Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. 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.
54
Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. 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.
54
Primary Year 3 SK Scheme of Work
Suggested worksheet for Lesson 20
Name: Class:
Every day….
Draw and write
55
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
& Innovation
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond Lesson delivery this is not appropriate, pupils could and class. Please see
imaginative imaginatively and use a pencil to pretend to brush the seven
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My A song about brushing your teeth – strategies listed in the
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is This is the way… introduction.
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw You can use this video or
Complementary Complementary some arrows to show up, down, left and right, round and round. Ask something similar about brushing
Skill Skill pupils to move their toothbrushes in the direction you tell them: Brush teeth:
Language Arts Language Arts left; brush round and round etc. https://www.youtube.com/watch?
5.1 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your v=4XLQpRI_wOQ
Demonstrate Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
appreciation appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
through non- rhymes, poems What has he got? What colour is his toothbrush? etc).
verbal responses and songs https://www.ssyoutube.com/watch?
5. Tell pupils they will hear the song again, and this time they should mime v=4XLQpRI_wOQ
with their toothbrushes. Encourage them to sing along too if possible.
If these links are unavailable, try
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. asking Google or YouTube for
‘This is the way we wash our hair, wash our hair, wash our hair. ‘This is the way I brush my teeth
We do it in the morning/evening.’ song’
Pupils work in groups of three or four to choose a daily routine action and Flashcards for daily routine
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
56
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
& Innovation
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond Lesson delivery this is not appropriate, pupils could and class. Please see
imaginative imaginatively and use a pencil to pretend to brush the seven
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My A song about brushing your teeth – strategies listed in the
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is This is the way… introduction.
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw You can use this video or
Complementary Complementary some arrows to show up, down, left and right, round and round. Ask something similar about brushing
Skill Skill pupils to move their toothbrushes in the direction you tell them: Brush teeth:
Language Arts Language Arts left; brush round and round etc. https://www.youtube.com/watch?
5.1 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your v=4XLQpRI_wOQ
Demonstrate Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
appreciation appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
through non- rhymes, poems What has he got? What colour is his toothbrush? etc).
verbal responses and songs https://www.ssyoutube.com/watch?
5. Tell pupils they will hear the song again, and this time they should mime v=4XLQpRI_wOQ
with their toothbrushes. Encourage them to sing along too if possible.
If these links are unavailable, try
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. asking Google or YouTube for
‘This is the way we wash our hair, wash our hair, wash our hair. ‘This is the way I brush my teeth
We do it in the morning/evening.’ song’
Pupils work in groups of three or four to choose a daily routine action and Flashcards for daily routine
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
56
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 according to the needs of
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) your pupils and class.
Understand Understand with your pupils’ needs and interests. Include key vocabulary from this lesson as Please see the seven
meaning in a support specific necessary. Teacher’s Book differentiation strategies
variety of familiar information and Lesson delivery p.35 listed in the introduction.
contexts details of short Sets of cut up word Please also consider the
simple texts 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards following:
The set includes the words from the main vocabulary, all cut up and mixed up (e.g. You could include more
Complementary Complementary take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Skill Skill arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Listening Listening the vocabulary from Student’s Book p.15 as well. not to include too many,
1.2 1.2.5 3. To check the answers, say the expressions in question form (e.g. Does Ali always though, as it can be very
Understand Understand a wide take the bus to school? and have pupils touch the words as they hear them. challenging to sort a
meaning in a range of short 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening large number of cards.
variety of familiar supported (Teacher’s Book p.35).
contexts questions
5. You could collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 according to the needs of
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) your pupils and class.
