English Lesson Plan Year 3

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

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives

& superlatives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102– your pupils and class.
responses to Ask and answer pupils for the lesson. 103 Please see the seven
literary texts simple questions Lesson delivery differentiation strategies
about characters, Teacher’s Book, p.154– listed in the introduction.
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been made following:
Reading 3.3 Read into films by Disney, so pupils may know them. Copies of cut-outs of the Ask different kinds of
independently for Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the questions to different
information and Skill Tell pupils that many men in the land want to marry the princess, so they have story (one per pair/small pupils so that you are
enjoyment Reading 3.3.1 some competitions. Hand out the character sets (the three strong men in group) challenging them to a
Read and enjoy picture 2, the three jokers in picture 3, the three running men in picture 4) and level where they can still
A1 fiction/non- elicit some adjectives to describe them. Ask pupils to put them in order of how Picture of the princess reply. This may be
fiction print and strong/funny/fast they are. from the story related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see question (higher/lower-
interest whether they were right. Remind them that they do not need to understand (You could choose a level thinking) or the
different story if it is more
every word and can use the pictures to help them understand the storyline. appropriate to your local language.
5. Play the CD and have pupils follow along. Follow the instructions for While culture)
reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
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.







261

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

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives

& superlatives



CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to prepare Student’s Book, p.102– your pupils and class.
responses to Ask and answer pupils for the lesson. 103 Please see the seven
literary texts simple questions Lesson delivery differentiation strategies
about characters, Teacher’s Book, p.154– listed in the introduction.
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been made following:
Reading 3.3 Read into films by Disney, so pupils may know them. Copies of cut-outs of the Ask different kinds of
independently for Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. sets of characters in the questions to different
information and Skill Tell pupils that many men in the land want to marry the princess, so they have story (one per pair/small pupils so that you are
enjoyment Reading 3.3.1 some competitions. Hand out the character sets (the three strong men in group) challenging them to a
Read and enjoy picture 2, the three jokers in picture 3, the three running men in picture 4) and level where they can still
A1 fiction/non- elicit some adjectives to describe them. Ask pupils to put them in order of how Picture of the princess reply. This may be
fiction print and strong/funny/fast they are. from the story related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see question (higher/lower-
interest whether they were right. Remind them that they do not need to understand (You could choose a level thinking) or the
different story if it is more
every word and can use the pictures to help them understand the storyline. appropriate to your local language.
5. Play the CD and have pupils follow along. Follow the instructions for While culture)
reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
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.







261

LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Sustainability
& superlatives



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 your Student’s Book, according to the
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119 needs of your pupils
with appropriate increased range of animals from Lesson 148. and class. Please see
language form simple sentences Teacher’s Book, the seven
and style for a Lesson delivery p.182 differentiation
strategies listed in the
range of purposes 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of introduction. Please
in print and digital camels from
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book, also consider the
p.119 following:
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the Pupils’ about Malaysian
variety of linear specific animal itself. Encourage pupils to add some information anyway. sentences from animals.
and non-linear information and Lesson 148
print and digital details of short 6. Ask pupils to draw their animal in large size on paper and cut it out.
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
appropriate of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to Very large
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or poster paper /
Endangered animals around us). display board
9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson
10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.

LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives

Sustainability
& superlatives



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 your Student’s Book, according to the
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review Malaysian p.119 needs of your pupils
with appropriate increased range of animals from Lesson 148. and class. Please see
language form simple sentences Teacher’s Book, the seven
and style for a Lesson delivery p.182 differentiation
strategies listed in the
range of purposes 2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of introduction. Please
in print and digital camels from
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. Student’s Book, also consider the
p.119 following:
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the Pupils’ about Malaysian
variety of linear specific animal itself. Encourage pupils to add some information anyway. sentences from animals.
and non-linear information and Lesson 148
print and digital details of short 6. Ask pupils to draw their animal in large size on paper and cut it out.
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate pieces Paper, scissors,
appropriate of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large paper.
They also stick the sentences, separately, away from the pictures. Ask one or two pupils to Very large
supervise this and to write a title for the display (e.g. Malaysian animals in danger! or poster paper /
Endangered animals around us). display board
9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson
10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.