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
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 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. p.59 needs of your pupils
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
differentiation
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93
simple texts questions such as Are there any..? strategies listed in the
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you introduction. Please
Complementary feed back. also consider the
Skill Complementary 4. Write the questions on the board: following:
Listening 1.2 Skill a) Imagine. What’s in your crepe? You could extend the
Understand Listening 1.2.5 questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an including cooking
questions vocabulary as a
answer for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note review here, if you
think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class about would benefit.
their partner.
You may want to fully
Post-lesson
or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
New words I remember depending on the
Activities I enjoyed proficiency of your
A skill I did well in (L/S/R/W) pupils.
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.
158
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 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. p.59 needs of your pupils
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
differentiation
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93
simple texts questions such as Are there any..? strategies listed in the
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you introduction. Please
Complementary feed back. also consider the
Skill Complementary 4. Write the questions on the board: following:
Listening 1.2 Skill a) Imagine. What’s in your crepe? You could extend the
Understand Listening 1.2.5 questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an including cooking
questions vocabulary as a
answer for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note review here, if you
think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class about would benefit.
their partner.
You may want to fully
Post-lesson
or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
New words I remember depending on the
Activities I enjoyed proficiency of your
A skill I did well in (L/S/R/W) pupils.
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.
158
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Lesson delivery Teacher’s Book, strategies listed in the
p.93 introduction. Please also
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
the end of the questionnaire.
Do you have soup for dinner?
Do you want a crepe for lunch? As you monitor, ask different
Do brief feed back at this point, to double check that pupils have understood the questions to different pupils
questions and the vocabulary. about their eating and food
likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
5. 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.
159
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Lesson delivery Teacher’s Book, strategies listed in the
p.93 introduction. Please also
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
the end of the questionnaire.
Do you have soup for dinner?
Do you want a crepe for lunch? As you monitor, ask different
Do brief feed back at this point, to double check that pupils have understood the questions to different pupils
questions and the vocabulary. about their eating and food
likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
5. 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.
159
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements
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 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 according to the needs of
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Food flashcards differentiation strategies
print and digital read the text before playing the CD. On this first reading, ask pupils to listed in the introduction.
texts by using read and tell you if they think they would like Tony’s pizza. Please also consider the
appropriate following:
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils Fast finishers could be
write the sentences in full in their notebooks (from the sentence stems asked to help other pupils
Complementary Complementary they completed in the previous stage of the lesson). in the class and/or to
Skill Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. exchange their writing with
Writing 4.2 Writing 4.2.5 Give some corrective feedback, but avoid correcting everything. Add another fast finisher for
Communicate Connect sentences positive comments. some peer correction.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements
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 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 according to the needs of
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Food flashcards differentiation strategies
print and digital read the text before playing the CD. On this first reading, ask pupils to listed in the introduction.
texts by using read and tell you if they think they would like Tony’s pizza. Please also consider the
appropriate following:
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils Fast finishers could be
write the sentences in full in their notebooks (from the sentence stems asked to help other pupils
Complementary Complementary they completed in the previous stage of the lesson). in the class and/or to
Skill Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. exchange their writing with
Writing 4.2 Writing 4.2.5 Give some corrective feedback, but avoid correcting everything. Add another fast finisher for
Communicate Connect sentences positive comments. some peer correction.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
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
Writing 4.3 Writing 4.3.3 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, the needs of your pupils and
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60 class. Please see the seven
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on p.94–95 consider the following:
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 structure, but allow others to try
Skill Narrate very short 4. Then ask pupils to write their scripts for one role play. Each pupil should Scissors out new or different language or
write their own lines of the role play but encourage pupils to work together
Speaking 2.3 basic stories and and help each other. vocabulary, helping them to say
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
161
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
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
Writing 4.3 Writing 4.3.3 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, the needs of your pupils and
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60 class. Please see the seven
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on p.94–95 consider the following:
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 structure, but allow others to try
Skill Narrate very short 4. Then ask pupils to write their scripts for one role play. Each pupil should Scissors out new or different language or
write their own lines of the role play but encourage pupils to work together
Speaking 2.3 basic stories and and help each other. vocabulary, helping them to say
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
161
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, according to the needs
5.3 5.3.1 competition or even won one. p.62–63 of your pupils and
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly 2. Follow the instructions for Warm up (Teacher’s Book, p.98). p.98–99 strategies listed in the
introduction. Please
literary texts through creating
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
following:
songs on familiar skills at each stage.