Understand Understand with your pupils’ needs and interests. Include key vocabulary from this lesson as Please see the seven
meaning in a support specific necessary. Teacher’s Book differentiation strategies
variety of familiar information and Lesson delivery p.35 listed in the introduction.
contexts details of short Sets of cut up word Please also consider the
simple texts 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards following:
The set includes the words from the main vocabulary, all cut up and mixed up (e.g. You could include more
Complementary Complementary take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Skill Skill arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Listening Listening the vocabulary from Student’s Book p.15 as well. not to include too many,
1.2 1.2.5 3. To check the answers, say the expressions in question form (e.g. Does Ali always though, as it can be very
Understand Understand a wide take the bus to school? and have pupils touch the words as they hear them. challenging to sort a
meaning in a range of short 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening large number of cards.
variety of familiar supported (Teacher’s Book p.35).
contexts questions
5. You could collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Lesson delivery Teacher’s Book differentiation strategies
everyday routines p.35 listed in the introduction.
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum … to
meaning in a short supported work?) Fast finishers or more
variety of familiar questions proficient pairs of pupils
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
58
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Lesson delivery Teacher’s Book differentiation strategies
everyday routines p.35 listed in the introduction.
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum … to
meaning in a short supported work?) Fast finishers or more
variety of familiar questions proficient pairs of pupils
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
58
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 23
Class survey
Names: and Class:
Our question:
Answers:
Yes Total:
No Total:
Write Yes or No :
5
4
3
2
1
59
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, according to the
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 needs of your pupils
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Teacher’s Book the seven
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. p.36 differentiation
print and digital simple word cards: strategies listed in the
texts by using monolingual Lesson delivery firefighter, fire, introduction. Please
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save, also consider the
reading strategies you have one). dentist, fix, teeth following:
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next to
appropriate the correct picture on the board.
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
60
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, according to the
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 needs of your pupils
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Teacher’s Book the seven
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. p.36 differentiation
print and digital simple word cards: strategies listed in the
texts by using monolingual Lesson delivery firefighter, fire, introduction. Please
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save, also consider the
reading strategies you have one). dentist, fix, teeth following:
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next to
appropriate the correct picture on the board.
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
60
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 of your pupils and
Communicate with Spell an increased needs and interests. class. Please see the
appropriate range of familiar Lesson delivery Teacher’s Book seven differentiation
language form and high frequency p.37 strategies listed in the
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. Flashcards of introduction. Please
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations also consider the
and digital media Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those following:
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this question worksheet) encourage pupils to use
Complementary Complementary when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to support You could put the
strategies or classmate by others. This will be useful information when pairing and grouping pupils in the future. occupations words on
using suitable 5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as the board for pupils to
questions copy the spelling if
appropriate. necessary.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
61
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 of your pupils and
Communicate with Spell an increased needs and interests. class. Please see the
appropriate range of familiar Lesson delivery Teacher’s Book seven differentiation
language form and high frequency p.37 strategies listed in the
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. Flashcards of introduction. Please
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations also consider the
and digital media Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those following:
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this question worksheet) encourage pupils to use
Complementary Complementary when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to support You could put the
strategies or classmate by others. This will be useful information when pairing and grouping pupils in the future. occupations words on
using suitable 5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as the board for pupils to
questions copy the spelling if
appropriate. necessary.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
61
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. 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.
Worksheet for Lesson 25
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
62
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. 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.
Worksheet for Lesson 25
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
62
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will say and perform a rhyme in groups about coming to school.
Main Skill Main Skill Flashcards or Differentiate
Language Arts Language Arts Pre-lesson pictures of : learning according
5.1 Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. a child walking to the needs of your
pupils and class.
Enjoy and 5.1.2 Draw a child next to the car, bike and bus. a car and a
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. child standing Please see the
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it seven differentiation
strategies listed in
and songs types: simple Lesson delivery a bike and a
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing the introduction.
actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the a bus and a
Complementary child standing
words and actions.
Complementary skill 6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening
Listening 1.2.3 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and The Going to
add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
63
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will say and perform a rhyme in groups about coming to school.
Main Skill Main Skill Flashcards or Differentiate
Language Arts Language Arts Pre-lesson pictures of : learning according
5.1 Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. a child walking to the needs of your
pupils and class.
