salads for lunch. #here is anotherstorm coming. I can see the clouds when I look out at the sea. I hope I geta good sleep before I have to work tonight.omprehension -uestions:

%. hat was the meeting a(out/ 0. hy does the platform get wo((ly/2. here can the workers e;ercise on the oil rig/

3. ho went to the gym with #idwan/


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+. 1ow long did they e;ercise for/&. hat did they have for lunch/*. ho cooked the food/

Listening and 'peaking response!:hoose another activity which encourages students to talk about

what they did yesterday e.g. circle time, roll the ball, turn to yourpartner. 0se the sentence starter ; Try to e tendresponses beyond simple sentences today by encouraging thestudents to say more than one sentence. /ore able students can beencouraged to use ad ectives, compound and more complesentences.

Independent riting(tudents retell %idwan s night at work in their own words, based onthe main points from the shared read.B%

sk students to reflect on something they did yesterday. Eegin theirown diary entry with ; :ontinue to develop their diaryentry by telling more about what they did. %emind students to usepast tense.


)ocabulary*ractice


(haredreading



writing

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.

Listening and 'peaking introduction!Focus on @ fter that = 0se the phrases provided and ask thestudents to fill in the gaps ; fter that => e.g. :ook 9 @


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times to get clean! +t last, I can eat my breakfast and go to bed!

Listening and 'peaking response!:hoose another activity which encourages students to talk about

what they did yesterday e.g. circle time, roll the ball, turn to your

partner. 0se the sentence starter ; Try to e tendresponses beyond simple sentences today by encouraging thestudents to say more than one sentence. /ore able students can beencouraged to use ad ectives, compound and more complesentences.

Independent riting(tudents retell %idwan s night at work in their own words, based onthe main points from the shared read. (tudents may add details ifthey are able.B%

sk students to reflect on something they did yesterday. Eegin theirown diary entry with ; :ontinue to develop their diaryentry by telling more about what they did. %emind students to usepast tense and encourage use of more comple sentence structures.


ndependent (tudy task

ssuing ofbooks

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se books and the nternet to find more pictures and informationabout the oil industry or working on oil rigs, especially in Erunei.

(tudents select books to borrow and complete the process oncestudy task has been completed.

$ifferentiated -ersions hared Reading*lease read the different versions of the te t and decide what version best suits your class

use a version that at least 5$6 of the class can decode and comprehend-.-%R ,O.

$iary of Ridwan Oil Rig $errickhand

#onday 01 th eptem!er 00"22pm feel very tired tonight. am not used to working at nightGtime. /y shifts are usually in the day. /y

boss said have to work at nightGtime for the ne t two weeks, although at the end of that will get one week off. /y ob is very dangerous in the daytime, so am a bit worried about doing it in the dark.+uckily, the oilrig has many lights and safety rules to protect us.3uesday 04 th eptem!er 00"05am7hat a nightH had ust started working on the derrick. Fifteen minutes later, a huge thunderstormcame. There was heavy rain, and a lot of lightning. was already up high checking the lift cables "had my harness on to keep me safe and stop me from falling but was still worried. am havingsausages, toast and eggs for my breakfast and then will go to bed. really need a good sleep.


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3uesday 04 th eptem!er 00"05pm feel better tonight. had a great sleep, although it was noisy outside today. (ome people arrived ona boat to help drill the new hole. t goes deep down into the seabed. The machines were very loud.Tonight will check the mud pumps to make sure they are working properly. t is important that thenew well is safe for everyone to work on.Wednesday 06 th eptem!er 00"72amThat was a better nightH checked that the mud pumps were working on the new drill hole. Ie t, checked the other mud pumps too. +uckily, all the pumps were working well. There are ninety eightpeople working on this oilrig. t is important that keep the e'uipment working well to keep everybodysafe. feel very proud of myself because do my ob carefully. This morning the cook made porridgefor breakfast.


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came. There was heavy rain, and a lot of lightning. was already up high checking the lift cables "had my harness on to keep me safe and stop me from falling but was still worried. am havingsausages, toast and eggs for my breakfast and then will go to bed. really need a good sleep.

3uesday 04 th eptem!er 00"05pm feel better tonight. had a great sleep, although it was noisy outside. (ome people arrived on a boatto help drill the new hole. t goes deep down into the seabed. The machines were loud. Tonight willcheck the mud pumps to make sure they are working properly. t is important that the new well is safefor everyone to work on.Wednesday 06 th eptem!er 00"72amThat was a better nightH checked that the mud pumps were working on the new drill hole. Ie t, checked the other mud pumps. +uckily, all the pumps were working well. There are ninety eightpeople working on this oilrig. t is important that keep the e'uipment working well to keep everybodysafe. feel proud of myself because do my ob carefully. This morning the cook made porridge forbreakfast.


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3uesday 04 th eptem!er 00"05am7hat a nightH had ust started working on the derrick. Fifteen minutes later, a huge thunderstormcame. There was heavy rain, and a lot of lightning. was up high checking the lift cables " had myharness on to keep me safe but was still worried. am having sausages, toast and eggs for mybreakfast. Then will go to bed. need a good sleep.

3uesday 04 th eptem!er 00"05pm feel better tonight. had a great sleep but it was noisy outside. (ome people came to help drill thenew hole. t goes down into the seabed. The machines were loud. Tonight will check the mudpumps to make sure they are working. t is important that the new well is safe for everyone to workon.Wednesday 06 th eptem!er 00"72amThat was a better nightH checked that the mud pumps were working on the new drill hole. Ie t, checked the other pumps. ll the pumps were working. There are #" people working on the oilrig. must keep everything working well to keep everybody safe. feel proud of myself. do my obcarefully. This morning the cook made porridge for breakfast.