topics 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and Support pupils as they
Other others decide what they will cook for the competition. This could be done in small or large perform. You may need
imaginative groups or even as a whole class. It is better to let pupils use English freely in this activity, but if to motivate some pupils
responses as
appropriate you think they need support, then they can use the story in the Student’s Book as a model. to be involved. Giving
Monitor, offer support and make a note of any common problems. Come back to these models and plenty of
support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity. should do or say.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
independently A1 fiction/non- 5. Learning diaries:
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of
interest 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 could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
162
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, according to the needs
5.3 5.3.1 competition or even won one. p.62–63 of your pupils and
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly 2. Follow the instructions for Warm up (Teacher’s Book, p.98). p.98–99 strategies listed in the
introduction. Please
literary texts through creating
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
following:
songs on familiar skills at each stage.
topics 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and Support pupils as they
Other others decide what they will cook for the competition. This could be done in small or large perform. You may need
imaginative groups or even as a whole class. It is better to let pupils use English freely in this activity, but if to motivate some pupils
responses as
appropriate you think they need support, then they can use the story in the Student’s Book as a model. to be involved. Giving
Monitor, offer support and make a note of any common problems. Come back to these models and plenty of
support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity. should do or say.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
independently A1 fiction/non- 5. Learning diaries:
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of
interest 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 could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
162
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CROSS-CURRICULAR ELEMENT: Language
TOPIC: Food, please!
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. Question and your pupils and class. Please
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut see the seven differentiation
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil strategies listed in the
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to needs, based on formative
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + Student’s Book assessment in this unit
Speaking 2.1 express basic answer. p.64
Communicate opinions 3. Write the questions on the board or show a large copy of them all. Ask questions to help Teacher’s Book Have pupils do more
simple pupils see the relationship between the form of the questions and the answers (e.g. use p.100–101 activities and/or make their
information of do/there + be / the repetition of the verbs, including contracted form of would). own activities
intelligibly
Carefully explain the contraction form of would to ensure pupils understand how I’d is
constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. 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.
163
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CROSS-CURRICULAR ELEMENT: Language
TOPIC: Food, please!
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. Question and your pupils and class. Please
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut see the seven differentiation
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil strategies listed in the
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to needs, based on formative
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + Student’s Book assessment in this unit
Speaking 2.1 express basic answer. p.64
Communicate opinions 3. Write the questions on the board or show a large copy of them all. Ask questions to help Teacher’s Book Have pupils do more
simple pupils see the relationship between the form of the questions and the answers (e.g. use p.100–101 activities and/or make their
information of do/there + be / the repetition of the verbs, including contracted form of would). own activities
intelligibly
Carefully explain the contraction form of would to ensure pupils understand how I’d is
constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. 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.
163
Primary Year 3 SK Scheme of Work
Materials for Lesson 96
Questions & Answers for cutting up
What would you like to eat? I’d like some chicken, please.
What would you like to drink? I’d like some water, please.
Do you like omelettes? No, I do not.
Is there any cheese in your burger? Yes, there is.
Are there any carrots in your soup? No, there aren’t.
What do you want for lunch? I want some curry and rice, please.
Worksheet for Lesson 96
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.
Self-assessment:
How did I do in Unit 6?
In English, I know how to:
use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
talk and ask questions about food Great! [ ] OK [ ] A little [ ]
talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]
talk about food from different countries Great! [ ] OK [ ] A little [ ]
order food and drink in a restaurant Great! [ ] OK [ ] A little [ ]
164
Primary Year 3 SK Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according to
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, the needs of your pupils and
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.65 class. Please see the seven
meaning in a support specific pupils for the lesson. differentiation strategies listed in
variety of familiar information and Teacher’s Book, the introduction. Please also
contexts details of short Lesson delivery p.102–103 consider the following:
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Depending on the level of your
Book, p.102). class, you can make the
Complementary directions Listening activity more
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a or less challenging by adding in
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but detail or making it longer/shorter.
