English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work

past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then jumbled up questions
in their notebooks, pupils write at least two sentences about what they did at the on a worksheet if you
weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or
you could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?)
ask different pupils to
watch / you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. based on formative
Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils Have pupils do more
can think of no more questions to ask. Each pupil takes a turn to read their activities and/or make
sentences. their own activities.

Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.

12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.

Post-lesson

13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.











236

Primary Year 3 SK Scheme of Work

past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then jumbled up questions
in their notebooks, pupils write at least two sentences about what they did at the on a worksheet if you
weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or
you could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?)
ask different pupils to
watch / you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. based on formative
Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils Have pupils do more
can think of no more questions to ask. Each pupil takes a turn to read their activities and/or make
sentences. their own activities.

Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.

12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.

Post-lesson

13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.











236

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 144
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:

 talk about last weekend Great! [ ] OK [ ] A little [ ]
 talk about my holiday Great! [ ] OK [ ] A little [ ]
 ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
 ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]















































237

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 144
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:

 talk about last weekend Great! [ ] OK [ ] A little [ ]
 talk about my holiday Great! [ ] OK [ ] A little [ ]
 ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
 ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]















































237

Primary Year 3 SK Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95 according to the needs of
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and 2. Use animal flashcards to further review animal words pupils know and to Animal flashcards (enough differentiation strategies
contexts details of short then introduce new animal vocabulary. for one per pupil, to include listed in the introduction.
simple texts all the animals in the song) Please also consider the
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask following:
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill 4. Play a guessing game as a class. comparative sentence from
Listening 1.1 Complementary some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
phonemes
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:


238

Primary Year 3 SK Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95 according to the needs of
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and 2. Use animal flashcards to further review animal words pupils know and to Animal flashcards (enough differentiation strategies
contexts details of short then introduce new animal vocabulary. for one per pupil, to include listed in the introduction.
simple texts all the animals in the song) Please also consider the
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask following:
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill 4. Play a guessing game as a class. comparative sentence from
Listening 1.1 Complementary some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
phonemes
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:


238

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.













































239

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.













































239

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Lesson delivery Teacher’s Book, strategies listed in the
phrases p.144–145 introduction. Please also
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils have Animal Ask different pupils to write
Skill the cards spread around the room or on the table in front of a group. The teacher flashcards different words/
Listening 1.2 Complementary says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow pictures, ranging from a full
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
contexts support specific a flashcard and asking pupils to tell their partner a sentence about the animal pupils to single animal words
information and using adjective + -er + than. and/or adjectives for others.
details of short
simple texts 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).

Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.









240

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Lesson delivery Teacher’s Book, strategies listed in the
phrases p.144–145 introduction. Please also
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils have Animal Ask different pupils to write
Skill the cards spread around the room or on the table in front of a group. The teacher flashcards different words/
Listening 1.2 Complementary says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow pictures, ranging from a full
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
contexts support specific a flashcard and asking pupils to tell their partner a sentence about the animal pupils to single animal words
information and using adjective + -er + than. and/or adjectives for others.
details of short
simple texts 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).

Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.









240

Primary Year 3 SK Scheme of Work


SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; 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 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97 your pupils and class. Please
variety of linear information and pupils for the lesson. see the seven differentiation
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals consider the following:
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
7. Follow instructions for Activity 2 on Teacher’s Book, p.147.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.





241

Primary Year 3 SK Scheme of Work


SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; 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 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97 your pupils and class. Please
variety of linear information and pupils for the lesson. see the seven differentiation
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals consider the following:
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
7. Follow instructions for Activity 2 on Teacher’s Book, p.147.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.





241

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 147



Sea animals




Guess and circle.

Which one is…?



Bigger? blue whale elephant

Pretty? dolphin orca

Scary? dolphin shark




Now read and check.





























242

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 147



Sea animals




Guess and circle.

Which one is…?



Bigger? blue whale elephant

Pretty? dolphin orca

Scary? dolphin shark




Now read and check.





























242

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements
Environmental Sustainability


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable Lesson delivery below) the seven
range of words and differentiation
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
following:
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.






243

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements
Environmental Sustainability


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable Lesson delivery below) the seven
range of words and differentiation
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
following:
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.