Enjoy and 5.1.2 Draw a child next to the car, bike and bus. a car and a
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. child standing Please see the
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it seven differentiation
strategies listed in
and songs types: simple Lesson delivery a bike and a
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing the introduction.
actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the a bus and a
Complementary child standing
words and actions.
Complementary skill 6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening
Listening 1.2.3 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and The Going to
add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
63
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
pictures. It is better to have them write
Lesson delivery Colour pencils/pens notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They sentences depending on their
appropriately to a basic stories and should plan what they are going to say. They could write notes proficiency level.
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
64
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
pictures. It is better to have them write
Lesson delivery Colour pencils/pens notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They sentences depending on their
appropriately to a basic stories and should plan what they are going to say. They could write notes proficiency level.
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
64
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 27
Name: Class:
Draw, write and say.
_A
65
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 27
Name: Class:
Draw, write and say.
_A
65
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 needs of your pupils and class. Please
2.1 2.1.2 Revision) see the seven differentiation strategies
Communicate Find out about and Teacher’s Book, p.38– listed in the introduction. Please also
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm Occupations & You could use word cards for some or
up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill Listening small groups match the occupation with what the person does pairs words.
Listening 1.2.5 (e.g. pilot + fly a helicopter).
1.2 Understand a wide 4. Introduce/review the question and answer What do you want to With more proficient classes, you could
Understand range of short be when you grow up? Drill the questions and then have pupils finish the lesson with the Optional
meaning in a supported questions ask and answer their partner. activity (See Teacher’s Book p.39)
variety of familiar
contexts 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
66
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 needs of your pupils and class. Please
2.1 2.1.2 Revision) see the seven differentiation strategies
Communicate Find out about and Teacher’s Book, p.38– listed in the introduction. Please also
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm Occupations & You could use word cards for some or
up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill Listening small groups match the occupation with what the person does pairs words.
Listening 1.2.5 (e.g. pilot + fly a helicopter).
1.2 Understand a wide 4. Introduce/review the question and answer What do you want to With more proficient classes, you could
Understand range of short be when you grow up? Drill the questions and then have pupils finish the lesson with the Optional
meaning in a supported questions ask and answer their partner. activity (See Teacher’s Book p.39)
variety of familiar
contexts 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
66
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
habits
& Citizenship
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading Reading 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 needs of your pupils and class. Please
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local Vocabulary flashcards consider the following:
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about what Copies of pictures next read just one of the texts.
texts by using topic the organisations do, using some first language and providing to texts on Student’s
appropriate English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies Lesson delivery their learning diaries. questions and drawing attention to
Complementary difficult vocabulary in the texts and
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
Complementary Reading 3. Show the pictures from Student’s Book p.115 and ask pupils
Skill 3.2.2 which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them with
variety of linear simple texts new vocabulary.
and non-linear 5. Elicit We can sentences from pupils about other charities you
print and digital talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
67
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
habits
& Citizenship
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading Reading 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 needs of your pupils and class. Please
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local Vocabulary flashcards consider the following:
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about what Copies of pictures next read just one of the texts.
texts by using topic the organisations do, using some first language and providing to texts on Student’s
appropriate English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies Lesson delivery their learning diaries. questions and drawing attention to
Complementary difficult vocabulary in the texts and
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
Complementary Reading 3. Show the pictures from Student’s Book p.115 and ask pupils
Skill 3.2.2 which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them with
variety of linear simple texts new vocabulary.
and non-linear 5. Elicit We can sentences from pupils about other charities you
print and digital talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
67
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 needs of your pupils and class. Please
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41 consider the following:
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive
4.1 handwriting in a 4. Show pupils the three questions on the page. Pupils work in
Form letters and limited range of pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:
68
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 needs of your pupils and class. Please
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41 consider the following:
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive
4.1 handwriting in a 4. Show pupils the three questions on the page. Pupils work in
Form letters and limited range of pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:
68
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)
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
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.
