Primary Year 3 SK Scheme of Work
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
131
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate Ask about and pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47 needs of your pupils
simple information express basic the lesson. and class. Please see
intelligibly opinions Lesson delivery Teacher’s Book, the seven
p.77 differentiation
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). strategies listed in the
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t Small pieces of introduction. Please
paper/card, one
Skill Skill write their name, but should write a code name. per pupil also consider the
Listening 1.2 Listening 1.2.5 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to following:
Understand Understand a wide try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils If giving a reason is
meaning in a range of short answer, encourage them to give a reason for their answer, for example: too challenging for
variety of familiar supported questions some/all of your
contexts I think it’s Hanifa’s because she likes red shoes. pupils, then they can
I think they’re Ahmad’s because Ahmad is good at drawing. say I think… to give
or their opinions.
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end of
the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
132
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Communicate Ask about and pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47 needs of your pupils
simple information express basic the lesson. and class. Please see
intelligibly opinions Lesson delivery Teacher’s Book, the seven
p.77 differentiation
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). strategies listed in the
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t Small pieces of introduction. Please
paper/card, one
Skill Skill write their name, but should write a code name. per pupil also consider the
Listening 1.2 Listening 1.2.5 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to following:
Understand Understand a wide try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils If giving a reason is
meaning in a range of short answer, encourage them to give a reason for their answer, for example: too challenging for
variety of familiar supported questions some/all of your
contexts I think it’s Hanifa’s because she likes red shoes. pupils, then they can
I think they’re Ahmad’s because Ahmad is good at drawing. say I think… to give
or their opinions.
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end of
the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
132
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There
Sustainability; Values
is/are: Singular & plural; Prepositions of place
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review key language to prepare pupils for p.48–49 your pupils and class.
variety of linear of unfamiliar words the lesson. Please see the seven
and non-linear from clues provided Lesson delivery Teacher’s Book, differentiation strategies
print and digital by visuals and the p.78–79 listed in the introduction.
texts by using topic 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Map of Japan Please also consider the
appropriate / small groups what they know about Japan. They will probably use first language for (optional) following:
reading strategies this. When feeding back, help pupils translate some of their ideas into English and/or There may be some first
Complementary provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures language used in this
Skill Japan. from Student’s lesson. You can
Complementary Reading 3.2.1 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48 encourage and support
Skill Understand the they can see. different pupils to use as
Reading 3.2 main idea of short 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct much English as they can
Understand a simple texts pupils to the pictures to try to guess the meaning of the new words. by helping them with
variety of linear vocabulary and language
and non-linear 5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book, that you think each pupil
print and digital p.78). is capable of.
texts by using 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
appropriate Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to
reading strategies informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
133
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There
Sustainability; Values
is/are: Singular & plural; Prepositions of place
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review key language to prepare pupils for p.48–49 your pupils and class.
variety of linear of unfamiliar words the lesson. Please see the seven
and non-linear from clues provided Lesson delivery Teacher’s Book, differentiation strategies
print and digital by visuals and the p.78–79 listed in the introduction.
texts by using topic 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Map of Japan Please also consider the
appropriate / small groups what they know about Japan. They will probably use first language for (optional) following:
reading strategies this. When feeding back, help pupils translate some of their ideas into English and/or There may be some first
Complementary provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures language used in this
Skill Japan. from Student’s lesson. You can
Complementary Reading 3.2.1 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48 encourage and support
Skill Understand the they can see. different pupils to use as
Reading 3.2 main idea of short 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct much English as they can
Understand a simple texts pupils to the pictures to try to guess the meaning of the new words. by helping them with
variety of linear vocabulary and language
and non-linear 5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book, that you think each pupil
print and digital p.78). is capable of.
texts by using 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
appropriate Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to
reading strategies informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
133
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 73 (Writing 14) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity &
is/are: Singular & plural
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pictures of
Main Skill Main Skill Pre-lesson traditional style Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your local/national according to the
Communicate basic Describe people pupils’ needs and interests and that will review key language to prepare pupils for the houses needs of your pupils
information intelligibly and objects using lesson on the topic of homes and houses. Include key words such as wood, water, light. and class. Please see
for a range of suitable words and Lesson delivery Poster paper, the seven
purposes in print and phrases pens, rulers etc. differentiation
digital media 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences strategies listed in the
between this and pupils’ own homes. If possible a introduction. Please
Complementary 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses template for also consider the
Complementary Skill are traditionally built to respect the natural environment. (this may be in first language) design of a following:
Skill Writing 4.3.3 (For an interesting article see: traditional house Pupils can write
Writing 4.3 Plan, draft and http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that sentences according
Communicate with write an increased you will need to choose and simplify the information given here. card for each to their own level.
appropriate language range of simple 4. Ask pupils what key features make an environmentally friendly home (e.g. natural group for making Encourage them to try
form and style for a sentences building materials, use of natural energy and resources – water, light etc). houses and write something a
range of purposes in little above their level
print and digital 5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a and support them in
media poster or a model (if possible). They should design a house and then each pupil writes this.
a sentence about the house (in their notebooks as a draft, and then, after checking, on
the poster or as a label) using There is/are. The houses will be conceptually simple.
Monitor carefully and support pupils as they try to write their sentences. If pupils are not
able to finish their houses in this lesson, you could have them continue at the end of the
next few lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general
feedback on their efforts.
134
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 73 (Writing 14) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity &
is/are: Singular & plural
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pictures of
Main Skill Main Skill Pre-lesson traditional style Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your local/national according to the
Communicate basic Describe people pupils’ needs and interests and that will review key language to prepare pupils for the houses needs of your pupils
information intelligibly and objects using lesson on the topic of homes and houses. Include key words such as wood, water, light. and class. Please see
for a range of suitable words and Lesson delivery Poster paper, the seven
purposes in print and phrases pens, rulers etc. differentiation
digital media 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences strategies listed in the
between this and pupils’ own homes. If possible a introduction. Please
Complementary 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses template for also consider the
Complementary Skill are traditionally built to respect the natural environment. (this may be in first language) design of a following:
Skill Writing 4.3.3 (For an interesting article see: traditional house Pupils can write
Writing 4.3 Plan, draft and http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that sentences according
Communicate with write an increased you will need to choose and simplify the information given here. card for each to their own level.
appropriate language range of simple 4. Ask pupils what key features make an environmentally friendly home (e.g. natural group for making Encourage them to try
form and style for a sentences building materials, use of natural energy and resources – water, light etc). houses and write something a
range of purposes in little above their level
print and digital 5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a and support them in
media poster or a model (if possible). They should design a house and then each pupil writes this.
a sentence about the house (in their notebooks as a draft, and then, after checking, on
the poster or as a label) using There is/are. The houses will be conceptually simple.