243

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 148

Animals in danger in Malaysia!

What is this animal? Find and write the words, then draw.

1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o














3. r – t – g – e – i












4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r



















244

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 148

Animals in danger in Malaysia!

What is this animal? Find and write the words, then draw.

1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o














3. r – t – g – e – i












4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r



















244

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal

vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their
Main Skill Main Skill classmates to solve. Five pairs of sentences Differentiate
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson 1. They live in the sea. to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than pupils and class.
imaginative imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. dolphins. Please see the
response to intelligibly through Lesson delivery 2. They’ve got four legs. seven differentiation
literary texts creating simple 2. Read out the first pair of your five pairs of animal description sentences. Ask pupils They’re faster than dogs. strategies listed in
action songs on in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They the introduction.
familiar topics. than one answer is possible. Accept different answers. are smaller than rats.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences. 4. They are black and
responses as 4. Elicit from pupils that the first sentence is a fact about the animal, and the second white. They are bigger
appropriate. sentence compares it with another animal. Pupils may not use the word ‘compare’ than rats.
Complementary but may find other ways to convey its meaning. 5. They are grey. They are
fatter than cats.
Complementary Skill 5. Choose an animal, and ask the whole class to suggest two possible sentences for it
(e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill Writing 4.2.4 than a giraffe.). Ask pupils to sing their sentences and mime. Possible answers include
Writing 4.2 Describe people 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 1. Blue whales
Communicate and objects using of sentences following the pattern identified. Write the patterns on the board to help 2. Lions, tigers, cheetahs
basic information suitable words pupils if necessary. 3. Mice
intelligibly for a and phrases 4. Zebras
range of purposes Post-lesson 5. Hippos
in print and digital 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
media classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.














245

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal

vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their
Main Skill Main Skill classmates to solve. Five pairs of sentences Differentiate
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson 1. They live in the sea. to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than pupils and class.
imaginative imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. dolphins. Please see the
response to intelligibly through Lesson delivery 2. They’ve got four legs. seven differentiation
literary texts creating simple 2. Read out the first pair of your five pairs of animal description sentences. Ask pupils They’re faster than dogs. strategies listed in
action songs on in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They the introduction.
familiar topics. than one answer is possible. Accept different answers. are smaller than rats.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences. 4. They are black and
responses as 4. Elicit from pupils that the first sentence is a fact about the animal, and the second white. They are bigger
appropriate. sentence compares it with another animal. Pupils may not use the word ‘compare’ than rats.
Complementary but may find other ways to convey its meaning. 5. They are grey. They are
fatter than cats.
Complementary Skill 5. Choose an animal, and ask the whole class to suggest two possible sentences for it
(e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill Writing 4.2.4 than a giraffe.). Ask pupils to sing their sentences and mime. Possible answers include
Writing 4.2 Describe people 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 1. Blue whales
Communicate and objects using of sentences following the pattern identified. Write the patterns on the board to help 2. Lions, tigers, cheetahs
basic information suitable words pupils if necessary. 3. Mice
intelligibly for a and phrases 4. Zebras
range of purposes Post-lesson 5. Hippos
in print and digital 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
media classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.














245

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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 Student’s Book, p.97 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, p.147 Please see the seven
variety of familiar information and Animals flashcards differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six Please also consider the
per pair/small group) following:
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the Student’s Book, worksheets from previous lessons, or a dictionary to the ordering task
suitable words and check spelling. more/less challenging.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.

Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
7. Learning diaries:


246

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements



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 Student’s Book, p.97 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, p.147 Please see the seven
variety of familiar information and Animals flashcards differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six Please also consider the
per pair/small group) following:
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the Student’s Book, worksheets from previous lessons, or a dictionary to the ordering task
suitable words and check spelling. more/less challenging.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.

Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
7. Learning diaries:


246

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.











































247

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.











































247

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable Lesson delivery differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask Prepare 5–6 following:
Complementary pupils to do different actions, e.g. Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. in the class might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.







248

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable Lesson delivery differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask Prepare 5–6 following:
Complementary pupils to do different actions, e.g. Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. in the class might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.