69
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)
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
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.
69
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.22–23 the needs of your pupils and
5.2 5.2.1 introduction that suits your pupils’ needs and interests and that will class. Please see the seven
Express personal Ask and answer review language and prepare the pupils for the lesson, or follow the Teacher’s Book, p.42–43 differentiation strategies listed in
responses to simple questions Warm up instructions (Teacher’s Book, p.42). the introduction. Please also
consider the following:
literary texts about characters, Lesson delivery
actions and events Monitor as pupils work and ask
of interest in a text 2. Explain the meaning of career to pupils. Ask them what they think a pupils (e.g. pupils who don’t like to
Complementary school career day is. Explain that they will read and listen to a story speak in front of the class) to tell
Skill Complementary about a school career day. you about their pictures. This will
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask help to give individuals different
2.1 Speaking pupils what they think of the story, which character they like and feedback.
Communicate 2.1.5 why.
simple information Describe people 4. Ask each pupil to draw a picture showing an occupation. If your class works fast or you
intelligibly and objects using have a group of fast finishers, you
suitable words and 5. In groups of 6–8 pupils, ask them to share their pictures. They could try the Optional activity (see
phrases should write their name under the picture of an occupation they Teacher’s Book, p43).
want to be.
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
70
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.22–23 the needs of your pupils and
5.2 5.2.1 introduction that suits your pupils’ needs and interests and that will class. Please see the seven
Express personal Ask and answer review language and prepare the pupils for the lesson, or follow the Teacher’s Book, p.42–43 differentiation strategies listed in
responses to simple questions Warm up instructions (Teacher’s Book, p.42). the introduction. Please also
consider the following:
literary texts about characters, Lesson delivery
actions and events Monitor as pupils work and ask
of interest in a text 2. Explain the meaning of career to pupils. Ask them what they think a pupils (e.g. pupils who don’t like to
Complementary school career day is. Explain that they will read and listen to a story speak in front of the class) to tell
Skill Complementary about a school career day. you about their pictures. This will
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask help to give individuals different
2.1 Speaking pupils what they think of the story, which character they like and feedback.
Communicate 2.1.5 why.
simple information Describe people 4. Ask each pupil to draw a picture showing an occupation. If your class works fast or you
intelligibly and objects using have a group of fast finishers, you
suitable words and 5. In groups of 6–8 pupils, ask them to share their pictures. They could try the Optional activity (see
phrases should write their name under the picture of an occupation they Teacher’s Book, p43).
want to be.
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
70
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3 differentiation strategies
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45. listed in the introduction.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list Teacher’s Book, p.44–45 choice of these activities or
Complementary in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4 worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery activities depending on
Communicate and objects using 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. their individual needs,
basic information suitable words and They are brother and sister. Ask pupils to look at and read silently the text based on formative
intelligibly for a phrases on the worksheet. Ask a gist question, for example, Who wrote this? assessment in this unit.
range of purposes Hamid or May?
in print and digital Have pupils do more
media Ask questions about the language: activities and/or make their
own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
71
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3 differentiation strategies
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45. listed in the introduction.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list Teacher’s Book, p.44–45 choice of these activities or
Complementary in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4 worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery activities depending on
Communicate and objects using 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. their individual needs,
basic information suitable words and They are brother and sister. Ask pupils to look at and read silently the text based on formative
intelligibly for a phrases on the worksheet. Ask a gist question, for example, Who wrote this? assessment in this unit.
range of purposes Hamid or May?
in print and digital Have pupils do more
media Ask questions about the language: activities and/or make their
own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
71
Primary Year 3 SK Scheme of Work
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
72
Primary Year 3 SK Scheme of Work
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
72
Primary Year 3 SK Scheme of Work
Materials for Lesson 32
Suggested text:
I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a
lifeguard. My sister likes playing with toy planes. She wants to be a pilot when she grows up
and fly a plane. I love my sister. We always take the bus to school together. We never walk to
school.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
Self-assessment
How did I do in Unit 2?