Monitor carefully and support pupils as they try to write their sentences. If pupils are not
able to finish their houses in this lesson, you could have them continue at the end of the
next few lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general
feedback on their efforts.
134
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 74 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create an action story in groups. Differentiate learning
Main Skill Main Skill Flashcards or pictures according to the needs of
Language Arts 5.1 Language Arts Pre-lesson Words for We’re going your pupils and class.
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and difficult walk home. home action story Please see the seven
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
rhymes, poems simple texts, and Lesson delivery Write the story on the listed in the introduction.
and songs sing simple songs board, or put it on a Please also consider the
with intelligible 3. Ask pupils to stand in a circle, or to stand at their desks if there is not handout following:
enough space for a circle in your classroom.
pronunciation, 4. Tell pupils the We’re going home story (see next page): use actions to make
Complementary rhythm and the meaning of over, under and through clear. Fast finishers can create
Skill intonation 5. Retell the story and ask pupils to join in with the actions. an extra verse for their
Speaking 2.3 In addition to Year 6. Tell the story again, with pupils doing the actions and saying the words. story.
Communicate 2 text types: 7. Clarify with pupils that there is one more place to go through before they are
appropriately to a simple poems home. Ask pupils to suggest possible places to go through (e.g. forest, rice
small or large field, jungle, tunnel, school, shopping centre) .
group Complementary 8. Divide pupils into groups of 3–4. Tell them to finish the story with another
Skill verse and to practise their story and the actions. Write the story on the
Speaking2.3.1 board or give them a handout of the story to help them.
Narrate very short
basic stories and Post-lesson
events 9. Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse.
135
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 74 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create an action story in groups. Differentiate learning
Main Skill Main Skill Flashcards or pictures according to the needs of
Language Arts 5.1 Language Arts Pre-lesson Words for We’re going your pupils and class.
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and difficult walk home. home action story Please see the seven
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
rhymes, poems simple texts, and Lesson delivery Write the story on the listed in the introduction.
and songs sing simple songs board, or put it on a Please also consider the
with intelligible 3. Ask pupils to stand in a circle, or to stand at their desks if there is not handout following:
enough space for a circle in your classroom.
pronunciation, 4. Tell pupils the We’re going home story (see next page): use actions to make
Complementary rhythm and the meaning of over, under and through clear. Fast finishers can create
Skill intonation 5. Retell the story and ask pupils to join in with the actions. an extra verse for their
Speaking 2.3 In addition to Year 6. Tell the story again, with pupils doing the actions and saying the words. story.
Communicate 2 text types: 7. Clarify with pupils that there is one more place to go through before they are
appropriately to a simple poems home. Ask pupils to suggest possible places to go through (e.g. forest, rice
small or large field, jungle, tunnel, school, shopping centre) .
group Complementary 8. Divide pupils into groups of 3–4. Tell them to finish the story with another
Skill verse and to practise their story and the actions. Write the story on the
Speaking2.3.1 board or give them a handout of the story to help them.
Narrate very short
basic stories and Post-lesson
events 9. Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse.
135
Primary Year 3 SK Scheme of Work
We’re going home
We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.
We’re going home.
Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
We can’t go over it.
We can’t go under it.
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look
We can’t go over it.
We can’t go under it.
Let’s go through it
Hurray! Now, we’re home.
136
Primary Year 3 SK Scheme of Work
We’re going home
We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.
We’re going home.
Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
We can’t go over it.
We can’t go under it.
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look
We can’t go over it.
We can’t go under it.
Let’s go through it
Hurray! Now, we’re home.
136
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.1 Listening 1.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Recognise and Recognise and your pupils’ needs and interests and that will review the names of rooms and p.49–50 your pupils and class.
reproduce target reproduce with furniture words to prepare the pupils for the lesson. Please see the seven
language sounds support a range of Lesson delivery Teacher’s Book, differentiation strategies
target language p.79–80 listed in the introduction.
phonemes 2. Show the flashcards and drill the four new words. Explain to pupils how these are Flashcards for Please also consider the
words with two sounds (syllables). Show how each word is made up of the two cushion, following:
Complementary sounds. Play a game where pupils have to listen and say the second syllable. Use slippers, table, Depending on the needs
Skill Complementary picture flashcards. Introduce/review the written word at the end of this stage of the flower of your class, you could
Speaking 2.1 Skill lesson only. extend the pronunciation
Communicate Speaking 2.1.5 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). Scissors stage of the lesson to
simple information Describe people look at rhyming words or
intelligibly and objects using 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s more words with two
suitable words and Book, p.80). syllables.
phrases
Post-lesson For fast finishers or more
5. Learning diaries: proficient pupils, have
Ask pupils to think back on their learning so far this week. In their learning diary, they them tell a partner about
can write: a room in their house.
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
137
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.1 Listening 1.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Recognise and Recognise and your pupils’ needs and interests and that will review the names of rooms and p.49–50 your pupils and class.
reproduce target reproduce with furniture words to prepare the pupils for the lesson. Please see the seven
language sounds support a range of Lesson delivery Teacher’s Book, differentiation strategies
target language p.79–80 listed in the introduction.
phonemes 2. Show the flashcards and drill the four new words. Explain to pupils how these are Flashcards for Please also consider the
words with two sounds (syllables). Show how each word is made up of the two cushion, following:
Complementary sounds. Play a game where pupils have to listen and say the second syllable. Use slippers, table, Depending on the needs
Skill Complementary picture flashcards. Introduce/review the written word at the end of this stage of the flower of your class, you could
Speaking 2.1 Skill lesson only. extend the pronunciation
Communicate Speaking 2.1.5 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). Scissors stage of the lesson to
simple information Describe people look at rhyming words or
intelligibly and objects using 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s more words with two
suitable words and Book, p.80). syllables.
phrases
Post-lesson For fast finishers or more
5. Learning diaries: proficient pupils, have
Ask pupils to think back on their learning so far this week. In their learning diary, they them tell a partner about
can write: a room in their house.