248

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives; Statements & questions with which


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Understand pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98 of your pupils and class.
variety of linear specific pupils for the lesson. Please see the seven
and non-linear information and Lesson delivery Teacher’s Book, differentiation strategies
print and digital details of short 2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils p.148–9 listed in the
texts by using simple texts may know a lot but others may not, or they may know it in their first language, but not in Picture of the introduction. Please
appropriate English. Solar System also consider the
reading (e.g. Student’s following:
strategies Complementary 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils Book, p.98) If you have pupils who
Skill which ofder they think they come in (in terms of their position from the sun or in terms od their know a lot about the
Reading 3.2.3 sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Complementary Guess the know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Skill meaning of set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Reading 3.2 unfamiliar words class later. System and/or the
Understand a from clues 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
variety of linear provided by
and non-linear visuals and the 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
print and digital topic Book, p.98 or other Solar System picture) and to guess what Solar System means.
texts by using 6. Ask pupils to read the text to find out whether their answers were correct about the order.
appropriate Note that the answer is in the first paragraph. You could have them race to find the answer
reading perhaps.
strategies
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
Post-lesson
9. 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.





249

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives; Statements & questions with which


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Understand pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98 of your pupils and class.
variety of linear specific pupils for the lesson. Please see the seven
and non-linear information and Lesson delivery Teacher’s Book, differentiation strategies
print and digital details of short 2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils p.148–9 listed in the
texts by using simple texts may know a lot but others may not, or they may know it in their first language, but not in Picture of the introduction. Please
appropriate English. Solar System also consider the
reading (e.g. Student’s following:
strategies Complementary 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils Book, p.98) If you have pupils who
Skill which ofder they think they come in (in terms of their position from the sun or in terms od their know a lot about the
Reading 3.2.3 sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Complementary Guess the know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Skill meaning of set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Reading 3.2 unfamiliar words class later. System and/or the
Understand a from clues 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
variety of linear provided by
and non-linear visuals and the 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
print and digital topic Book, p.98 or other Solar System picture) and to guess what Solar System means.
texts by using 6. Ask pupils to read the text to find out whether their answers were correct about the order.
appropriate Note that the answer is in the first paragraph. You could have them race to find the answer
reading perhaps.
strategies
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
Post-lesson
9. 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.





249

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives



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 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences Lesson delivery seven differentiation
style for a range of Teacher’s Book, strategies listed in the
purposes in print 2. Introduce the superlative adjectives using pupils as examples in a similar way (and p.149 introduction. Please
and digital media Complementary with similar caution) as Lesson 151. also consider the
Skill 3. Follow instructions for Grammar Box on Teacher’s Book p.149. Worksheet (see following:
Writing 4.3.1 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer below) Consider using a model
Complementary Use capital letters, using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of
Skill full stops and at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into worksheet or you could
appropriate guided writing at full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, write it on the board. Or
language form and sentence level spelling etc. Check the answers and focus on language accuracy as well as the you could elicit some
style for a range of content of the answers. model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.











250

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives



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 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences Lesson delivery seven differentiation
style for a range of Teacher’s Book, strategies listed in the
purposes in print 2. Introduce the superlative adjectives using pupils as examples in a similar way (and p.149 introduction. Please
and digital media Complementary with similar caution) as Lesson 151. also consider the
Skill 3. Follow instructions for Grammar Box on Teacher’s Book p.149. Worksheet (see following:
Writing 4.3.1 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer below) Consider using a model
Complementary Use capital letters, using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of
Skill full stops and at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into worksheet or you could
appropriate guided writing at full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, write it on the board. Or
language form and sentence level spelling etc. Check the answers and focus on language accuracy as well as the you could elicit some
style for a range of content of the answers. model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.











250

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 153





Name:

The Solar System.



This is
.









































251

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 153





Name:

The Solar System.