In English, I know how to:
say what I do every day Great! [ ] OK [ ] A little [ ]
say what other people do every day Great! [ ] OK [ ] A little [ ]
talk about different jobs Great! [ ] OK [ ] A little [ ]
talk about different ways to travel Great! [ ] OK [ ] A little [ ]
say what I want to be when I grow up Great! [ ] OK [ ] A little [ ]
73
Primary Year 3 SK Scheme of Work
UNIT 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 Lesson delivery class. Please see the seven
Understand Understand with Teacher’s Book, p.46 differentiation strategies listed in
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Book, p.46) using flashcards Flashcards of action verbs consider the following:
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this Depending on the level and
simple texts before the lesson), then put pupils in a large circle around the You can find sets of knowledge of your class, you
room. They should listen to you say run, jump, dance and move printable flashcards for this could introduce more verbs.
Complementary Complementary around the room doing this action as you say it. Stop and say topic at:
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m http://learnenglishkids.british Some pupils may find it too
Listening Listening xxxing. Repeat as required. council.org/en/flash challenging to sing along to all of
1.3 1.3.1 4. Pupils return to their seats. Follow the instructions in Teacher’s cards/actions-flashcards the song. Remind them, if
Use appropriate Guess the meaning Book, p.46 Activity 1 necessary, that they only need to
listening of unfamiliar words sing as much or little as they
strategies in a by using visual Watch as pupils sing to see which pupils are confident and want.
variety of contexts clues when a which are less confident. You can also then see which words in
teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
Primary Year 3 SK Scheme of Work
UNIT 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 Lesson delivery class. Please see the seven
Understand Understand with Teacher’s Book, p.46 differentiation strategies listed in
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Book, p.46) using flashcards Flashcards of action verbs consider the following:
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this Depending on the level and
simple texts before the lesson), then put pupils in a large circle around the You can find sets of knowledge of your class, you
room. They should listen to you say run, jump, dance and move printable flashcards for this could introduce more verbs.
Complementary Complementary around the room doing this action as you say it. Stop and say topic at:
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m http://learnenglishkids.british Some pupils may find it too
Listening Listening xxxing. Repeat as required. council.org/en/flash challenging to sing along to all of
1.3 1.3.1 4. Pupils return to their seats. Follow the instructions in Teacher’s cards/actions-flashcards the song. Remind them, if
Use appropriate Guess the meaning Book, p.46 Activity 1 necessary, that they only need to
listening of unfamiliar words sing as much or little as they
strategies in a by using visual Watch as pupils sing to see which pupils are confident and want.
variety of contexts clues when a which are less confident. You can also then see which words in
teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 34 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, needs of your pupils and class.
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25 Please see the seven differentiation
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
Please also consider the following:
intelligibly suitable words and Lesson delivery Teacher’s Book,
phrases p.46–7 Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus their sentence in their notebooks (but
Recognise and Listening 1.1.1 on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
reproduce target Recognise and wins. they do not read it later).
language sounds reproduce with
support a range of 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
target language pupils present their pictures to each other and decide which pupils to
phonemes ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
75
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 34 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, needs of your pupils and class.
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25 Please see the seven differentiation
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
Please also consider the following:
intelligibly suitable words and Lesson delivery Teacher’s Book,
phrases p.46–7 Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus their sentence in their notebooks (but
Recognise and Listening 1.1.1 on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
reproduce target Recognise and wins. they do not read it later).