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took Some pupils may prefer to
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch trace/draw the directions on paper
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more as they hear them in order to help
clues when a complicated according to the reactions and level of understanding of your them follow. Allow this.
teacher or pupils.
classmate is 3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking
Post-lesson
4. Use some phrases from the song to play a mime game.
165
Primary Year 3 SK Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according to
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, the needs of your pupils and
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.65 class. Please see the seven
meaning in a support specific pupils for the lesson. differentiation strategies listed in
variety of familiar information and Teacher’s Book, the introduction. Please also
contexts details of short Lesson delivery p.102–103 consider the following:
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Depending on the level of your
Book, p.102). class, you can make the
Complementary directions Listening activity more
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a or less challenging by adding in
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but detail or making it longer/shorter.
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took Some pupils may prefer to
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch trace/draw the directions on paper
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more as they hear them in order to help
clues when a complicated according to the reactions and level of understanding of your them follow. Allow this.
teacher or pupils.
classmate is 3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking
Post-lesson
4. Use some phrases from the song to play a mime game.
165
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Lesson delivery Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
Please also consider the
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
instructions Team 2: straight / right / straight / stop complicated for different
Alternatively, you could prepare the instructions on a worksheet to save time. pupils.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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.
166
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Lesson delivery Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
Please also consider the
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
instructions Team 2: straight / right / straight / stop complicated for different
Alternatively, you could prepare the instructions on a worksheet to save time. pupils.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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.
166
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 Student’s Book, p.66 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that introduces the theme of your pupils and class.
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104 Please see the seven
and non-linear details of short already know. differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate 2. Follow instructions for Warm up on Teacher’s Book, p.104. following:
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ pupils will be able to
Skill reproduce with each other on the new words. guess using language
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
Post-lesson
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.
167
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 Student’s Book, p.66 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that introduces the theme of your pupils and class.
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104 Please see the seven
and non-linear details of short already know. differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate 2. Follow instructions for Warm up on Teacher’s Book, p.104. following:
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ pupils will be able to
Skill reproduce with each other on the new words. guess using language
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
Post-lesson
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.
167
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Spell 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 according to the needs of
Communicate an increased range that suits your pupils’ needs and interests and that will review language to your pupils and class.
with appropriate of familiar high prepare pupils for the lesson. Teacher’s Book, p.104–105 Please see the seven
language form frequency words Sets of 10 blank differentiation strategies
and style for a accurately in guided Lesson delivery cards/pieces of card-sized listed in the introduction.
range of purposes writing 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair Please also consider the
following:
in print and digital to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill lesson if you feel your
Skill Writing 4.1.2 Begin 4. Play the CD to review the story on Student’s Book, p.66, then pupils do pupils are ready for this,
Writing 4.1 to use cursive Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers for example, nouns that
Form letters and handwriting in a with a partner before checking as a whole class. Monitor closely to see add an e (class –
words in neat limited range of how pupils manage with this activity. Encourage use of cursive writing and classes)
remind pupils to take care with spelling, using the text as a model.
legible print using written work
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end
of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
168
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Spell 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 according to the needs of
Communicate an increased range that suits your pupils’ needs and interests and that will review language to your pupils and class.
with appropriate of familiar high prepare pupils for the lesson. Teacher’s Book, p.104–105 Please see the seven
language form frequency words Sets of 10 blank differentiation strategies
and style for a accurately in guided Lesson delivery cards/pieces of card-sized listed in the introduction.
range of purposes writing 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair Please also consider the
following:
in print and digital to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill lesson if you feel your
Skill Writing 4.1.2 Begin 4. Play the CD to review the story on Student’s Book, p.66, then pupils do pupils are ready for this,
Writing 4.1 to use cursive Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers for example, nouns that
Form letters and handwriting in a with a partner before checking as a whole class. Monitor closely to see add an e (class –
words in neat limited range of how pupils manage with this activity. Encourage use of cursive writing and classes)
remind pupils to take care with spelling, using the text as a model.
legible print using written work
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end
of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
168
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
169
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
169
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Language of directions
TOPIC: Out and About
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: Differentiate learning
Language Arts Language Arts Pre-lesson www.youtube.com/watch?v=q according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 your pupils and class.
Enjoy and In addition to Lesson delivery Please see the seven
appreciate Year 2 text types: 2. Show pupils the two stick figures drawing. You can download the video differentiation strategies
rhymes, poems simple poems 3. Use the drawing to check the meaning of new target language by typing in ss before listed in the introduction.
and songs YouTube i.e.:
How do I get to the…? www.ssyoutube.com/watch?v=
Go straight ahead
Keep going, qHJe8WcVQD4
(If you click on the white box at
Complementary Complementary Turn left/right , the bottom of the screen, you
Skill Skill Take the first/second/third/fourth on the left/right can put subtitles on or off,
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask them depending on what is suitable
Understand Understand with to repeat it. Do this a few times until pupils can say the target language for your pupils.)
meaning in a support specific with confidence.