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responseto sharedread-

7riting task8ay 1 9

modelled&classdictated

8"22am: 7hen arrived at the office, sat down at my desk andchecked my emails. had 1 new emails from customers who

wanted me to help them with their travel. %ight then, knew it would be a busy dayH02"05am: /y first customers for the day came into the office. They

wanted me to help them plan their honeymoon to Eali. bookedtickets and a hotel for them. They left my office feeling e citedabout their honeymoon.09"22pm: had lunch at my desk while answered some of myemails. had so many of themH9"22pm: had a phone call from a customer wanting to cancel histrip to (ingapore. /y computer crashed when tried to open hisfile. told him that would cancel his trip as soon as my computer

was fi ed.7"22pm: The computer company came and fi ed my computer. got straight back to work.


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use the writing prompt-.or/odel how to write your own diary by recounting the previous&part ofthe day. Try to use at least one e ample of an e clamatory sentenceor phrase.

2

(ustained(ilent%eading

)ocabularypractice


(haredreading



%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction to shared read!8iscuss&e plain what a tourist is. Aave the students talk about a time

when they have been a tourist. This could include times when theyhave visited other districts in Erunei. 8iscuss the idea that when we

travel, we need to know what time to catch our transport.Tell the students that today there will be reading about a tour guide.8iscuss&predict what a tour guide does./y name is bdul %ahim. am a tour guide. This is what didyesterday.3uesday 7 rd eptem!er 9207

4"22am: met a group of Kapanese tourists at their hotel. They wanted to go on a sightseeing tour of Eandar (eri Eegawan.4"72am: fter the tourists got on the bus, told them where we

would be going. used the microphone so that they could all hearme.

6"22am: 7e arrived at the (ultan Bmar li (aifuddien /os'ue.This was our first stop in the tour. told the tourists about themos'ue. /ost of them got out of the bus and took photos.8"05am: 7e drove past the stana Iurul man. told the touristsabout the stana. They were very interested and asked me many'uestions. +uckily, know a lot about the interesting places inEandar (eri Eegawan.02"


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5. 7hat time did they visit at Jampong yer?. 7hat did bdul %ahim do when he got back to the hotel?

Listening and 'peaking response!(plit the class into groups or individualsL give each group&individual a

white board and pen or three cards with an e clamation, 'uestion

mark and full stop on each, and then say a sentence. achgroup&individual has to write&show the correct punctuation for thesentence teachers need to include e clamatory, 'uestion andstatement sentences-. *ractice reading the sentences withe aggerated meaning for the appropriate punctuation.9roup riting8isplay the dairy writing prompt @Jhairul s holiday and have groups

write sentences and&or paragraphs about what Jhairul did on/onday. Try to use at least one e ample of an e clamatory sentenceor phrase. Teachers can choose their own sub ect if they do not wantto use the writing prompt-.

orCroups write a diary entry for one student of the group- byrecounting the previous&part of their day. Try to encourage groups touse at least one e clamatory sentence or phrase.


)ocabularypractice


(haredreading



writing

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.

Listening and 'peaking introduction to shared read!Facilitate a class discussion on staying in a hotel. ncourage thestudents to talk about time when they have stayed&visited a hotel.8iscuss what a check in and check out time is.Cive the students scenarios of guests arriving before the check intime at a hotel to practice the 'uestion @Aow long did he&she have to

wait?e.g. Mumta0 arrived at the hotel at 1.22pm but the check-in time wasnot until 3.22pm. /ow long did Mumta0 have to wait4Tell the students that today there will be reading about a hotel deskclerk. 8iscuss&predict what a hotel desk clerk does.

/y name is (iti (ara. am a hotel desk clerk. This is what didyesterday.Wednesday < th eptem!er 9207

02"22am: 7hen arrived at the hotel, there were some guestsready to check out. They were in a hurry and needed to get to theairport to catch a flight. took their room keys and payment fromthem. They were happy and said they would come back and stayat the hotel again.


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00"22am: t was 'uiet so tided the front desk and then checkedthe room bookings for the night. The hotel was fully booked. t wasgoing to be a busy day.9"72pm: t wasn t 'uiet for longH spent the rest of the afternoonchecking in guests. /ost of them were tired from travelling and

wanted to rest. asked them to take a seat in the lobby and theyhad some refreshments while organised their rooms on thecomputer.1"


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andspeakingintro tosharedread-

(haredreading +istening

andspeakingresponseto sharedread-


writing

Listening and 'peaking introduction!8isplay and discuss a flight schedule. sk the students 'uestionsabout the schedule e.g. @7hat time does=? @Aow long is the flightfrom =. to =?Tell the students that today there will be reading about a flight

attendant. 8iscuss&predict what a flight attendant does./y name is (uManna. am a flight attendant. This is what didyesterday.3hursday 5 th eptem!er 9207


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e clamatory sentence or phrase. Teachers can choose their ownsub ect if they do not want to use the writing prompt-.or(tudents independently write their own diary entry by recounting theprevious&part of their day. Try to encourage students to use at least

one e clamatory sentence or phrase.5 (ustained(ilent%eading


ssuing ofbooks

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book& te tchoices and advise where needed. %emember to model goodreading behaviour.Aave the students look for information or stories in books about thedifferent obs people do.(tudents select books to borrow and complete the process oncestudy task has been completed.



"ay %/y name is bu Eakar. am a travel agent. This is what did yesterday.#onday 9 nd eptem!er 9207

8"22am: 7hen arrived at the office, sat down at my desk and checked my emails. had1 new emails from customers who wanted me to help them plan their travel. %ight then, knew it would be a busy dayH02"05am: /y first customers for the day wanted me to help them plan their honeymoon toEali. booked tickets and a hotel for them. They left my office very e cited about theirhoneymoon.09"22pm: had lunch at my desk while replied to some of my emails. had plenty ofthemH9"22pm: had a phone call from a customer wanting to cancel his trip to (ingapore. /ycomputer crashed when tried to open his file. told him that would make all thecancellations as soon as my computer was fi ed.7"22pm: The computer company came and fi ed my computer. got straight back to work.


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stana. The tourists were very interested and asked me many 'uestions. +uckily, know alot about all of the interesting places in Eandar and could answer their 'uestions easily.02"


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1"


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microphone so that they could all hear me.6"22am: The first place we went was the (ultan Bmar li (aifuddien /os'ue. /ost of thetourists got out of the bus and took photos.8"05am: 7e drove past the stana Iurul man. told the tourists about the stana. Theyasked me many 'uestions. +uckily, know a lot about the interesting places in Eandar.