This is
.









































251

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions

Sustainability


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write questions about Malaysia using superlatives.
Main Skill Main Skill Copy of the About Differentiate learning
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
your pupils and class.
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page Please see the seven
personal simple questions needed below – tallest, longest, highest, etc. If you think that differentiation strategies
responses to about Lesson delivery other pupils in listed in the introduction.
literary texts characters, your school would For step 5, provide
actions and 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the enjoy answering weaker pupils if
worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can
events of see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
ask pupils to
Complementary together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange compile their Which is the est
106 Building, Kuala Lumpur).
Skill Complementary 4. Ask pupils to write the questions individually and to check their questions with a partner. questions into a in Malaysia?’
Writing 4.3 Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the quiz. Your pupils Fast finishers can use
Communicate Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions could share the their own ideas to make
with appropriate Plan, draft and quiz with pupils in extra superlatives
language form write an Example questions: other classes. questions.
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River]
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu] For step 8, weaker pupils
purposes in print sentences can use ideas on p.98
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin if necessary
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.







252

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions

Sustainability


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write questions about Malaysia using superlatives.
Main Skill Main Skill Copy of the About Differentiate learning
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
your pupils and class.
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page Please see the seven
personal simple questions needed below – tallest, longest, highest, etc. If you think that differentiation strategies
responses to about Lesson delivery other pupils in listed in the introduction.
literary texts characters, your school would For step 5, provide
actions and 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the enjoy answering weaker pupils if
worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can
events of see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
ask pupils to
Complementary together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange compile their Which is the est
106 Building, Kuala Lumpur).
Skill Complementary 4. Ask pupils to write the questions individually and to check their questions with a partner. questions into a in Malaysia?’
Writing 4.3 Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the quiz. Your pupils Fast finishers can use
Communicate Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions could share the their own ideas to make
with appropriate Plan, draft and quiz with pupils in extra superlatives
language form write an Example questions: other classes. questions.
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River]
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu] For step 8, weaker pupils
purposes in print sentences can use ideas on p.98
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin if necessary
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.







252

Primary Year 3 SK Scheme of Work

























































253

Primary Year 3 SK Scheme of Work

























































253

Primary Year 3 SK Scheme of Work
























1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999
Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

























254

Primary Year 3 SK Scheme of Work
























1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999
Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

























254

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to your pupils and class. Please
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery Pupils’ worksheets introduction. Please also
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153 consider the following:
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short 4. Ask pupils to write one question in their notebooks about the planet that they challenge each other with
variety of linear simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as the information they know.
and non-linear models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
7. 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)



255

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

Technology
adjectives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to your pupils and class. Please
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery Pupils’ worksheets introduction. Please also
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153 consider the following:
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short 4. Ask pupils to write one question in their notebooks about the planet that they challenge each other with
variety of linear simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as the information they know.
and non-linear models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
7. 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)



255

Primary Year 3 SK Scheme of Work

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?

Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.









































256

Primary Year 3 SK Scheme of Work

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?

Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.









































256

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

adjectives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 your pupils and class. Please
simple information and objects using for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your consider the following:
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as Self-assessment consider providing a written
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. worksheet (see model on the board.
print and digital details of short
texts by using simple texts 4. Tell pupils they are going to play a game. They will need dice and a counter (they below) If you have groups that finish
can use some paper, a rubber, pencil sharpener etc). Follow instructions for
appropriate Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four the game quickly, they could
reading strategies write some new questions to
pupils. make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
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.











257

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

adjectives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 your pupils and class. Please
simple information and objects using for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your consider the following:
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as Self-assessment consider providing a written
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. worksheet (see model on the board.
print and digital details of short
texts by using simple texts 4. Tell pupils they are going to play a game. They will need dice and a counter (they below) If you have groups that finish
can use some paper, a rubber, pencil sharpener etc). Follow instructions for
appropriate Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four the game quickly, they could
reading strategies write some new questions to
pupils. make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
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.











257

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 156


Self-Assessment worksheet

How did I do in Unit 10?

In English, I know how to:

 talk about different animals Great! [ ] OK [ ] A little [ ]

 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
 compare different animals Great! [ ] OK [ ] A little [ ]

 compare people Great! [ ] OK [ ] A little [ ]

 talk about the Solar System Great! [ ] OK [ ] A little [ ]



































258

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 156


Self-Assessment worksheet

How did I do in Unit 10?