language sounds reproduce with
support a range of 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
target language pupils present their pictures to each other and decide which pupils to
phonemes ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
75
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or Student’s Book, to the needs of your pupils and
3.2 3.2.1 do the actions. p. 26–7 (and 25 for class. Please see the seven
Understand a Understand the pre-lesson) differentiation strategies listed in
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts 2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, consider the following:
print and digital Teacher’s Book, p.48). p.48–49 If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill 4. Give each pupil a sentence card (there will be some the same). They (blank/without text)
Complementary Reading should come out to the board to decide which picture to put it with. You If you have some less proficient
Skill 3.2.3 could do this in groups if it is easier to manage. Sentence cards to pupils in the class, the sentence
Reading Guess the meaning match pictures 1, 3, matching activity could be done
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions
for Grammar Box (Teacher’s Book, p.49)
Post-lesson
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
76
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or Student’s Book, to the needs of your pupils and
3.2 3.2.1 do the actions. p. 26–7 (and 25 for class. Please see the seven
Understand a Understand the pre-lesson) differentiation strategies listed in
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts 2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, consider the following:
print and digital Teacher’s Book, p.48). p.48–49 If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill 4. Give each pupil a sentence card (there will be some the same). They (blank/without text)
Complementary Reading should come out to the board to decide which picture to put it with. You If you have some less proficient
Skill 3.2.3 could do this in groups if it is easier to manage. Sentence cards to pupils in the class, the sentence
Reading Guess the meaning match pictures 1, 3, matching activity could be done
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions
for Grammar Box (Teacher’s Book, p.49)
Post-lesson
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
76
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)
Pupils began the year reflecting in their first language and at a very
basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. 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.
77
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)
Pupils began the year reflecting in their first language and at a very
basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. 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.
77
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27 according to the needs of your
Communicate Spell an increased introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
with appropriate range of familiar review language and prepare pupils for the lesson. Teacher’s Book, p.49 the seven differentiation
language form high frequency Worksheet for crossword strategies listed in the
introduction. Please also
and style for a words accurately in Lesson delivery puzzle (see below)
range of purposes guided writing 2. Play a spelling game to review some spellings of key vocabulary (for consider the following:
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and 4. Play the CD to review the text on Student’s Book, p.26 Alternatively, you could pair
variety of linear details of short pupils so they can support
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the lines individually first before
appropriate rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
78
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27 according to the needs of your
Communicate Spell an increased introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
with appropriate range of familiar review language and prepare pupils for the lesson. Teacher’s Book, p.49 the seven differentiation
language form high frequency Worksheet for crossword strategies listed in the
introduction. Please also
and style for a words accurately in Lesson delivery puzzle (see below)
range of purposes guided writing 2. Play a spelling game to review some spellings of key vocabulary (for consider the following:
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and 4. Play the CD to review the text on Student’s Book, p.26 Alternatively, you could pair
variety of linear details of short pupils so they can support
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the lines individually first before
appropriate rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
78
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 36
Crossword
1
1. [insert picture of to clean’]
2
2. [insert picture of flowers]
3. [insert picture of to wash up]
3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
5
79
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 36
Crossword
1
1. [insert picture of to clean’]
2
2. [insert picture of flowers]
3. [insert picture of to wash up]
3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
5
79
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 37 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values
of household chores
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a circular book.
Main Skill Main Skill Circles of paper, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs of
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that diameter, two circles your pupils and class. Please
for each pupil
see the seven differentiation
Express an Respond suits your pupils’ needs and interests and that will review language and prepare
imaginative imaginatively and pupils for the lesson. A pin / end of a paper strategies listed in the
response to intelligibly through clip to pin the top introduction.
literary texts creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
action songs on Student’s Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if
Other imaginative needed.
responses as Lesson delivery
appropriate. 4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Complementary that their circle is divided into four sections. Pupils do not need a ruler for this:
Complementary Skill the lines do not need to be completely straight.
Skill Speaking 2.1.5 5. Tell pupils to draw four household activities, one in each section of the circle.
Speaking Describe people 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
2.1 and objects using line, as in step 4.
Communicate suitable words 7. Tell pupils to cut out one section of the second circle, so that this circle has
simple information and phrases three sections.
intelligibly 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
the first circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their
circular books. They can do this quarter by quarter by moving the top circle
round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in
their groups. You can nominate pupils or get other pupils to do that.
80
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English Lesson Plan Year 3
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