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the video A simple picture of:
contexts details of short as they listen. There will be a few new words in the video. There is no two stick figures with a
simple texts need to teach these, because the rapper makes their meaning clear with speech bubble coming
his gestures. from the mouth of one
6. Play the video again. This time ask pupils to sing the rap and do the figure. In the speech
actions. bubble write. How do I
7. If there is time, repeat step 6. get to the…?,
Post-lesson a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on. restaurant
Pupils do the action and sing the rap as they watch the video. roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
170
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Language of directions
TOPIC: Out and About
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: Differentiate learning
Language Arts Language Arts Pre-lesson www.youtube.com/watch?v=q according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 your pupils and class.
Enjoy and In addition to Lesson delivery Please see the seven
appreciate Year 2 text types: 2. Show pupils the two stick figures drawing. You can download the video differentiation strategies
rhymes, poems simple poems 3. Use the drawing to check the meaning of new target language by typing in ss before listed in the introduction.
and songs YouTube i.e.:
How do I get to the…? www.ssyoutube.com/watch?v=
Go straight ahead
Keep going, qHJe8WcVQD4
(If you click on the white box at
Complementary Complementary Turn left/right , the bottom of the screen, you
Skill Skill Take the first/second/third/fourth on the left/right can put subtitles on or off,
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask them depending on what is suitable
Understand Understand with to repeat it. Do this a few times until pupils can say the target language for your pupils.)
meaning in a support specific with confidence.
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the video A simple picture of:
contexts details of short as they listen. There will be a few new words in the video. There is no two stick figures with a
simple texts need to teach these, because the rapper makes their meaning clear with speech bubble coming
his gestures. from the mouth of one
6. Play the video again. This time ask pupils to sing the rap and do the figure. In the speech
actions. bubble write. How do I
7. If there is time, repeat step 6. get to the…?,
Post-lesson a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on. restaurant
Pupils do the action and sing the rap as they watch the video. roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
170
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, according to the needs of
Understand Understand with cards after the activity or at the end of the lesson. p.67 your pupils and class.
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. p.105 listed in the introduction.
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards Please also consider the
following:
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100
Complementary Complementary /fat). This style of freer writing
Skill Skill may be challenging for
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Communicate Describe people 4. Ask each pupil to write at least two sentences about an animal (using They …). that they can use the
basic information and objects using They could use some ideas from stages 2 and 3 of the lesson or they could use models from the Listening
intelligibly for a suitable words and their own ideas. activity. You could provide
range of purposes phrases some examples on the
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils board before asking pupils
media should guess what animal it is. to write for themselves.
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.
171
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, according to the needs of
Understand Understand with cards after the activity or at the end of the lesson. p.67 your pupils and class.
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. p.105 listed in the introduction.
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards Please also consider the
following:
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100
Complementary Complementary /fat). This style of freer writing
Skill Skill may be challenging for
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Communicate Describe people 4. Ask each pupil to write at least two sentences about an animal (using They …). that they can use the
basic information and objects using They could use some ideas from stages 2 and 3 of the lesson or they could use models from the Listening
intelligibly for a suitable words and their own ideas. activity. You could provide
range of purposes phrases some examples on the
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils board before asking pupils
media should guess what animal it is. to write for themselves.
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.
171
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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. Have pupils look at their cards from Lesson 100 and read the words. Using Student’s Book, p.67 according to the needs
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small of your pupils and
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, class. Please see the
intelligibly suitable words and Lesson delivery p.105 seven differentiation
phrases Pupil-made cards strategies listed in the
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 introduction. Please
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should also consider the
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Animal flashcards following:
Listening 1.2 Skill farm. Fast finishers can be
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found encouraged to label the
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of animals on the farm.
variety of familiar support specific the lesson.
contexts information and For more proficient
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity pupils, they could add
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at another animal, if they
the end of the activity, both pupils have the same animals on the farm. Note that and their partners know
drawing and colouring can take a lot of time for some pupils. Set time limits and be the word in English.
firm with them. Tell pupils that they may have time at the end of the lesson or can
work at home to make their farm ‘beautiful’. Monitor and ask pupils
6. Ask pupils to write a list of what is now on their farm. They compare it with their about their pictures,
extending their
partner, who should have the same list. Speaking and Listening
Post-lesson skills.