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
137
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 76 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & Imagination
is/are: Singular & plural; possessive pronouns
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- according to the needs of
Communicate Describe people Student’s Book, p.48. 49 your pupils and class.
simple information and objects using Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you Teacher’s Book, p.79 differentiation strategies
phrases think pupils need to review key vocabulary further. For example, put labels of listed in the introduction.
the names of different rooms around the classroom. Say a piece of furniture Please also consider the
Complementary and pupils have to decide which room it belongs in. Note that there may not be following:
Skill Complementary fixed answers for this. Pupils can work at their
Speaking 2.2 Skill Lesson delivery own level in these
Use appropriate Speaking 2.2.2 activities. Encourage
communication Ask for attention or 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
strategies help from a teacher 4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them more than their ability by
or classmate by in a pile in the middle of the group. In turns, pupils take a picture. Without helping them individually
using suitable and according to their
questions showing it, they should describe it. Other pupils in the group should guess level. Do not expect the
whose picture it is – It’s hers/his/mine/yours.
same from all the pupils.
Monitor carefully as pupils do these Speaking and Listening activities. They
may need help with vocabulary, and should ask you for this in English. Focus,
too, on their use of language. Note the words you give them and choose some
to teach the whole class at the end.
Post-lesson
5. Teach the whole class two or three of the words you have given them
individually as extra in this lesson
138
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 76 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & Imagination
is/are: Singular & plural; possessive pronouns
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- according to the needs of
Communicate Describe people Student’s Book, p.48. 49 your pupils and class.
simple information and objects using Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you Teacher’s Book, p.79 differentiation strategies
phrases think pupils need to review key vocabulary further. For example, put labels of listed in the introduction.
the names of different rooms around the classroom. Say a piece of furniture Please also consider the
Complementary and pupils have to decide which room it belongs in. Note that there may not be following:
Skill Complementary fixed answers for this. Pupils can work at their
Speaking 2.2 Skill Lesson delivery own level in these
Use appropriate Speaking 2.2.2 activities. Encourage
communication Ask for attention or 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
strategies help from a teacher 4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them more than their ability by
or classmate by in a pile in the middle of the group. In turns, pupils take a picture. Without helping them individually
using suitable and according to their
questions showing it, they should describe it. Other pupils in the group should guess level. Do not expect the
whose picture it is – It’s hers/his/mine/yours.
same from all the pupils.
Monitor carefully as pupils do these Speaking and Listening activities. They
may need help with vocabulary, and should ask you for this in English. Focus,
too, on their use of language. Note the words you give them and choose some
to teach the whole class at the end.
Post-lesson
5. Teach the whole class two or three of the words you have given them
individually as extra in this lesson
138
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 77 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will introduce key vocabulary from p.51 your pupils and class.
variety of linear information and this lesson. Write and leave the words on the board. Please see the seven
and non-linear details of short Lesson delivery Teacher’s Book, differentiation strategies
print and digital simple texts p.82 listed in the introduction.
texts by using 2. Tell pupils about your house (this can be real or something from a magazine) Some pictures of Please also consider the
appropriate using the pictures. Use some of the words from the pre-lesson activity you left on your house, if following:
reading strategies Complementary the board. Have pupils listen and then tell you which words you used. appropriate, or a Think about your pupils
Complementary Skill 3. Tell them they will read about Sue’s house. They should read silently and tell you house from a and where they live. You
Skill Reading 3.2.1 what they think of Sue’s house using an adjective. magazine may need to teach more
Reading 3.2 understand the 4. Next ask them to read again and to find some differences between Sue’s house vocabulary to help them
Understand a main idea of short and your house (as described). describe their own
variety of linear simple texts bedrooms or houses.
and non-linear 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
print and digital 6. Ask pupils to make a note of their answers to the questions (in note form, not full Some pupils may find it
texts by using sentences) in their notebooks. challenging to expand their
appropriate 7. After checking the answers with a partner, ask pupils to expand their answers answers into full
reading strategies into full sentences in their notebooks. sentences. You may need
to repeat the question or
Collect pupils’ notebooks and check them for spelling and content in particular. provide gapped sentences
Note down words you have taught them for this activity that pupils have difficulty on the board. Less
spelling correctly. proficient pupils could write
Post-lesson up just two or three
8. Choose an appropriate post-lesson activity from the list in the introduction that sentences.
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
139
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 77 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will introduce key vocabulary from p.51 your pupils and class.
variety of linear information and this lesson. Write and leave the words on the board. Please see the seven
and non-linear details of short Lesson delivery Teacher’s Book, differentiation strategies
print and digital simple texts p.82 listed in the introduction.
texts by using 2. Tell pupils about your house (this can be real or something from a magazine) Some pictures of Please also consider the
appropriate using the pictures. Use some of the words from the pre-lesson activity you left on your house, if following:
reading strategies Complementary the board. Have pupils listen and then tell you which words you used. appropriate, or a Think about your pupils
Complementary Skill 3. Tell them they will read about Sue’s house. They should read silently and tell you house from a and where they live. You
Skill Reading 3.2.1 what they think of Sue’s house using an adjective. magazine may need to teach more
Reading 3.2 understand the 4. Next ask them to read again and to find some differences between Sue’s house vocabulary to help them
Understand a main idea of short and your house (as described). describe their own
variety of linear simple texts bedrooms or houses.