02"


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/y name is bu Eakar. am a travel agent. This is what did yesterday.#onday 9 nd eptem!er 9207

8"22am: got to work. sat down at my desk and looked at my emails. had 1 newemails. was going to be busyH02"05am: booked tickets and a hotel for some people who wanted to go to Eali.

09"22pm: had lunch at my desk.9"22pm: man called and asked me to cancel his trip to (ingapore. /y computer brokedownH7"22pm: /y computer was fi ed. got back to work.


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breakfast. said was sorry and gave them a packet of sweets.4"72am: man on the place was not feeling well. There was a doctor on the plane whohelped him.6"22am: made sure all the passengers were sitting down for landing. Bne passenger

would not sit down. told her that she had to sit down. (he finally sat downH

6"72am: The plane got to (ingapore. said goodbye to the passengers. picked up all ofthe rubbish. There was a lot of itH

Week 3hreeReading genre ,nterview / Writing genre ,nterview

Focus words (and meanings) this week:These can be practised for homework, be used to make a picture dictionary, be displayed inthe classroom with picture prompts and could be the focus of the first 5 minutes of eachlesson along with games and activities which help consolidate understanding of thevocabulary . For those needing to continue consolidating sounds and simpler versionsof the words please ena!le them to do so "Word:

1. builder2. cement

3. twoGstorey4. site5. plumber. unblocking!. electrician". switches#. ceiling1$. scaffolding

#eaning:1. someone who makes new buildings2. a sticky grey material used for walls and

paths which dries hard3. two levels4. place where people are working5. someone who puts in or fi es pipes and

drains. cleaning dirt out

!. someone who works with electricity". something used to turn electricity on and

off


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#. inside roof1$. pipes and boards used to make a ladder

$a y %lements &ontent


)ocabulary*ractice


(haredreading

+istening




0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and speaking introduction!ntroduce the new topic of :onstruction Bccupations. sk the

students to brainstorm any obs they know in the field of constructionand record these on a large sheet of paper. nsure that the studentsname builder, plumber, electrician and painter as these are the fouroccupations covered this week. Teachers may need to prompt ifnecessary. sk the students if they know what a builder does.longside the word @builder , record their ideas.

$ay 0: uilder,nterviewer: Cood morning, what is your name?Irfan: /y name is rfan.,nterviewer: :an you please tell me what you do for a ob?Irfan: am a builder.,nterviewer: 7hat does a builder do?Irfan: build new houses for people. (ome builders make shops, malls, oreven bridgesH,nterviewer: 7hat do you use to build houses?Irfan: build houses with wood, bricks, and cement. First, put up a woodenframe. Ie t, build the walls with bricks. fter that, cover the bricks withcement on the outside. Finally, get the painters to paint the walls of the

house.,nterviewer: Aow long does it take to build a new house?Irfan: f it is a twoGstorey house, it can take a few months to build. f it is asmall house, it takes less time.,nterviewer: 7hat do you en oy about your ob?Irfan: en oy working with the other builders. 7e bring our tools to the siteand we work as a team.,nterviewer: 7hat do you en oy the least about your ob?Irfan: 7hen it is raining, still have to go to work. 7e cannot use cement


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when the weather is wet. get very wet tooH,nterviewer D t sounds like you have an interesting ob. Thank you fortelling me about it.omprehension -uestions: "ialogue loe &omprehension ctivitynlarge a copy of the interview and blank out some of the words.7ith the students help, fill in the blanks with the appropriate words.

word bank may be used for lower ability classes.Listening and speaking response!?ot eat: #his is an activity where one child sits on the 5hot seat) andthe rest of the class take turns to ask them &uestions. It will berepeated throughout the week, so teachers may decide to begin as awhole class and work towards making it a group activity.(elect a student to sit on the @hot seat . *rovide other students with'uestion cards which have one of the @7 'uestions or a @Aow onthem. The students take turns to ask 'uestions beginning with their

word, e.g. @7hat is your name? @7here do you live? @7hat is yourfavourite food? Teachers may need to model this the first few times.Time permitting, choose a new @hot seater and repeat.$odelled4 lass dictated writing :Teacher takes the hot seat and the students ask 'uestions. This timethe 'uestions should be preGwritten, either on the whiteboard or on alarge piece of paper. The teacher records the answers to the'uestions as he&she answers them, modelling how to write completesentences in response to 'uestions. nsure students recognise theuse of first person, present tense 6or select either first person or

present tense if both is too much for your class7.2 (ustained

(ilent%eading

)ocabularypractice


(haredreading

+isteningandspeakingresponseto shared

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book& te tchoices and advise where needed. %emember to model goodreading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!(how pictures of tools used by plumbers. sk the students tosuggest which occupation they think will be interviewed today. %eferto the brainstorm if necessary as a prompt. sk the students if theyknow what a plumber does and record their ideas ne t to the word@plumber on the chart from yesterday.

$ay 9: 'lum!er,nterviewer D Cood morning, what is your name?

=fi6 D /y name is fi'.,nterviewer D :an you tell me what you do for a ob?

=fi6 D


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read- 7riting task

8ay 2 9group

=fi6 D put drains and pipes into new houses. (ome plumbers work on newshops or officesH,nterviewer D 7hat do you use for plumbing?

=fi6 D use different plastic pipes for inside and outside the house. havetools for the pipes and for unblocking the drains.,nterviewer D Aow long does it take to put the pipes in a house?

=fi6 D f the house is twoGstorey it can take a few weeks. f it is a smallerhouse, it takes less time.,nterviewer D 7hat do you en oy about your ob?

=fi6 D en oy working with the builders. (ometimes they help me. 7e are ateam.,nterviewer D 7hat do you en oy the least about your ob?