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
172
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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. Have pupils look at their cards from Lesson 100 and read the words. Using Student’s Book, p.67 according to the needs
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small of your pupils and
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, class. Please see the
intelligibly suitable words and Lesson delivery p.105 seven differentiation
phrases Pupil-made cards strategies listed in the
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 introduction. Please
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should also consider the
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Animal flashcards following:
Listening 1.2 Skill farm. Fast finishers can be
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found encouraged to label the
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of animals on the farm.
variety of familiar support specific the lesson.
contexts information and For more proficient
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity pupils, they could add
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at another animal, if they
the end of the activity, both pupils have the same animals on the farm. Note that and their partners know
drawing and colouring can take a lot of time for some pupils. Set time limits and be the word in English.
firm with them. Tell pupils that they may have time at the end of the lesson or can
work at home to make their farm ‘beautiful’. Monitor and ask pupils
6. Ask pupils to write a list of what is now on their farm. They compare it with their about their pictures,
extending their
partner, who should have the same list. Speaking and Listening
Post-lesson skills.
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
172
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts Lesson delivery strategies listed in the
from clues Cut up texts (p.68) one introduction. Please also
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the copy, enlarged consider the following:
visuals and the Complementary words that will be used in this lesson. You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words activity, check that all the pupils know what their picture represents. You could have pupils work
from clues in groups for the matching
provided by 5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic Post-lesson suitable for more noisy or
difficult to manage classes.
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
173
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts Lesson delivery strategies listed in the
from clues Cut up texts (p.68) one introduction. Please also
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the copy, enlarged consider the following:
visuals and the Complementary words that will be used in this lesson. You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words activity, check that all the pupils know what their picture represents. You could have pupils work
from clues in groups for the matching
provided by 5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic Post-lesson suitable for more noisy or
difficult to manage classes.
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
173
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the needs of
Communicate Give simple needs and interests and that will introduce the topic of rules by having pupils think of rules for p.69 your pupils and class.
basic information directions different places they know. Please see the seven
intelligibly for a Lesson delivery Teacher’s Book, differentiation strategies
range of purposes 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). p.106–107 listed in the introduction.
Please also consider the
in print and digital Flashcards from following:
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity
groups, taking turns with the teacher’s role. 3, p.69 You could pair pupils of
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then ones. Monitor carefully to
appropriate question marks work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including make sure both pupils are
language form appropriately in the apostrophe in Do not contraction Don’t. contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital Post-lesson
media
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
174
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the needs of
Communicate Give simple needs and interests and that will introduce the topic of rules by having pupils think of rules for p.69 your pupils and class.
basic information directions different places they know. Please see the seven
intelligibly for a Lesson delivery Teacher’s Book, differentiation strategies
range of purposes 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). p.106–107 listed in the introduction.
Please also consider the
in print and digital Flashcards from following:
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity
groups, taking turns with the teacher’s role. 3, p.69 You could pair pupils of
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then ones. Monitor carefully to
appropriate question marks work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including make sure both pupils are
language form appropriately in the apostrophe in Do not contraction Don’t. contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital Post-lesson
media
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
174
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Imperatives
CROSS-CURRICULAR ELEMENT: Entrepreneurship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules.
Main Skill Main Skill Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through listed in the introduction.
creating simple Lesson delivery
3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on the other side.
familiar topics. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the rule.
Writing 4.3 Writing 4.3.2 Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
with appropriate range of familiar so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
175
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Imperatives
CROSS-CURRICULAR ELEMENT: Entrepreneurship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules.
Main Skill Main Skill Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through listed in the introduction.
creating simple Lesson delivery
3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on the other side.
familiar topics. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the rule.
Writing 4.3 Writing 4.3.2 Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
with appropriate range of familiar so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
175
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
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 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare Student’s Book, p.69 of your pupils and
meaning in a support specific pupils for the lesson. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, p.106– seven differentiation
contexts details of short 7 strategies listed in the
introduction. Please
simple texts 2. Play a whole class Listening and/or Speaking game using the rules Poster paper per group, also consider the
flashcards from previous lessons.
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). coloured pens and following:
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one pencils If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a working with more
group of six to decide on at least three rules for their poster, taking at least pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice, pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom ‘rule or quieter pupils have a
book’, and display that poster. chance to contribute.