and non-linear 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
print and digital 6. Ask pupils to make a note of their answers to the questions (in note form, not full Some pupils may find it
texts by using sentences) in their notebooks. challenging to expand their
appropriate 7. After checking the answers with a partner, ask pupils to expand their answers answers into full
reading strategies into full sentences in their notebooks. sentences. You may need
to repeat the question or
Collect pupils’ notebooks and check them for spelling and content in particular. provide gapped sentences
Note down words you have taught them for this activity that pupils have difficulty on the board. Less
spelling correctly. proficient pupils could write
Post-lesson up just two or three
8. Choose an appropriate post-lesson activity from the list in the introduction that sentences.
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
139
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common Student’s Book, according to the needs of
Communicate with Plan, draft and write words (including those spelt incorrectly in the previous lesson) from this topic. p.51 your pupils and class. Please
appropriate an increased range Lesson delivery see the seven differentiation
language form and of simple sentences Teacher’s Book, strategies listed in the
style for a range of 2. Play the CD to review the text on Student’s Book, p.51. Review the p.82 introduction. Please also
purposes in print differences between Sue’s house and pupils’ own homes. consider the following:
and digital media 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. Template of a Set a minimum number of
Complementary 4. Have pupils write about their bedroom on a worksheet. After writing they can beroom on a sentences for pupils to write
Skill furnish their bedroom using the template and cut up furniture OR they can worksheet (e.g. write at least two
Complementary Speaking 2.3.1 draw the furniture into the room. Optional: pictures of sentences) so that more
Skill Narrate very short bedroom furniture to proficient pupils can write
Speaking 2.3 basic stories and 5. Pupils tell their partner about their bedroom using the pictures and the text. cut out more.
Communicate events Encourage partners to ask each other questions about their bedroom or make
appropriately to a comments about it.
small or large 6. Pupils present their work to the class. Encourage the class to ask questions
group about the picture and the pupil’s home. This could be done in groups if there
is time.
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
140
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common Student’s Book, according to the needs of
Communicate with Plan, draft and write words (including those spelt incorrectly in the previous lesson) from this topic. p.51 your pupils and class. Please
appropriate an increased range Lesson delivery see the seven differentiation
language form and of simple sentences Teacher’s Book, strategies listed in the
style for a range of 2. Play the CD to review the text on Student’s Book, p.51. Review the p.82 introduction. Please also
purposes in print differences between Sue’s house and pupils’ own homes. consider the following:
and digital media 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. Template of a Set a minimum number of
Complementary 4. Have pupils write about their bedroom on a worksheet. After writing they can beroom on a sentences for pupils to write
Skill furnish their bedroom using the template and cut up furniture OR they can worksheet (e.g. write at least two
Complementary Speaking 2.3.1 draw the furniture into the room. Optional: pictures of sentences) so that more
Skill Narrate very short bedroom furniture to proficient pupils can write
Speaking 2.3 basic stories and 5. Pupils tell their partner about their bedroom using the pictures and the text. cut out more.
Communicate events Encourage partners to ask each other questions about their bedroom or make
appropriately to a comments about it.
small or large 6. Pupils present their work to the class. Encourage the class to ask questions
group about the picture and the pupil’s home. This could be done in groups if there
is time.
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
140
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
Listening
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Language Arts 5.2 Language Arts 5.2.1 1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book, needs of your pupils and class. Please
see the seven differentiation strategies
Express personal Ask and answer p.52–54
responses to simple questions Lesson delivery listed in the introduction. Please also
literary texts about characters, 2. Follow instructions for Activity 1, Before reading, using just the Teacher’s Book, consider the following:
actions and events pictures from the story. p.84–85 If the topic of ghosts is not appropriate
of interest in a text Self-assessment in your context, you can choose a
3. Play the CD and have pupils listen and look at the pictures. Pause worksheet different story and follow a similar
Complementary very briefly at the end of each picture, check basic understanding lesson outline.
Skill Complementary very briefly, and ask a question to predict what will happen next.
Listening 1.2 Skill Ask pupils one or two comprehension questions and review the You can discuss the story and the
Understand Listening 1.2.3 values in a mixture of pupils’ first
meaning in a Understand with story in their books if necessary. Ask pupils what they think the language and English, expecting more
moral of the story is (see Value on p.53, Student’s Book). Discuss
variety of familiar support short simple the value with pupils. English from more proficient pupils than
contexts narratives others.
4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from Student’s
Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how
well they feel they know the language now. They should complete
the How did I do in Unit 5? self-assessment worksheet (see below).
6. Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
141
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
Listening
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Language Arts 5.2 Language Arts 5.2.1 1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book, needs of your pupils and class. Please
see the seven differentiation strategies
Express personal Ask and answer p.52–54
responses to simple questions Lesson delivery listed in the introduction. Please also
literary texts about characters, 2. Follow instructions for Activity 1, Before reading, using just the Teacher’s Book, consider the following:
actions and events pictures from the story. p.84–85 If the topic of ghosts is not appropriate
of interest in a text Self-assessment in your context, you can choose a
3. Play the CD and have pupils listen and look at the pictures. Pause worksheet different story and follow a similar
Complementary very briefly at the end of each picture, check basic understanding lesson outline.
Skill Complementary very briefly, and ask a question to predict what will happen next.
Listening 1.2 Skill Ask pupils one or two comprehension questions and review the You can discuss the story and the
Understand Listening 1.2.3 values in a mixture of pupils’ first
meaning in a Understand with story in their books if necessary. Ask pupils what they think the language and English, expecting more
moral of the story is (see Value on p.53, Student’s Book). Discuss
variety of familiar support short simple the value with pupils. English from more proficient pupils than
contexts narratives others.
4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from Student’s
Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how
well they feel they know the language now. They should complete
the How did I do in Unit 5? self-assessment worksheet (see below).
6. Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
141
Primary Year 3 SK Scheme of Work
Self-assessment worksheet for Lesson 79
How did I do in Unit 5?
In English, I know how to:
say where things are in the house Great! [ ] OK [ ] A little [ ]
say who things belong to Great! [ ] OK [ ] A little [ ]
describe different houses Great! [ ] OK [ ] A little [ ]
talk about rooms and furniture Great! [ ] OK [ ] A little [ ]
talk about clothes Great! [ ] OK [ ] A little [ ]
142
Primary Year 3 SK Scheme of Work
Self-assessment worksheet for Lesson 79
How did I do in Unit 5?