=fi6 D 7hen it is raining, have to work. (ometimes it is wet. cannotmake drains because the soil is too wet. get very wet tooH,nterviewer D t sounds like you have an interesting ob. Thank you fortelling me about it.omprehension -uestions:omprehension -uestions: "ialogue loe &omprehension ctivitynlarge a copy of the interview and blank out some of the words.7ith the students help, fill in the blanks with the appropriate words.

word bank may be used for lower ability classes.Listening and 'peaking response!Aot (eatD (elect a student to sit on the @hot seat again. *rovide otherstudents with 'uestion cards which have one of the @7h 'uestions ora @Aow on them. The students take turns to ask 'uestions beginning

with their word, e.g. @7hat is your name? @7here do you live?@7hat is your favourite food? Teachers may need to model this thefirst few times. Time permitting, choose a new @hot seater andrepeat. ncourage use of different 'uestions from yesterday.9roup ritingn groups students come up with three 'uestions to ask anothergroup and record these on their paper. fter 5 minutes, have thegroups e change their 'uestions with another group. ach group thenspends time answering the 'uestions passed to them. %emindstudents to answer in full sentences e.g. ;7here do you like to go onholiday?> ;7e like to go to => ach person in the group can addtheir own idea as part of the answer. Time permitting this may berepeated.


)ocabularypractice


%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreadin g behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!

plain to the students that they are going to interview each other


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intro tosharedread-

(haredreading



writing

about what they did yesterday after school. 7rite some prompt'uestions on the board, but allow students to come up with their own'uestions too. ach person asks their partner 3G5 'uestions, thenswap roles. %emind them to thank their partner for the interview at theend.

ntroduce today s shared reading 9 e plain what an electrician doesbriefly, and ask the students if they know why water and electricityshould not be used together. f not, e plain this is importantinformation for the reading and comprehension 'uestions-.$ay 7: %lectrician,nterviewer D Cood morning, what is your name?'aif D /y name is (aif.,nterviewer D :an you tell me what you do for a ob?'aif D


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of 5 'uestions for the average student. Teachers will need todifferentiate by e pectation for this activity.


)ocabulary*ractice


(haredreading



writing

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book& te tchoices and advise where needed. %emember to model good

reading behaviour.0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!%ecap the occupations covered so far this week. sk the students toidentify the occupation for today. Erainstorm the tools painters needto do their ob. /atch labels to pictures of tools. Teacher models a'uestion s&he would like to ask a painter e.g. ;7hat time do you start

work?> ;7hat is your favourite colour paint?> (tudents suggest more'uestions they would like to ask a painter. f needed, students can

discuss this in pairs or small groups first.$ay


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a @Aow on them. The students take turns to ask 'uestions beginning with their word, e.g. @7hat is your name? @7here do you live?@7hat is your favourite food? Teachers may need to remind studentsof suitable 'uestions. Time permitting, choose a new @hot seater andrepeat. ncourage use of different 'uestions from previous times.

#his activity can be made more interesting or challenging by limitingthe language the 5hot seater) is allowed to use e.g. not allowed to say5'es) or 5%o), or introducing rules, e.g. not allowed to smile8look atteacher when responding.Independent riting0sing the interview 'uestions they wrote yesterday, students work inpairs to interview each other, and record the answers to their'uestions on their templates in full sentences. 8ue to thecombination of oral and written work here, students should take turnsto ask 'uestions or there may not be time for all students to recordresponses.

5

(ustained(ilent%eading


ssuing ofbooks

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.Take this opportunity to practice any areas of weakness whichstudents need to improve before (E .(tudents select books to borrow and complete the process oncestudy task has been completed.



$ay 0: uilder,nterviewer: Cood morning, what is your name?Irfan: /y name is rfan.,nterviewer: :an you please tell me what you do for a ob?Irfan:


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Irfan: 7hen it is raining, still have to go to work. (ometimes it is very wet. cannot use cement orplaster when the weather is wet. get very wet tooH,nterviewer: t sounds like you have an interesting ob. Thank you for telling me about it.


=fi6 D /y name is fi'.,nterviewer: :an you please tell me what you do for a ob?

=fi6 D


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=li D paint the inside and outside walls on new houses. also paint the ceilings. (ome painters workon new shops, malls, or officesH,nterviewer D 7hat do you use?

=li D use paint, rollers, and brushes. (ometimes need ladders or scaffolding to reach high places.,nterviewer D Aow long does it take to paint a new house?

=li D f the house is twoGstorey it can take a few weeks. f it is a smaller house, it takes less time.,nterviewer D 7hat do you en oy about your ob?

=li D en oy working with the builders. (ometimes they help me put up the scaffolding. 7e are a goodteam.,nterviewer D 7hat do you en oy the least about your ob?

=li D 7hen it is raining, cannot work outside. *aint takes longer to dry when it rains. have to waitfor the rain to stop before can paint outsideH,nterviewer D t sounds like you have an interesting ob. Thank you for telling me about it.

-%R ,O. (as included in the oW)

$ay 0: uilder,nterviewer: Cood morning, what is your name?

Irfan: /y name is rfan.,nterviewer: :an you please tell me what you do for a ob?Irfan: am a builder.,nterviewer: 7hat does a builder do?Irfan: build new houses for people. (ome builders make shops, malls, or even bridgesH,nterviewer: 7hat do you use to build houses?Irfan: build houses with wood, bricks, and cement. First, put up a wooden frame. Ie t, build the

walls with bricks. fter that, cover the bricks with cement on the outside. Finally, get the painters topaint the walls of the house.,nterviewer: Aow long does it take to build a new house?Irfan: f it is a big house, it can take a few months to build. f it is a small house, it takes less time.,nterviewer: 7hat do you en oy about your ob?

Irfan: en oy working with the other builders. 7e bring our tools to the site and we work as a team.,nterviewer: 7hat do you en oy the least about your ob?Irfan: 7hen it is raining, still have to go to work. cannot use cement when the weather is wet. getvery wet tooH,nterviewer D t sounds like you have an interesting ob. Thank you for telling me about it.


=fi6 D /y name is fi'.,nterviewer D :an you tell me what you do for a ob?

=fi6 D


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=fi6 D 7hen it is raining, have to work. (ometimes it is wet. cannot make drains because the soil istoo wet. get very wet tooH,nterviewer D t sounds like you have an interesting ob. Thank you for telling me about it.