176
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
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 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare Student’s Book, p.69 of your pupils and
meaning in a support specific pupils for the lesson. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, p.106– seven differentiation
contexts details of short 7 strategies listed in the
introduction. Please
simple texts 2. Play a whole class Listening and/or Speaking game using the rules Poster paper per group, also consider the
flashcards from previous lessons.
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). coloured pens and following:
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one pencils If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a working with more
group of six to decide on at least three rules for their poster, taking at least pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice, pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom ‘rule or quieter pupils have a
book’, and display that poster. chance to contribute.
176
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; 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
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Lesson delivery Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to review Toy clock (optional) following:
Skill Skill time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. Scissors talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
Make sure that pupils keep the cards safe, or collect them in so that they can could imagine an answer
be used in later lessons. and mime.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
177
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; 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
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Lesson delivery Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to review Toy clock (optional) following:
Skill Skill time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. Scissors talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
Make sure that pupils keep the cards safe, or collect them in so that they can could imagine an answer
be used in later lessons. and mime.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
177
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
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 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand the that suits your pupils’ needs and interests and that will review the signs Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short flashcards from Lesson 96. see the seven differentiation
and non-linear simple texts Lesson delivery Teacher’s Book, p.110 strategies listed in the
print and digital introduction. Please also
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from consider the following:
appropriate Complementary made. Elicit from the pupils what the signs show them (Turn left/right, Lesson 96. If you have fast finishers in
reading strategies Skill Traffic lights, Stop). the class, they could help
Reading 3.2.3 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & One example of each with those who find it more
sign made up for this
Guess the meaning 3 from Student’s Book, p.71). Ask them to read the instructions and challenging to understand
Complementary of unfamiliar words decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = lesson the instructions. If possible,
Skill from clues provided traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures avoid translation.
Reading 3.2 by visuals and the to check their own answer before checking as a whole class. Worksheet with texts 1, 2
Understand a topic 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to & 3 from Student’s Book
variety of linear make each sign as you read the instructions aloud. If possible, avoid use p.71
and non-linear of first language.
print and digital
texts by using 5. Have pupils choose one sign to make and make it in pairs. Materials for making
signs (see Teacher’s
appropriate 6. Follow instructions for Activity 2, Teacher’s Book, p.110.
reading strategies Book, p. 110)
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
178
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
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 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand the that suits your pupils’ needs and interests and that will review the signs Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short flashcards from Lesson 96. see the seven differentiation
and non-linear simple texts Lesson delivery Teacher’s Book, p.110 strategies listed in the
print and digital introduction. Please also
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from consider the following:
appropriate Complementary made. Elicit from the pupils what the signs show them (Turn left/right, Lesson 96. If you have fast finishers in
reading strategies Skill Traffic lights, Stop). the class, they could help
Reading 3.2.3 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & One example of each with those who find it more
sign made up for this
Guess the meaning 3 from Student’s Book, p.71). Ask them to read the instructions and challenging to understand
Complementary of unfamiliar words decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = lesson the instructions. If possible,
Skill from clues provided traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures avoid translation.
Reading 3.2 by visuals and the to check their own answer before checking as a whole class. Worksheet with texts 1, 2
Understand a topic 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to & 3 from Student’s Book
variety of linear make each sign as you read the instructions aloud. If possible, avoid use p.71
and non-linear of first language.
print and digital
texts by using 5. Have pupils choose one sign to make and make it in pairs. Materials for making
signs (see Teacher’s
appropriate 6. Follow instructions for Activity 2, Teacher’s Book, p.110.
reading strategies Book, p. 110)
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
178
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74 according to the needs of
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit. your pupils and class. Please
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in 2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards introduction. Please also
range of purposes guided writing in pairs on this activity. consider the following:
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill lesson if some of your pupils
Complementary Listening 1.2.2 4. Give each place a number/letter, or assign a mime, or put the pictures often have difficulty with
around the room. Say a rule and pupils have to say which place(s) it
Skill Understand with refers to by saying the number/letter, doing the mime (action, e.g. stand spelling.
Listening 1.2 support specific up/sit down/turn around), or touching the relevant picture. For example:
Understand information and If some pupils have
meaning in a details of short Teacher: Turn off your mobile phone particular difficulty with the
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
Cinema = stand up, so pupils stand up words.