In English, I know how to:
say where things are in the house Great! [ ] OK [ ] A little [ ]
say who things belong to Great! [ ] OK [ ] A little [ ]
describe different houses Great! [ ] OK [ ] A little [ ]
talk about rooms and furniture Great! [ ] OK [ ] A little [ ]
talk about clothes Great! [ ] OK [ ] A little [ ]
142
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Question cards Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your (see below – 1 according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. set per group) of your pupils and
simple information and objects using Computers class. Please see the
intelligibly suitable words and Lesson delivery seven differentiation
phrases 2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up strategies listed in the
questions that relate to the questions on the question cards (see below), e.g. Hands up if introduction. Please
Complementary you have three rooms in your house. / Hands up if your bedroom walls are pink. etc. also consider the
Skill Complementary following:
Writing 4.3 Skill 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. Make sure you leave
Communicate Writing 4.3.1 Pupils pick a card, in turn, and answer the question on the card. the question cards with
with appropriate Use capital letters, 4. Feed back on this activity, but leave the cards with the pupils. the groups so they can
language form full stops and use them as support
and style for a question marks 5. Tell pupils they will create a survey about the class houses. First each group should when writing the
range of purposes appropriately in write four questions (one per pupil) in their notebooks. Monitor and help as necessary. questions.
in print and digital guided writing at Note that pupils can copy the questions on the cards or use them as models if they need
media sentence level to. Make sure that each pupil has all four questions in their notebook. Depending on pupils’
ICT skills and software
6. Pupils should now ask others their questions – one question each. Set a number of availability, they could
pupils (minimum and/or maximum, depending on time) they should ask. They should use Word, Excel or
note the answers in their notebooks. Open Office.
7. Pupils return to their groups and put their findings together.
8. Where possible, groups use the computer to create a table or chart to present their
findings. Have pupils save their work and either post to the class or school website/blog
or print out.
If no computers are available, this can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
143
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Question cards Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your (see below – 1 according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. set per group) of your pupils and
simple information and objects using Computers class. Please see the
intelligibly suitable words and Lesson delivery seven differentiation
phrases 2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up strategies listed in the
questions that relate to the questions on the question cards (see below), e.g. Hands up if introduction. Please
Complementary you have three rooms in your house. / Hands up if your bedroom walls are pink. etc. also consider the
Skill Complementary following:
Writing 4.3 Skill 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. Make sure you leave
Communicate Writing 4.3.1 Pupils pick a card, in turn, and answer the question on the card. the question cards with
with appropriate Use capital letters, 4. Feed back on this activity, but leave the cards with the pupils. the groups so they can
language form full stops and use them as support
and style for a question marks 5. Tell pupils they will create a survey about the class houses. First each group should when writing the
range of purposes appropriately in write four questions (one per pupil) in their notebooks. Monitor and help as necessary. questions.
in print and digital guided writing at Note that pupils can copy the questions on the cards or use them as models if they need
media sentence level to. Make sure that each pupil has all four questions in their notebook. Depending on pupils’
ICT skills and software
6. Pupils should now ask others their questions – one question each. Set a number of availability, they could
pupils (minimum and/or maximum, depending on time) they should ask. They should use Word, Excel or
note the answers in their notebooks. Open Office.
7. Pupils return to their groups and put their findings together.
8. Where possible, groups use the computer to create a table or chart to present their
findings. Have pupils save their work and either post to the class or school website/blog
or print out.
If no computers are available, this can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
143
Primary Year 3 SK Scheme of Work
Template for suggested question cards for Lesson 80
How many rooms
are there in your How many people Do you have a What’s your
house? live in your house? garden? favourite room?
What colour are the How many TVs are
Do you have your walls in your Is there an upstairs there in your
own bedroom? in your house?
bedroom? house?
144
Primary Year 3 SK Scheme of Work
Template for suggested question cards for Lesson 80
How many rooms
are there in your How many people Do you have a What’s your
house? live in your house? garden? favourite room?
What colour are the How many TVs are
Do you have your walls in your Is there an upstairs there in your
own bedroom? in your house?
bedroom? house?
144
Primary Year 3 SK Scheme of Work
UNIT 6
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 81 (Listening 16) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. Focus on food p.55 needs of your pupils
meaning in a support specific words pupils already know. Ask pupils which of those foods they like. and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short p.88–9 differentiation
simple texts 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather Food flashcards strategies listed in the
than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy introduction. Please
Complementary of this, so they can use it in the next lesson. also consider the
Skill Complementary 3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary. following:
Speaking 2.1 Skill Encourage pupils to
Communicate Speaking 2.1.1 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top draw food they really
simple information Ask about and of the page when they hear them. like, even if they don’t
intelligibly express basic 5. Follow the instructions for Activity 1, Teacher’s Book, p.88. know what it is in
opinions English. You can help
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to them find the English
include a reason, e.g. It’s delicious. / They’re horrible. word for the food. If
you are not sure, you
Post-lesson could use an online
Learning diaries: dictionary (on the
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the computer or on a
beginning of Unit 6). In their learning diary, they can write: mobile phone).
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do
this than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
145
Primary Year 3 SK Scheme of Work
UNIT 6
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 81 (Listening 16) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. Focus on food p.55 needs of your pupils
meaning in a support specific words pupils already know. Ask pupils which of those foods they like. and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short p.88–9 differentiation
simple texts 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather Food flashcards strategies listed in the
than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy introduction. Please
Complementary of this, so they can use it in the next lesson. also consider the
Skill Complementary 3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary. following:
Speaking 2.1 Skill Encourage pupils to
Communicate Speaking 2.1.1 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top draw food they really
simple information Ask about and of the page when they hear them. like, even if they don’t
intelligibly express basic 5. Follow the instructions for Activity 1, Teacher’s Book, p.88. know what it is in
opinions English. You can help
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to them find the English
include a reason, e.g. It’s delicious. / They’re horrible. word for the food. If
you are not sure, you
Post-lesson could use an online
Learning diaries: dictionary (on the
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the computer or on a
beginning of Unit 6). In their learning diary, they can write: mobile phone).
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do
this than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
145
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 82 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Student’s Book, the needs of your pupils and
Communicate Describe people Lesson delivery p.55 class. Please see the seven
simple information and objects using differentiation strategies listed in
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline Teacher’s Book, the introduction. Please also
phrases with a colour pencil There’s and, in a different colour, There are. p.88–89 consider the following:
Complementary 3. Ask pupils to tell you some example sentences from the song using There If you think it may be difficult for
Skill Complementary is/are and write them on the board. Using the food realia (real food), ask Food flashcards + some of your pupils to form full
Listening 1.2 Skill questions like How many carrots are there? How many sugars? to show copies of one per sentences in Activity 2, put some
Understand Listening 1.2.2 that words like sugar are uncountable. Elicit examples of each from the pupil model sentences on the board.
meaning in a Understand with song. Avoid using words like countable and uncountable as they may be You can begin to erase these
variety of familiar support specific confusing. Show how each goes together with some and plural/singular Some countable during the activity if you think
contexts information and noun. and uncountable pupils don’t need it any more.
details of short 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– food/drink if
simple texts 9) as necessary. appropriate (e.g.