$ay 7: %lectrician,nterviewer D Cood morning, what is your name?'aif D /y name is (aif.,nterviewer D :an you tell me what you do for a ob?'aif D


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Irfan: build new houses for people. (ome builders make shops, malls, or bridgesH,nterviewer: 7hat do you use?Irfan: use wood, bricks, and cement. First, put up the wood. Ie t, build the walls with bricks.fter that, put cement on the bricks. Finally, get the painters to paint the walls.,nterviewer: Aow long does it take to build a house?Irfan D big house can take a few months. small house takes less time.,nterviewer: 7hat do you en oy about your ob?Irfan: en oy working with the other builders. 7e work as a team.,nterviewer: 7hat do you en oy the least about your ob?Irfan: 7hen it is raining, still have to go to work. cannot use cement when it is wet. get very wettooH,nterviewer: t sounds like you have a good ob. Thank you for telling me about it.


=fi6 D /y name is fi'.,nterviewer D :an you tell me about your ob?

=fi6 D


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=li D /y name is li.,nterviewer D 7hat is your ob?

=li D am a painter.,nterviewer D 7hat does a painter do?

=li D paint the walls on new houses. (ome painters paint new shops.,nterviewer D 7hat do you use?

=li D use paint and rollers. (ometimes need a ladder.,nterviewer D Aow long does it take to paint a house?

=li D big house can take a few weeks. f it is a small house, it takes less time.,nterviewer D 7hat do you like about your ob?

=li D like working with the builders. (ometimes they help me. 7e are a good team.,nterviewer D 7hat do you like the least about your ob?

=li D 7hen it is raining, paint takes longer to dry. have to wait for the rain to stop before can paintoutsideH,nterviewer D


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$ay 7: %lectrician

,nterviewer D 7hat is your name?'aif D /y name is (aif.,nterviewer D 7hat is your ob?

'aif D am an electrician.,nterviewer D 7hat do you do?'aif D put wires in houses.,nterviewer D 7hat do you use?'aif D use wires inside the house. have tools to keep me safe.,nterviewer D Aow long does it take to put wires in a house?'aif D big house takes a few weeks. small house takes less time.,nterviewer D 7hat do you like about your ob?'aif D like working with the builders. 7e are a team.,nterviewer D 7hat do you like the least about your ob?'aif D cannot work in the rain. have to wait for the rain to stop.,nterviewer D


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)ocabulary*ractice


(haredreading



%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model good readingbehaviour.0se a variety of games or activities to 'uickly rehearse the vocabulary,

which will be used throughout the lesson, which the students may notbe familiar with.Listening and speaking introduction!Tell the students that this week they will be reading about occupationsto do with animals. Erainstorm occupations that involve animals.8iscuss farms. 7hat lives on a farm? Aave they ever been to a farm?ntroduce the shared read and e plain what a dairy farm is. (how thestudents pictures of a dairy farm to help with their comprehension.?afi> from Radio runei is interviewing people who work withanimals" ?is first interview is with @amal"

?afi>: ;ood afternoon @amal" Where do you workAKamalD work on the /ashhor 8airy Farm in Kerudong. am a dairyfarmer.?afi>: What do you do on the dairy farmAKamalD milk, feed and look after the calves and the cows that live onthe farm.?afi>: ?ow do you milk the cowsAKamalD First, bring the cows to the milking machines. Then, washtheir udders to keep the milk clean. Finally, hook the teats up to themilking machine. Then the milking machine does all the workH fterthe cows have been milked, have to clean the milking machine.

?afi>: What do you do with the milkAKamalD 7e use the milk to make low fat milk, mango milk, choco milkand fresh yogurt.?afi>: ?ow often do you milk the cowsAKamalD milk the cows twice a day, once in the morning and thenagain in the evening.?afi>: 3hank you for telling us a!out your Bo! @amal"KamalD e &omprehension ctivitynlarge a copy of the interview and blank out some of the words. 7ith

the students help, fill in the blanks with the appropriate words. wordbank may be used for lower ability classes.


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Listening and 'peaking response!7orking in pairs, student 1 reads out the 'uestions and student 2 findsthe answer and replies answers are not in the correct order-. (tudent1 and 2 can then swap roles. Teachers may have to model this firstfor lower ability students&classes.

7orking as a whole class, read the answers out to the students andsee if they can formulate the 'uestions.

I am a dairy farmer.I am 93 years old.I work on a dairy farm.I wear coveralls on the farm.I milk the cows twice a day.'es, I like my job.$odelled4 lass dictated writingriting 6uestionsnlarge a sheet of paper with ust the answers from the above

listening and speaking activity on it or write them on the board-. 7iththe students help, model writing the 'uestions for the answers.


)ocabularypractice


(haredreading



which will be used throughout the lesson, which the students may notbe familiar with.Listening and 'peaking introduction to shared read!sk the students if they know of or have ever been to the Turtle

:onservation and /anagement :entre in /eragang. 8iscuss&e plain what the :entre does. (how pictures of the :entre to help with thestudents with co mprehension.3oday ?afi> is interviewing ,>>ati"

?afi>: ;ood morning ,>>ati where do you workAMMatiD work at the Turtle :onservation and /anagement :entre.?afi>: ,s that where the !a!y turtles are hatchedAMMatiD


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?afi>: What do you do with the !a!y turtles after they havehatchedAMMatiD 7hen the turtles are old enough, we take them to the beachand let them go.?afi>: What do you like a!out your Bo!A

MMatiD like seeing the baby turtles hatch out of their eggs.?afi>: 3hank you for talking to us a!out your Bo! ,>>ati"MMatiD e &omprehension ctivitynlarge a copy of the interview and blank out some of the words. 7iththe students help, fill in the blanks with the appropriate words. wordbank may be used for lower ability classes.Listening and 'peaking response!7orking in pairs, student 1 reads out the 'uestions and student 2 findsthe answer and replies answers are not in the correct order-. (tudent

1 and 2 can then swap roles. Teachers may have to model this firstfor lower ability students&classes.