In English, I know how to:

 talk about different animals Great! [ ] OK [ ] A little [ ]

 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]
 compare different animals Great! [ ] OK [ ] A little [ ]

 compare people Great! [ ] OK [ ] A little [ ]

 talk about the Solar System Great! [ ] OK [ ] A little [ ]



































258

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Technology
& superlatives



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 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101 your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this Please also consider the
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of following:
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
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.











259

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Technology
& superlatives



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 3.2.3 7. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review planet names to prepare p.101 your pupils and class.
variety of linear of unfamiliar words pupils for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic 1. Tell pupils they will make models of the Solar System and talk about them in this Please also consider the
appropriate lesson, but first they need to know how to do it. Give each pair a set of cut-up Cut-up copies of following:
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read and texts 1–4 preparing for the show and
Skill match the text to the correct picture, then put the texts + pictures in order to make (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 the model instructions. Remind them they can use clues from the pictures to help p.101), one copy could provide a model and
Skill Understand a wide them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check the presentation by writing it
Understand supported instructions by having one or two pupils say them again. Ask questions to check Various first if you think they will
meaning in a classroom pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
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.











259

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives

& comparatives
Imagination



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
according to the needs of
Writing 4.3 Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). Teacher’s Book, p.153 your pupils and class.
Communicate with draft and write an Lesson delivery
appropriate increased range of Please see the seven
language form and simple sentences 2. Talk to pupils about the universe, telling them that there are many solar Poster paper differentiation strategies
style for a range of systems in the universe, but we don’t know very much about the other solar listed in the introduction.
purposes in print systems. Tell pupils they will imagine a solar system. You could give an Colour pens and Please also consider the
and digital media example of another solar system, an imaginary one, or even have pupils pencils following:
Complementary research this, if you have time. More proficient
Skill 3. Ask pupils to work in groups of three or four. First they note in their groups/pupils can include
Complementary Writing 4.2.4 notebooks the basic information about the planets in their imaginary solar different information about
Skill Describe people system, e.g. how many planets there are, what they are called, how their solar system, for
Writing 4.2 and objects using big/hot/cold they are etc. Monitor carefully and help pupils with ideas and example whether the
Communicate suitable words and language at this planning stage. planets have life on them,
basic information phrases 4. Each group makes a poster. They should decide who will write, who will draw moons around them etc.
intelligibly for a and who will manage the group. The writer(s) should draft the text that will go
range of purposes on the poster, the artist(s) should plan and draw the solar system on the
in print and digital poster, the manager should make sure that the information is correct
media between the artwork and the text.
5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as
pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.





260

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives

& comparatives
Imagination



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
according to the needs of
Writing 4.3 Writing 4.3.3 Plan, 1. Play Missing Planets (see Teacher’s Book, p.153). Teacher’s Book, p.153 your pupils and class.
Communicate with draft and write an Lesson delivery
appropriate increased range of Please see the seven
language form and simple sentences 2. Talk to pupils about the universe, telling them that there are many solar Poster paper differentiation strategies
style for a range of systems in the universe, but we don’t know very much about the other solar listed in the introduction.
purposes in print systems. Tell pupils they will imagine a solar system. You could give an Colour pens and Please also consider the
and digital media example of another solar system, an imaginary one, or even have pupils pencils following:
Complementary research this, if you have time. More proficient
Skill 3. Ask pupils to work in groups of three or four. First they note in their groups/pupils can include
Complementary Writing 4.2.4 notebooks the basic information about the planets in their imaginary solar different information about
Skill Describe people system, e.g. how many planets there are, what they are called, how their solar system, for
Writing 4.2 and objects using big/hot/cold they are etc. Monitor carefully and help pupils with ideas and example whether the
Communicate suitable words and language at this planning stage. planets have life on them,
basic information phrases 4. Each group makes a poster. They should decide who will write, who will draw moons around them etc.
intelligibly for a and who will manage the group. The writer(s) should draft the text that will go
range of purposes on the poster, the artist(s) should plan and draw the solar system on the
in print and digital poster, the manager should make sure that the information is correct
media between the artwork and the text.
5. When the writer(s) has finished the first draft, all the group members should
help review it and check the language and content. Monitor and help as
pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some
feedback on the content, design and on how well groups have worked
together as a team to produce the posters.





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