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in some sugar, two
carrots)
pairs, Pupil A says a sentence using There is a /are some… on the table.
Pupil B listens and points to the picture in Activity 2. Colour pencils
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game.
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).
146
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 82 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Student’s Book, the needs of your pupils and
Communicate Describe people Lesson delivery p.55 class. Please see the seven
simple information and objects using differentiation strategies listed in
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline Teacher’s Book, the introduction. Please also
phrases with a colour pencil There’s and, in a different colour, There are. p.88–89 consider the following:
Complementary 3. Ask pupils to tell you some example sentences from the song using There If you think it may be difficult for
Skill Complementary is/are and write them on the board. Using the food realia (real food), ask Food flashcards + some of your pupils to form full
Listening 1.2 Skill questions like How many carrots are there? How many sugars? to show copies of one per sentences in Activity 2, put some
Understand Listening 1.2.2 that words like sugar are uncountable. Elicit examples of each from the pupil model sentences on the board.
meaning in a Understand with song. Avoid using words like countable and uncountable as they may be You can begin to erase these
variety of familiar support specific confusing. Show how each goes together with some and plural/singular Some countable during the activity if you think
contexts information and noun. and uncountable pupils don’t need it any more.
details of short 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– food/drink if
simple texts 9) as necessary. appropriate (e.g.
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in some sugar, two
carrots)
pairs, Pupil A says a sentence using There is a /are some… on the table.
Pupil B listens and points to the picture in Activity 2. Colour pencils
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game.
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).
146
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
Creativity & Innovation
uncountable nouns in questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– according to the needs of
Understand a Guess the meaning make with these. Elicit or teach omelette. Ask if pupils have ever had an 57 your pupils and class. Please
variety of linear of unfamiliar words omelette. If so, what was inside it? see the seven differentiation
and non-linear from clues provided Lesson delivery Teacher’s Book, strategies listed in the
print and digital by visuals and the p.90–91 introduction. Please also
texts by using topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. Food flashcards consider the following:
appropriate 3. Introduce the text and ask pupils to read it and tell you which omelette Some more proficient pupils
reading strategies they’d prefer. should be able to tell you in
Complementary Monitor carefully as pupils read and see how they are progressing. Some English their strategy for
Skill pupils may read much more slowly than others. Note down which pupils understanding unknown
Complementary Reading 3.2.2 finish quickly and which take longer. words. You could ask them
Skill Understand specific to translate for other pupils
Reading 3.2 information and 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out after helping them say it in
Understand a details of short the performance stage. Ask pupils what they think Yummy and Yuck mean English.
variety of linear simple texts and why they think that.
and non-linear 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Reading the whole text may
print and digital do this individually before checking their answers with a partner. Then feed be difficult for some pupils.
texts by using back, and elicit language from pupils in full sentences. Give them plenty of time to
appropriate Post-lesson try to read it. If necessary,
reading strategies ask faster finishers to think
6. Choose an appropriate post-lesson activity from the list in the introduction about what they would have
that suits your pupils’ needs and interests and that will review the main in their omelette.
areas covered in the lesson.
147
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
Creativity & Innovation
uncountable nouns in questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– according to the needs of
Understand a Guess the meaning make with these. Elicit or teach omelette. Ask if pupils have ever had an 57 your pupils and class. Please
variety of linear of unfamiliar words omelette. If so, what was inside it? see the seven differentiation
and non-linear from clues provided Lesson delivery Teacher’s Book, strategies listed in the
print and digital by visuals and the p.90–91 introduction. Please also
texts by using topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. Food flashcards consider the following:
appropriate 3. Introduce the text and ask pupils to read it and tell you which omelette Some more proficient pupils
reading strategies they’d prefer. should be able to tell you in
Complementary Monitor carefully as pupils read and see how they are progressing. Some English their strategy for
Skill pupils may read much more slowly than others. Note down which pupils understanding unknown
Complementary Reading 3.2.2 finish quickly and which take longer. words. You could ask them
Skill Understand specific to translate for other pupils
Reading 3.2 information and 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out after helping them say it in
Understand a details of short the performance stage. Ask pupils what they think Yummy and Yuck mean English.
variety of linear simple texts and why they think that.
and non-linear 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Reading the whole text may
print and digital do this individually before checking their answers with a partner. Then feed be difficult for some pupils.
texts by using back, and elicit language from pupils in full sentences. Give them plenty of time to
appropriate Post-lesson try to read it. If necessary,
reading strategies ask faster finishers to think
6. Choose an appropriate post-lesson activity from the list in the introduction about what they would have
that suits your pupils’ needs and interests and that will review the main in their omelette.
areas covered in the lesson.
147
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking
directions)
& Citizenship; Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning
Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits cooking verbs according to the needs
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the (optional) of your pupils and
basic information directions previous lesson. class. Please see the
intelligibly for a Lesson delivery Cut-up stages of seven differentiation
range of purposes omelette recipe strategies listed in the
introduction. Please
(one set per group
in print and digital Complementary 2. Ask pupils what the children’s dad was doing in the story – he was cooking
media Skill omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about of five – see below) also consider the
Writing 4.3.2 cooking to find out what they know. Introduce cooking verbs using flashcards or following:
Complementary Spell an increased mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. A simplified recipe When ordering the
Skill range of familiar for a Malaysian dish stages of the omelette
Writing 4.3 high frequency 3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs recipe, you could have
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, and ingredients groups work together to
appropriate guided writing one stage each. They should read their stage and together decide which order to (see below) order the stages, or
language form and stand in. give each pupil a stage
style for a range of so, without showing it
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to the others, they all
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, contribute to group
potato, chicken, spices, rice etc. Pupils may work in their first language and you can work. Consider adding
supply the English translation. Explain that these are the ingredients. pictures if you think this
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let will support your pupils.