Take the 'uestion cards away from the students who are still in pairs- andhave them see if they can formulate the 'uestions for the answers.9roup ritingriting 6uestionsCive each group a sheet with ust the answers from the abovelistening and speaking activity on it. Aave each group write 'uestionsfor the answers.


)ocabularypractice +istening

andspeakingintro toshared


which will be used throughout the lesson, which the students may notbe familiar with.Listening and 'peaking introduction to shared read!8iscuss&e plain what a veterinarian is&does. sk the students if theyhave any pets. 7hat do they do if their pets are sick or hurt? Aavethe y ever been to a veterinarian clinic? plain the word vet is a short

7hat is your name?Aow old are you?7here do you work?Aow many baby turtles are at the:entre?Aow many turtle eggs are at the:entre?Aow many days a week do you

work?

There are 23 turtle eggs at thecentre. work 5 days a week.There are 35 baby turtles at thecentre. am 2 years old./y name is MMati. work at the :entre because liketurtles.


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read- (hared

reading +istening

and

speakingresponseto sharedread-


writing

name for veterinarian. (how pictures of a veterinarian clinic to help with the students comprehension.3oday ?afi> is interviewing rif"

?afi>: ;ood morning rif what Bo! do you doA

rifD m a veterinarian.?afi>: WhatCs a veterinarianArifD veterinarian is a kind of doctor who takes care of sick and hurtanimals.?afi>: What types of animals do you take care of rifArifD take care of small pet animals like cats, dogs, fish and reptiles.(ometimes take care of large animals like horses and cows.?afi>: ?ow do you treat the animalsArifD give them medicine. (ometimes need to perform surgery onthem.?afi>: Where do you workA

rifD work at the Aappy )eterinarian :linic.?afi>: 3hank you for telling us a!out your Bo! rif"rifD e &omprehension ctivitynlarge a copy of the interview and blank out some of the words. 7iththe students help, fill in the blanks with the appropriate words. wordbank may be used for lower ability classes.Listening and 'peaking response!7orking in pairs, give the students a copy of ust the answer cardstoday and see if they can formulate the 'uestions together.

Then give out the 'uestion cards and have them complete the activityfrom day 1 and 2 student 1 reads out the 'uestions and student 2

finds the answer and replies. (tudent 1 and 2 can then swap roles-. am a veterinarian because loveanimals./y name is rif. work 3 days a week./y favourite animal is a cat. am a veterinarian. work at the Aappy )eterinarian:linic.

7hat is your name?Aow old are you?7hat ob do you do?7here do you work?Aow many days a week do you

work?7hat is your favourite animal?7h are ou a veterinarian?

am a veterinarian because loveanimals./y name is rif. work 3 days a week./y favourite animal is a cat. am a veterinarian. work at the Aappy )eterinarian :linic. am 41 years old.


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Independent ritingriting 6uestionsCive each student a sheet with ust the answers from the abovelistening and speaking activity on it. Aave them independently write

'uestions for the answers.4 (ustained

(ilent%eading

)ocabulary*ractice


(haredreading


7riting task

8ay 4 9independent writing


which will be used throughout the lesson, which the students may notbe familiar with.Listening and 'peaking introduction!

plain what the 8epartment of griculture is. Talk about peoplecoming to live in Erunei and bringing their pets with them. 8iscuss why

the 8epartment of griculture has to be careful of the animals thatcome into Erunei.3oday ?afi> is interviewing #aia"

?afi>: ;ood morning how are you todayA/aiaD m fine, thank you.?afi>: Where do you work #aiaA/aiaD work at the 8epartment of griculture.?afi>: What do you do at the $epartment of gricultureA/aiaD make sure all the pet animals that come to Erunei are healthy.?afi>: ?ow do you make sure that the pet animals are healthyA

/aiaD have to check that the pet s owner has a medical certificate.?afi>: What kind of pet animals come to runeiA/aiaD (ome people who come to Erunei like to bring their pet cat orpet dog with them.?afi>: 3hank you for telling us a!out your Bo!"/aiaD e &omprehension ctivitynlarge a copy of the interview and blank out some of the words. 7iththe students help, fill in the blanks with the appropriate words. wordbank may be used for lower ability classes.

Listening and 'peaking response!7orking in pairs, give the students a copy of ust the answer cardstoday and see if they can formulate the 'uestions together.


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Then give out the 'uestion cards and have them complete the activityfrom day 1 and 2 student 1 reads out the 'uestions and student 2

finds the answer and replies. (tudent 1 and 2 can then swap roles-.

Independent ritingriting 6uestions

Cive each student a sheet with ust the answers from the abovelistening and speaking activity on it. Aave them independently write'uestions for the answers.



ssuing ofbooks

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model good readingbehaviour.Cive the students a cloMe passage from one of the interviews to fill outindependently.(tudents select books to borrow and complete the process once studytask has been completed.



"ay %?afi> from Radio runei is interviewing people who work with animals" ?is firstinterview is with @amal"

?afi>: ;ood afternoon @amal where do you workAKamalD work on the /ashhor 8airy Farm in Kerudong. am a dairy farmer.?afi>: What do you do on the dairy farmAKamalD milk, feed and look after the calves and the cows that live on the farm.?afi>: &an you e+plain how do you milk the cowsAKamalD First, bring the cows to the milking machines. Then, wash their udders to preventcontamination of the milk. Finally, hook the teats up to the milking machine. Then the milkingmachine does all the workH fter the cows have been milked, have to clean the milkingmachine.?afi>: What do you do with the milk @amalAKamalD 7e process the milk to make low fat milk, mango milk, choco milk and fresh yogurt.


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?afi>: ?ow often do you milk the cowsAKamalD milk the cows twice a day, once in the morning and then again in the evening.?afi>: 3hank you for telling us a!out your Bo! @amal"KamalD


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/aiaD make sure all the pet animals that come to Erunei are healthy and have no diseases.?afi>: ?ow do you make sure that the pet animals are healthyA/aiaD have to check that the pet s owner has a medical certificate.?afi>: What kind of pet animals come to runeiA/aiaD (ome people who come to Erunei like to bring their pet cat or pet dog with them.