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
179
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74 according to the needs of
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit. your pupils and class. Please
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in 2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards introduction. Please also
range of purposes guided writing in pairs on this activity. consider the following:
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill lesson if some of your pupils
Complementary Listening 1.2.2 4. Give each place a number/letter, or assign a mime, or put the pictures often have difficulty with
around the room. Say a rule and pupils have to say which place(s) it
Skill Understand with refers to by saying the number/letter, doing the mime (action, e.g. stand spelling.
Listening 1.2 support specific up/sit down/turn around), or touching the relevant picture. For example:
Understand information and If some pupils have
meaning in a details of short Teacher: Turn off your mobile phone particular difficulty with the
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
Cinema = stand up, so pupils stand up words.
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
179
Primary Year 3 SK Scheme of Work
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.
180
Primary Year 3 SK Scheme of Work
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.
180
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs
Express personal Ask and answer pupils sing along and/or do the actions. Student’s Book, of your pupils and class.
responses to simple questions Lesson delivery p.72–73 (and 65 for Please see the seven
literary texts about characters, per-lesson) differentiation strategies
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of listed in the introduction.
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, Please also consider
Complementary happen in the story. p.112–113 the following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more
Speaking 2.1 Complementary What do you think is going to happen next? proficient pupils to use a
Communicate Skill greater range of
simple information Speaking 2.1.4 Ask Will they go to the park today? language by asking
intelligibly about, make and What will they find in the park? them more complex
respond to simple Do you think the tunnel will be scary/dark/long? questions. Try to ask
predictions more open questions to
Note that the questions use future will. The pupils do not need to focus on this, but
should understand that the questions are prediction questions. They do not need to all pupils. You could
answer in full sentences and do not need to use future forms in their answers. also encourage some
4. Play the recording of the story and ask some questions to check pupils’ understanding pupils to ask questions.
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
181
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs
Express personal Ask and answer pupils sing along and/or do the actions. Student’s Book, of your pupils and class.
responses to simple questions Lesson delivery p.72–73 (and 65 for Please see the seven
literary texts about characters, per-lesson) differentiation strategies
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of listed in the introduction.
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, Please also consider
Complementary happen in the story. p.112–113 the following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more
Speaking 2.1 Complementary What do you think is going to happen next? proficient pupils to use a
Communicate Skill greater range of
simple information Speaking 2.1.4 Ask Will they go to the park today? language by asking
intelligibly about, make and What will they find in the park? them more complex
respond to simple Do you think the tunnel will be scary/dark/long? questions. Try to ask
predictions more open questions to
Note that the questions use future will. The pupils do not need to focus on this, but
should understand that the questions are prediction questions. They do not need to all pupils. You could
answer in full sentences and do not need to use future forms in their answers. also encourage some
4. Play the recording of the story and ask some questions to check pupils’ understanding pupils to ask questions.
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
181
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Pre-lesson Places cards cut up from strategies listed in the
range of purposes 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131 introduction. Please also
consider the following:
(Lesson 108)
in print and digital introduction that suits your pupils’ needs and interests and that will
media You could offer pupils a
prepare pupils for the lesson. Self-assessment choice of these activities or
Lesson delivery worksheet you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read and depending on their individual
Reading 3.2 try to match directions to places on the map. Pupils can trace on the needs, based on formative
Understand a Reading 3.2.2 map the directions from A to B. assessment in this unit
variety of linear Understand specific
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
print and digital details of short according to the map. Ask pupils to look at the sentences on the activities and/or make their
texts by using simple texts worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not (go /
reading strategies turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete the
How did I do in Unit 7? self-assessment section of the worksheet.
Collect 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.
182
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Pre-lesson Places cards cut up from strategies listed in the
range of purposes 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131 introduction. Please also
consider the following:
(Lesson 108)
in print and digital introduction that suits your pupils’ needs and interests and that will
media You could offer pupils a
prepare pupils for the lesson. Self-assessment choice of these activities or
Lesson delivery worksheet you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read and depending on their individual
Reading 3.2 try to match directions to places on the map. Pupils can trace on the needs, based on formative
Understand a Reading 3.2.2 map the directions from A to B. assessment in this unit
variety of linear Understand specific
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
print and digital details of short according to the map. Ask pupils to look at the sentences on the activities and/or make their
texts by using simple texts worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not (go /
reading strategies turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete the
How did I do in Unit 7? self-assessment section of the worksheet.
Collect 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.
182
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English Lesson Plan Year 3
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