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. This lesson may be challenging for some For the Writing activity,
pupils, who may be unfamiliar with cooking processes. You could add some pictures you can provide recipes
to the recipe or mime each stage of the recipe and have pupils watch and complete with more or fewer
the stage. Allow pupils to work with and help each other. gaps to support
different levels of
Post-lesson proficiency.
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
148
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking
directions)
& Citizenship; Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning
Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits cooking verbs according to the needs
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the (optional) of your pupils and
basic information directions previous lesson. class. Please see the
intelligibly for a Lesson delivery Cut-up stages of seven differentiation
range of purposes omelette recipe strategies listed in the
introduction. Please
(one set per group
in print and digital Complementary 2. Ask pupils what the children’s dad was doing in the story – he was cooking
media Skill omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about of five – see below) also consider the
Writing 4.3.2 cooking to find out what they know. Introduce cooking verbs using flashcards or following:
Complementary Spell an increased mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. A simplified recipe When ordering the
Skill range of familiar for a Malaysian dish stages of the omelette
Writing 4.3 high frequency 3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs recipe, you could have
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, and ingredients groups work together to
appropriate guided writing one stage each. They should read their stage and together decide which order to (see below) order the stages, or
language form and stand in. give each pupil a stage
style for a range of so, without showing it
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to the others, they all
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, contribute to group
potato, chicken, spices, rice etc. Pupils may work in their first language and you can work. Consider adding
supply the English translation. Explain that these are the ingredients. pictures if you think this
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let will support your pupils.
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. This lesson may be challenging for some For the Writing activity,
pupils, who may be unfamiliar with cooking processes. You could add some pictures you can provide recipes
to the recipe or mime each stage of the recipe and have pupils watch and complete with more or fewer
the stage. Allow pupils to work with and help each other. gaps to support
different levels of
Post-lesson proficiency.
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
148
Primary Year 3 SK Scheme of Work
Materials for Lesson 84
Stages for making an omelette: cut up, one per pair/group.
Break the eggs and mix them with milk.
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
Fry it all for 5 minutes.
Serve your omelette with some bread.
Suggestion for recipe gap fill: Chicken and egg curry
Ingredients:
12 chicken legs some coconut milk
6 eggs some water
1 onion some spices
1 big tomato
2 potatoes
1. Fry the onion and some s .
2. Add the chicken and some water. S it all together.
3. Add the potatoes, tomato and e .
4. Cook for 30 minutes.
5. Add the coconut m and stir.
6. S your curry with rice.
149
Primary Year 3 SK Scheme of Work
Materials for Lesson 84
Stages for making an omelette: cut up, one per pair/group.
Break the eggs and mix them with milk.
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
Fry it all for 5 minutes.
Serve your omelette with some bread.
Suggestion for recipe gap fill: Chicken and egg curry
Ingredients:
12 chicken legs some coconut milk
6 eggs some water
1 onion some spices
1 big tomato
2 potatoes
1. Fry the onion and some s .
2. Add the chicken and some water. S it all together.
3. Add the potatoes, tomato and e .
4. Cook for 30 minutes.
5. Add the coconut m and stir.
6. S your curry with rice.
149
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express an 5.3.1 your pupils’ needs and interests and that will review the recipe topic to prepare p.117* your pupils and class.
imaginative Respond pupils for the lesson. Please see the seven
response to imaginatively and Lesson delivery Teacher’s Book, differentiation strategies
literary texts intelligibly through p.180 listed in the introduction.
creating simple 2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace Please also consider the
action songs on 3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. with a recipe for a following:
familiar topics Malaysian dish Think about which pupils
Other imaginative 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they will work best together in
responses as think about the dish. pairs / small groups in
appropriate
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present your class, so that more
proficient pupils can help
Complementary their recipes in groups. Each group should choose a winner for the ‘best’ recipe – less proficient pupils. Be
Skill Complementary this might be a yummy one or a strange one, they can decide. Have the winners of careful that all pupils
Speaking 2.1 Skill each group present their recipes to the class. Ask for opinions on the recipes. contribute to the activity,
Communicate Speaking 2.1.1 Post-lesson however.
simple information Ask about and
intelligibly express basic 6. Learning diaries: You could find or write a
opinions Ask pupils to think back on their learning so far this week. In their learning diary, simple recipe for a
they can write: Malaysian dish to replace
the Rainbow Risotto
New words I remember
recipe in the Student’s
Activities I enjoyed Book if you think this will
be more relevant to
A skill I did well in (L/S/R/W) pupils’ interests and
experience. In this case,
A skill I need to do better in (L/S/R/W)
check it for key
Something I feel proud of (about my English) vocabulary that is new
and known to the pupils.
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.
150
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express an 5.3.1 your pupils’ needs and interests and that will review the recipe topic to prepare p.117* your pupils and class.
imaginative Respond pupils for the lesson. Please see the seven
response to imaginatively and Lesson delivery Teacher’s Book, differentiation strategies
literary texts intelligibly through p.180 listed in the introduction.
creating simple 2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace Please also consider the
action songs on 3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. with a recipe for a following:
familiar topics Malaysian dish Think about which pupils
Other imaginative 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they will work best together in
responses as think about the dish. pairs / small groups in
appropriate
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present your class, so that more
proficient pupils can help
Complementary their recipes in groups. Each group should choose a winner for the ‘best’ recipe – less proficient pupils. Be
Skill Complementary this might be a yummy one or a strange one, they can decide. Have the winners of careful that all pupils
Speaking 2.1 Skill each group present their recipes to the class. Ask for opinions on the recipes. contribute to the activity,
Communicate Speaking 2.1.1 Post-lesson however.
simple information Ask about and
intelligibly express basic 6. Learning diaries: You could find or write a
opinions Ask pupils to think back on their learning so far this week. In their learning diary, simple recipe for a
they can write: Malaysian dish to replace
the Rainbow Risotto
New words I remember
recipe in the Student’s
Activities I enjoyed Book if you think this will
be more relevant to
A skill I did well in (L/S/R/W) pupils’ interests and
experience. In this case,
A skill I need to do better in (L/S/R/W)
check it for key
Something I feel proud of (about my English) vocabulary that is new
and known to the pupils.
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.