?afi>: 3hank you for telling us a!out your Bo!"/aiaD : What do you do on the dairy farmAKamalD milk, feed and look after the calves and the cows that live on the farm.

?afi>: ?ow do you milk the cowsAKamalD First, bring the cows to the milking machines. Then, wash their udders to keep themilk clean. Finally, hook the teats up to the milking machine. Then the milking machine doesall the workH fter the cows have been milked, have to clean the milking machine.?afi>: What do you do with the milkAKamalD 7e use the milk to make low fat milk, mango milk, choco milk and fresh yogurt.?afi>: ?ow often do you milk the cowsAKamalD milk the cows twice a day, once in the morning and then again in the evening.?afi>: 3hank you for telling us a!out your Bo! @amal"KamalD


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rifD m a veterinarian.?afi>: WhatCs a veterinarianArifD veterinarian is a kind of doctor who takes care of sick and hurt animals.?afi>: What types of animals do you take care of rifArifD take care of small pet animals like cats, dogs, fish and reptiles. (ometimes take care

of large animals like horses and cows.?afi>: ?ow do you treat the animalsArifD give them medicine. (ometimes need to perform surgery on them.?afi>: Where do you workArifD work at the Aappy )eterinarian :linic.?afi>: 3hank you for telling us a!out your Bo! rif"rifD


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"ay 0Today 1afi< is interviewing I>ati where do you workA

MMatiD work at the Turtle :onservation and /anagement :entre.?afi>: ,s that where the !a!y turtles are hatchedAMMatiD : What do you do with the !a!y turtles after they have hatchedAMMatiD 7e look after them. Then, we take them to the beach and let them go.?afi>: What do you like a!out your Bo!AMMatiD like the baby turtles.?afi>: 3hank you for talking to us a!out your Bo!"MMatiD


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-%R ,O. $"ay %?afi> from Radio runei is interviewing people who work with animals" ?is firstinterview is with @amal"

?afi>: Where do you workAKamalD work on the /ashhor 8airy Farm.?afi>: What do you do on the dairy farmAKamalD milk and feed the cows.?afi>: ?ow do you milk the cowsAKamalD use a milking machine to milk the cows.?afi>: What do you do with the milkAKamalD 7e use the milk to make low fat milk, mango milk, choco milk and fresh yogurt.?afi>: ?ow often do you milk the cowsAKamalD milk the cows twice a day.?afi>: 3hank you for telling us a!out your Bo!"KamalD


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rifD work at the Aappy :linic.?afi>: 3hank you for telling us a!out your Bo!"rifD


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I do at the weekend. I like to (e outside as much as possi(le. One ofmy favourite activities is fishing. I go fishing with my father, uncle and(rothers most weekends. 'ometimes we fish in the river, andsometimes we go out to sea in my uncleAs (oat. $y uncleAs (oat is(igger than my fatherAs (oat. It is safer in the waves. Last weekendwe caught a 0 meter long sharkB I was e;cited (ut my younger (rotherwas afraidB hen we pulled it into the (oat, it 8umped and thrashed itstail (ack and forth. e all had to hold it still while my father took thehook out of its mouth. It was fun.hat do you like to do at the weekend/ I look forward to hearing from

you soon.5rom 1anif &omprehension =uestions:

0" What is one of ?anifCs favourite things to doA9" Who does ?anif go fishing withA7" Why do they go fishing at sea in ?anifCs uncleCs !oatA


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school holidays. I like to (e outside as much as I can. One of myfavourite activities is snorkelling. "o you know what snorkelling is/I go snorkelling with my family when we go to Cota Cina(alu. e takea (oat to $anukan Island and we spend the day snorkelling around thecoral reefs. There are many different fish, with lots of (eautifulcolours. Last time we went snorkelling, I saw a huge octopus. It was

grey and pink. It was in a hole in the coral. I think it was hiding frommeB I also saw a stingray. I stayed away from it (ecause I didnAt wantit to sting meBhat do you like to do in your school holidays/ I look forward tohearing from you soon.5rom 'yawi go snorkelling withA7" Where does he go snorkellingA


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reading +istening

andspeakingresponse

to sharedread- 7riting task

8ay 3 9independent

writing

to include at least one compound or comple sentence, e.g. ; like togo hiking because love seeing all the different plants in the ungle.>; don t like it when it rains because the track gets slippery.>"ear @ear 3,I hope you are well. I would like to tell you a(out some of the activitiesI do at the weekend. One of my favourite activities is riding on a (ig(anana. That sounds funny doesnAt it/ "o you know what I mean/Last weekend my family went to 'erasa. There is a scu(a divingcentre there. They have water sports. e watched people riding on a(ig yellow (anana pulled around (ehind a fast speed(oat. It lookedlike so much fun I asked my mother if I could have a turn. 'he said aslong as I wore a life 8acket, and my (ig (rother came with me, it wasok. I was so e;cited. I was a little nervous too. e put on life 8acketsand clim(ed onto the (anana. There was a handle. I held on verytightly (ecause I didnAt want to fall off. $y (rother sat (ehind me. Thespeed(oat was very fast. The water splashed all over me. The windfelt cool on my face. The ride ended too soon. I wanted another turn(ut my mother said I must wait for our ne;t trip.hat do you like to do at the weekend/ I look forward to hearing from

you.5rom Na(ilah

&omprehension =uestions:0" Who wrote this letterA9" What does .a!ilah like to doA7" Where does .a!ilah go to ride the !ig !ananaA


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)ocabulary*ractice


intro tosharedread-

(haredreading



writing

0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!(pend a short time adding any new outdoor activities to the

brainstorm from yesterday. sk the students to think about anotheractivity they en oy. n pairs practice telling each other about theactivity they have chosen. Jey structures are displayed to prompt thestudents if necessary see %esource 1-. :ontinue to focus oncomple and compound sentences. "ear @ear 3,I hope you are well. I want to tell you a(out the things I en8oy in theschool holidays. I really like to (e outside. One of my favourite thingsis river cruising. $y father has a (oat so we go whenever we can.1ave you (een river cruising/Last school holidays I went to Tem(urong with my father. The tidewas low so my father had to (e careful not to hit logs. =s we leftCampong =yer, I saw an enormous crocodile on the mud ne;t to theriver. Its mouth was open and I could see all of its sharp teethB I wasafraid (ut my father said it was 8ust resting in the sun. =s we wentalong the river, I saw white (irds fishing in the water. I saw a group ofmonkeys walking on the mud. $y father said they might (e lookingfor cra(s. I laughedB Dust (efore we got to Tem(urong, there was amonitor li


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outdoor activity that they en oy. :isplay the listening and speakingbrainstorm to remind the students of the different activities.ncourage students to answer +ila s 'uestions in the first part of theletter, and to include compound and comple sentences whereappropriate.

OR *ublish the letter they wrote to Iabilah previously.5 (ustained(ilent%eading


ssuing ofbooks

%emind the students about the routines for ((% and e pect allstudents to be silently reading during this time. /onitor book&te tchoices and advise where needed. %emember to model goodreading behaviour.Take this opportunity to practice any areas of weakness whichstudents need to improve before (E .(tudents select books to borrow and complete the process oncestudy task has been completed.



8ear


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wore a life acket, and my big brother came with me, it was ok. was so e cited, and a little nervoustoo. 7e put on life ackets and climbed onto the banana. There was a handle to hold onto. held onvery tightly because didn t want to fall off. /y brother sat behind me. The speedboat was very fastand the water splashed all over me. The wind felt cool on my face. The ride ended too soon.

wanted another turn but my mother said must wait for our ne t trip to (erasa.7hat do you like to do at the weekend? look forward to hearing from you.From Iabilah

8ear


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hope you are well. would like to tell you about some of the activities do at the weekend. Bne ofmy favourite activities is riding on a big banana. That sounds funny doesn t it? 8o you know what mean?+ast weekend my family went to (erasa. There is a scuba diving centre there. They have watersports. 7e watched people riding on a big yellow banana pulled around fast behind a speedboat. tlooked like so much fun asked my mother if could have a turn. (he said as long as wore a life

acket, and my big brother came with me, it was ok. was so e cited. was a little nervous too. 7eput on life ackets and climbed onto the banana. There was a handle. held on very tightly because didn t want to fall off. /y brother sat behind me. The speedboat was very fast. The water splashedall over me. The wind felt cool on my face. The ride ended too soon. wanted another turn but mymother said must wait for our ne t trip.7hat do you like to do at the weekend? look forward to hearing from you.From Iabilah

8ear


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From (yaMwi

8ear


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8ear


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speakingresponseto sharedread-

7riting task

8ay 1 9modelled&classdictated

do the other activities that en oy. 7hat do you like to do in your sparetime? like to play chess. belong to a chess club that meets every Tuesday afternoon at 4pm. /yfriends MMat and mirul are part of the chess club too. Cranddad bought mea plastic chessboard for my birthday so that can practice at home againstdad. 8ad usually winsH This Bctober, am competing in a nationaltournament. First priMe is a wooden chessboard and N1$$H hope win. better go now and do some homework.*lease write and tell me what you like to do in your spare time.From7afi&omprehension =uestions

1. 7hat does 7afi like to do in his spare time?2. 7hat doesn t 7afi like about school?3. 7hen does 7afi s chess club meet?4. 7ho does 7afi play chess with?5. 7hen is the national chess competition going to be held?. 7hy does 7afi hope he wins the chess competition?

Listening and 'peaking response!&onBunctions and, but, because, or, so-*repare a poster or write on the board e amples of compound and simplesentences. plain and discuss the difference between them. :ircle thecon unctions in each compound sentence. %ead the e amples through as aclass adding emphasis when reading the con unction. 0sing the previouse amples or new ones- of compound sentences blank or rub out thecon unction replacing it with a full stop. Then have the students see if theycan identify the correct con unction for each sentence.NoteF the con8unctions selected, the e;amples and the resources aresuggestions only. If they donAt meet the needs of students pleasechan ge them.$odelled4 lass dictated writing/odel writing a letter back to 7afi about an indoor activity that you en oydoing or this could be based on one of the students favourite indooractivities-. 8emonstrate how to respond to 7afi s 'uestions in the first partof the letter. Try to include a compound sentence e.g.:ear afi,#hank you for your letter. I am well. $chool is going well for me. I haven)t

played chess before but I would like to learn how. In my spare time I like to;

6Modelling the use of &uestions to scaffold the content of the letter could beused for lower ability classes e.g. what do you like to do in your sparetime/ ho do you do it with/ here do you do it/ hen do you do it/hy do you do it/!




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)ocabulary*ractice


intro tosharedread-

(haredreading



writing

0se a variety of games or activities to 'uickly rehearse thevocabulary, which will be used throughout the lesson, which thestudents may not be familiar with.Listening and 'peaking introduction!%evisit the indoor recreational activities brainstorm 9 add any new

activities that the students may have thought of. Tell the studentsthat today you have a letter for them from MMati. plain that MMati is writing to them to tell them what she likes to do in her spare time.8ear


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%eading ndependen

t (tudy task ssuing of

books

reading behaviour.Cive the students a cloMe passage with the con unctions blanked outand have them complete it.(tudents select books to borrow and complete the process oncestudy task has been completed.



"ay %8ear


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very day, when get home from school, like to paint. *ainting helps me rela . also like paintingbecause can make my paintings as colourful as like. love colourful thingsH (ometimes it can takeme up to three weeks to finish a painting. Eefore even get out my paints and brushes, need tosketch the idea for my painting on a piece of paper. fter that, can begin painting the sketch. Iatureis my favourite thing to paint.


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because can make my pictures as colourful as like. love colourful thingsH (ometimes it can takeme up to three weeks to finish a painting. First, need to sketch a picture on a piece of paper. fterthat, can begin painting the sketch. Iature is my favourite thing to paint.


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FromMMati

-%R ,O. $"ay %8ear

year 4 unit 4 sow programme 2013 - diary writing, occupation

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