150
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 86 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes p.57 your pupils and class.
meaning in a range of short to prepare pupils for the lesson. Please see the seven
differentiation strategies
variety of familiar supported questions Teacher’s Book,
contexts Lesson delivery p.91 listed in the introduction.
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards, Please also consider the
Complementary board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack following:
Complementary Skill isn’t/aren’t any… For fast finishers, or if you
Skill Listening 1.2.2 have extra time, you could
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you what ask them to write one or
Understand support specific is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take more sentences about
meaning in a information and the role of the teacher. what they heard, e.g.
variety of familiar details of short 1. There’s some cheese in
contexts simple texts 4. Ask questions about the flashcards on the board to introduce and model the my sandwich.
questions and answers: Are/Is there any…? Yes there is/are /No, there
isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
151
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 86 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes p.57 your pupils and class.
meaning in a range of short to prepare pupils for the lesson. Please see the seven
differentiation strategies
variety of familiar supported questions Teacher’s Book,
contexts Lesson delivery p.91 listed in the introduction.
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards, Please also consider the
Complementary board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack following:
Complementary Skill isn’t/aren’t any… For fast finishers, or if you
Skill Listening 1.2.2 have extra time, you could
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you what ask them to write one or
Understand support specific is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take more sentences about
meaning in a information and the role of the teacher. what they heard, e.g.
variety of familiar details of short 1. There’s some cheese in
contexts simple texts 4. Ask questions about the flashcards on the board to introduce and model the my sandwich.
questions and answers: Are/Is there any…? Yes there is/are /No, there
isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
151
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 87 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare p.57 of your pupils and
simple information and objects using pupils for the lesson. class. Please see the
seven differentiation
intelligibly suitable words and Teacher’s Book,
phrases Lesson delivery p.91 strategies listed in the
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils introduction. Please
Complementary also consider the
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill 4. Using their drawings, they should mingle to find out if another pupil(s) has the same Ask more proficient
Understand Listening 1.2.5 omelette as theirs. They should ask and answer questions to find this out, e.g. Are pupils to add more
meaning in a Understand a wide there any tomatoes in your omelette? If they find a partner, they should sit together. extra ingredients to
variety of familiar range of short For those who do not, they should try to find someone with a similar omelette and sit their omelettes in
contexts supported questions Activity 4.
together.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We have pupils can use their
similar omelettes. There are/is… on my omelette, and on her omelette too / There pictures to show
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
152
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 87 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare p.57 of your pupils and
simple information and objects using pupils for the lesson. class. Please see the
seven differentiation
intelligibly suitable words and Teacher’s Book,
phrases Lesson delivery p.91 strategies listed in the
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils introduction. Please
Complementary also consider the
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill 4. Using their drawings, they should mingle to find out if another pupil(s) has the same Ask more proficient
Understand Listening 1.2.5 omelette as theirs. They should ask and answer questions to find this out, e.g. Are pupils to add more
meaning in a Understand a wide there any tomatoes in your omelette? If they find a partner, they should sit together. extra ingredients to
variety of familiar range of short For those who do not, they should try to find someone with a similar omelette and sit their omelettes in
contexts supported questions Activity 4.
together.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We have pupils can use their
similar omelettes. There are/is… on my omelette, and on her omelette too / There pictures to show
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
152
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country
Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Lesson delivery Teacher’s Book, the seven
print and digital p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures strategies listed in the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per introduction. Please
reading strategies pupils about the kinds of food, where it might be from. group also consider the
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They following:
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Understand a Reading 3.2.2 another. challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate pupils to work together to write vocabulary from the texts into the mind map they
reading strategies
have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
153
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country
Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Lesson delivery Teacher’s Book, the seven
print and digital p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures strategies listed in the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per introduction. Please
reading strategies pupils about the kinds of food, where it might be from. group also consider the
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They following:
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Understand a Reading 3.2.2 another. challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate pupils to work together to write vocabulary from the texts into the mind map they
reading strategies
have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
153
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country
Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that Please see the seven differentiation
with appropriate an increased range will review language to prepare pupils for the lesson. Computers for internet strategies listed in the introduction.
language form of simple sentences Lesson delivery research or magazines Please also consider the following:
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from different modelling for writing. Encourage
in print and digital countries. You could ask groups to quickly present one of the Pictures of different pupils to help each other with the
media dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific 4. Ask pupils to do the matching activity (worksheet part A) in Encourage fast finishers to write
Understand a information and pairs. more, and maybe give their opinion of
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should check
print and digital online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish. They
reading strategies can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in
the classroom. Ask pupils which dishes sound yummy.
154
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country
Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that Please see the seven differentiation
with appropriate an increased range will review language to prepare pupils for the lesson. Computers for internet strategies listed in the introduction.
language form of simple sentences Lesson delivery research or magazines Please also consider the following:
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from different modelling for writing. Encourage
in print and digital countries. You could ask groups to quickly present one of the Pictures of different pupils to help each other with the
media dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific 4. Ask pupils to do the matching activity (worksheet part A) in Encourage fast finishers to write
Understand a information and pairs. more, and maybe give their opinion of
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should check
print and digital online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish. They
reading strategies can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in
the classroom. Ask pupils which dishes sound yummy.
154
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 89
A. Look at the dishes. What are they? Which country do you think they come from?
Draw lines to match.
tacos India
sushi Italy
waffles Japan
spaghetti Mexico
samosa Belgium
155
Primary Year 3 SK Scheme of Work
B. Find out and write about a dish
Name of dish:
Country:
Ingredients:
Our dish:
156
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a chant about food.
Main Skill Main Skill Flashcards of food Differentiate
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order Copies of the to the needs of your
imaginative Respond i. Line 1: sugar Food train chant pupils and class.
response to imaginatively and ii. Line 2: peas and pineapple (see below) Please see the
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits seven differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
Other imaginative Lesson delivery
responses as 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
appropriate.
starts slowly, gets faster, and finally gives a whistle.
Complementary Complementary 4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking pupils remember the words if necessary.
2.3 2.3.1 The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events pupils identify and practice the stress patterns.
group
Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
157
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
English Lesson Plan Year 3
- 1 - 50
- 51 - 100
- 101 - 150
- 151 - 200
- 201 - 250
- 251 - 300
- 301 - 350
- 351 - 400
- 401 - 450
- 451 - 456
Pages: