PRIMARY 3 SOW

UNIT 2WEEK: SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 17 (Listening 4) CROSS-CURRICULAR ELEM
TOPIC: Every day

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Play a miming game to introduce the new vocabulary.
Understand Understand with words/phrases at this point. See Teacher’s Book p.32
meaning in a support specific pupils sit or stand in a circle from this stage of the less
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Introduce the flashcards and play a circle game to hav
Skill Complementary
Listening Skill 3. Give out the flashcards so that each pupil has one car
1.3 Use Listening class what is on their card.
appropriate 1.3.1
listening strategies Guess the 4. Tell pupils they will listen to a song about a boy called
in a variety of meaning of their card when they hear their action. Play the record
contexts unfamiliar words
by using visual 5. Play the recording again. This time, all pupils should m
clues when a them.
teacher or
classmate is 6. Ask pupils to look at Student’s Book p.15. Let them lis
speaking words before drawing a line to match the pictures, as s

Watch pupils carefully during these activities to see ho
new vocabulary.
7. Follow the guidelines for Grammar Box in Teacher’s B

Post-lesson

8. Have pupils play a mime game in pairs or small group
choose an appropriate post-lesson activity from the lis
your pupils’ needs and interests and that will review th
lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

. Pupils do not need to say the Get Smart plus 3 Differentiate learning
for more detail. You could have according to the needs of
Student’s Book your pupils and class. Please
son. p.15 see the seven differentiation
strategies listed in the
ve pupils practise the phrases. Teacher’s Book introduction. Please also
rd. Ask some pupils to tell the p.32 consider the following:

d Mike. They listen and hold up Flashcards of the You could introduce one or
ding once. new vocabulary two more daily routine
mime all the actions as they hear (at least one card expressions at this time, if
per pupil) you think your pupils may
already know this vocabulary.
sten to the song and follow the
shown in the example on p.15. Do not insist that all pupils do
every action as they listen to
ow well they have understood the the song. Some pupils may
just do one or two because it
Book p.32. can be difficult to hear,
understand and mime
ps. Alternatively, you could quickly. If this is too
challenging, then ask pupils
st in the introduction that suits to mime just the action they
he main areas covered in the have on their card.

50

WEEK: LESSON: 18 (Speaking 4) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Speak
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity
2.1 2.1.2
Communicate Find out about and Lesson delivery
simple information describe basic
intelligibly everyday routines 2. Review the vocabulary flashcards from last less
game (see, for example Pre-lesson task 4). Intr
Complementary Complementary
Skill Skill 3. Put pupils in pairs or small groups to play a ma
Writing Writing cards. The cards are spread out, face-down. Pu
4.3 4.3.2 find a picture + a word that matches.
Communicate with Spell an increased
appropriate range of familiar 4. Elicit (review) adverbs of frequency by encoura
language form and high frequency routines.
style for a range of words accurately in
purposes in print guided writing 5. Have pupils write their own routine in row 1 of t
and digital media 6. Model the Speaking activity (see Activity 2, Tea

(move around the classroom and choose who t
to tell two classmates about their routine (Activi
simply show each other their books. Monitor clo
sentences here; support those who can’t.

Post-lesson

7. Play a word game to review the spelling of a few
remember. Alternatively, you could choose an a
the introduction that suits your pupils’ needs an

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ing THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the
y 1 and encourage pupils to sing along. Student’s Book needs of your pupils
p.15 Activity 1 and class. Please see
the seven
son with the whole class by playing a guessing Teacher’s Book p. differentiation
roduce the word cards as you do this. 32–33 strategies listed in the
atching game with a set of flashcards and word introduction. Please
upils take turns to turn over two cards to try to Vocabulary also consider the
flashcards and following:
aging pupils to tell you about their daily word cards (1 set
per pair or small You could put large-
the table on Student’s Book p.15. group) size words cards on
acher’s Book p.32–33) and have pupils mingle the board or leave
to speak to, not stay with their regular partner) sets with pupils so
ity 2). Encourage pupils to speak and not to they can copy the
osely to see which pupils can use the full spelling for the main
activity if they need to.

w words the pupils have found challenging to You could ask pupils
to leave their books
appropriate post-lesson activity from the list in on their desks while
nd interests. they do the Speaking
activity. They will
need then to
remember the details
to write afterwards.

51

WEEK: LESSON: 19 (Reading 4) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading Reading 1. Review vocabulary from previous lessons b
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34
variety of linear Understand the three circles and/or have pupils standing ins
and non-linear main idea of short much space.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Introduce and drill the new vocabulary using
Reading circle game using this as well.
Complementary 3.2.2
Skill Understand specific 3. Still sitting (or in the circle(s)), show pupils t
Reading information and Ask questions about the pictures (see exam
3.2 Understand a details of short Book p.34).
variety of linear simple texts
and non-linear 4. Pupils return to their desks. Ask them to rea
print and digital Book p.16 to tell you where the children are
texts by using why Anna went in the car with Greg’s dad (
appropriate the bus). Pupils may not have the language
reading strategies can be encouraged to communicate their m
mime, perhaps. Encourage pupils not to re
particular lines in the text to give them the a
on their overall understanding of the story. T
support their understanding if necessary.

5. When pupils have had a chance to read the
pupils different questions about the story. A
answers. See Teacher’s Book p.34 Activity

6. Follow the steps for Grammar box and Acti

Post-lesson
7. Ask pupils to raise their hands if… they take

train to school. Count the responses for eac

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
by playing the circle game Student’s Book class. Please see the seven
4). If necessary, make two or p.16–17 differentiation strategies listed in
the introduction. Please also
stead of sitting if there is not Teacher’s Book consider the following:
p34
You could let pupils have a card
g flashcards and continue the Routine to use as a prompt in the circle
flashcards of game if they need one.
the story on Student’s Book p.16. vocabulary from
mples in Activity 1, Teacher’s this and previous Vary your questions by asking
lesson more difficult or complex
ad quietly the story on Student’s questions to higher proficiency
e going (Answer: to school) and pupils, and simpler questions to
(Answer: because she missed lower proficiency pupils so that
e to fully answer the question but they each have a chance to
meaning in basic English and succeed.
e-read the whole text or to find
answer. Their answer is based
They could use the pictures to

e text for themselves, ask some
Allow them to re-read to find the

1 for some suggestions.

ivity 2 (Teacher’s Book p.34–35).

e the bus / walk / drive / take the
ch and write them on the board.

52

WEEK: LESSON: 20 (Writing 4) SCHEME OF WORK: NON-TEXT
TOPIC: Welcome MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 Communicate 4.3.3 1. Choose an appropriate pre-lesson activity f
with appropriate Plan, draft and write suits your pupils’ needs and interests and th
language form and an increased range routines and prepare the pupils for the less
style for a range of of simple sentences
purposes in print Lesson delivery
and digital media Complementary
Skill 2. Review the flashcards by putting them on th
Complementary Writing every day and I always/sometimes/never xx
Skill 4.3.1
Writing Use capital letters, 3. Put pupils in groups (one group for each fla
4.3 Communicate full stops and sentence for their picture, I always/never/so
with appropriate question marks each group to come to the board and write
language form and appropriately in as necessary.
style for a range of guided writing at
purposes in print sentence level 4. Review with pupils how to change the sente
and digital media person -s by giving example sentences (tal
and female pupils). You might want to write
feel it is necessary for your pupils.

5. Show pupils your completed worksheet and
day. Tell them they will do a similar workshe
or about someone in their family. First, they
in their notebooks.

Give pupils time to draft their sentences. Mo
feedback as necessary. Ask pupils to excha
to check each other’s work for mistakes (if y
sentences).

6. Hand out the worksheets and ask pupils to
have finished writing, they can draw a pictu
Fast finishers can then write more sentence

7. Some pupils can come to the front and pres
choose a range of pupils, not only the more

Post-lesson

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

MENT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that Flashcards for Differentiate learning
hat will review language related to daily routine according to the needs of
son. your pupils and class. Please
Worksheets, one see the seven differentiation
he board and eliciting sentences I xxx per pupil + one strategies listed in the
xx from the pupils. completed by introduction. Please also
you (see below) consider the following:
ashcard). Each group should draft a
ometimes xxx. Ask one pupil from Ask pupils to You can offer pupils the
their sentence. Supervise and assist bring a choice of how many
toothbrush from sentences to write, or ask
ence to He/She and adding the third home for the them to write more/fewer than
k about yourself and then about male next lesson. 3–4.
e the sentences on the board if you Bring a few extra
ones in case Depending on the level of
d talk to them about what you do every some pupils do support your pupils need at
eet. They can write about themselves not bring their this stage, you could keep /
y should write three or four sentences own. partially keep / delete the
model sentences on the
Monitor carefully and give corrective board.
ange their notebooks with their partner
you could not check everybody’s If changing or having a choice
between 1st person (I) and 3rd
person (he/she) is too
complicated for pupils, you
can limit it to 1st person only.

write their sentences. When they
ure in the larger boxes for each one.
es.

sent their work to the class. Try to
e proficient ones.

53

8. Learning diaries:

Ask pupils to think back on their learning so fa
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 En

Pupils may begin the year reflecting in their fir
(simple words). Encourage pupils to begin to
English as the year goes on. Some pupils will
Support pupils who may need some help and
their diaries. Ensure you allocate time for this
shouldn’t be set for homework.

Primary Year 3 SK Scheme of Work

ar this week. In their learning diary,

nglish)

rst language and at a very basic level
reflect more deeply and using more
l be more able to do this than others.
d encourage everyone to complete
activity in your lesson plan. It

54

Primary Year 3 SK Scheme of Work

Suggested worksheet for Lesson 20

Name: ___________________________ Class: ________________

Every day….

Draw and write

55

WEEK: LESSON: 21 (Language Arts 4) SCHEME OF WORK: NON-TEXT
TOPIC: Every day
MAIN SKILL FOCUS: Langu

CROSS-CURRICULAR ELEM
& Innovation

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts Language Arts
5.3 5.3.1 1. Ask pupils to show you their toothbrushes. As
Express an Respond to them about the colour, size and type of too
imaginative imaginatively and
response to intelligibly through Lesson delivery
literary texts creating simple
action songs on 2. Have pupils work in pairs to compare their too
Complementary familiar topics to make at least two sentences comparing the
Skill toothbrush is red; Izzi’s toothbrush is pink; the
Language Arts Complementary a Spiderman toothbrush; her toothbrush is an
5.1 Skill
Demonstrate Language Arts 3. Ask pupils to show you how they brush their t
appreciation 5.1.1 some arrows to show up, down, left and right,
through non- Enjoy and pupils to move their toothbrushes in the direc
verbal responses appreciate left; brush round and round etc.
rhymes, poems
and songs 4. Tell pupils they will hear a song and watch a c
teeth. Play the video a first time and ask som
is playing, as you would with a story (e.g. Wh
What has he got? What colour is his toothbru

5. Tell pupils they will hear the song again, and
with their toothbrushes. Encourage them to si

6. Using a daily routine flashcard, show pupils h

‘This is the way we wash our hair, wash our h
We do it in the morning/evening.’

Pupils work in groups of three or four to choo
make a new verse of the song. They should p

7. Have each group perform their verse twice. T
join in the second time.

Post-lesson

8. Talk to pupils about the importance of keepin
healthy, the best ways to brush their teeth an
context, visiting the dentist regularly.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

uage Arts THEME: World of Self, Family and Friends

MENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

NE MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES

sk them questions and talk Pupils’ toothbrushes (bring some Differentiate learning
othbrush they have. spare ones in case pupils’ parents according to the
don’t want them to bring them). If needs of your pupils
othbrushes. They should try this is not appropriate, pupils could and class. Please see
em, e.g. their colour: My use a pencil to pretend to brush the seven
eir design: His toothbrush is their teeth (miming only). differentiation
n electric toothbrush, etc. strategies listed in the
teeth. On the board, draw A song about brushing your teeth – introduction.
, round and round. Ask This is the way…
ction you tell them: Brush
You can use this video or
cartoon about brushing your something similar about brushing
me questions while the song teeth:
hat time is it? Where is he? https://www.youtube.com/watch?
ush? etc). v=4XLQpRI_wOQ

this time they should mime You can download the video by
ing along too if possible. typing in ss before YouTube i.e.

how to change the lyrics, e.g. https://www.ssyoutube.com/watch?
v=4XLQpRI_wOQ
hair, wash our hair.
If these links are unavailable, try
asking Google or YouTube for
‘This is the way I brush my teeth
song’

ose a daily routine action and Flashcards for daily routine
practise the actions together.

The rest of the class should

ng their teeth clean and
nd, if appropriate for your

56

WEEK: LESSON: 22 (Listening 5) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Review some of the vocabulary that pupils fo
Understand Understand with choosing an appropriate pre-lesson activity fr
meaning in a support specific your pupils’ needs and interests. Include key
variety of familiar information and necessary.
contexts details of short
simple texts Lesson delivery
Complementary
Skill Complementary 2. Have pupils work in pairs or small groups. Gi
Listening Skill The set includes the words from the main voc
1.2 Listening take / the / bus / walk / take / the train / drive)
Understand 1.2.5 arrange them to make the vocabulary phrase
meaning in a Understand a wide the vocabulary from Student’s Book p.15 as w
variety of familiar range of short
contexts supported 3. To check the answers, say the expressions in
questions take the bus to school? and have pupils touc

4. Pupils open their books on page 17. Follow t
(Teacher’s Book p.35).

5. You could collect the books from pupils to ch

Post-lesson

6. Give some True and False sentences about
they are True or False from memory (see pos

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ound challenging in recent lessons by
rom the list in the introduction that suits Get Smart plus 3 Differentiate learning
y vocabulary from this lesson as according to the needs of
Student’s Book p.17 your pupils and class.
ive each pair/group a set of word cards. (and 15 in step 2) Please see the seven
cabulary, all cut up and mixed up (e.g. differentiation strategies
). Pupils should work together to try to Teacher’s Book listed in the introduction.
es or words. Consider including some of p.35 Please also consider the
well. following:
n question form (e.g. Does Ali always Sets of cut up word
ch the words as they hear them. cards You could include more
the instructions for Activity 3 listening phrases in the word
puzzle activity. Be careful
heck their progress. not to include too many,
though, as it can be very
challenging to sort a
large number of cards.

the pictures in Activity 3. Pupils tell you if
st-lesson task 10).

57

WEEK: LESSON: 23 (Speaking 5) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 Communicate 2.1.2 1. Review key vocabulary with an action/miming
simple information Find out about and pre-lesson activity from the list in the introduc
intelligibly describe basic interests and that will review language and p
everyday routines
Complementary Lesson delivery
Skill Complementary 2. Follow the instructions in Teacher’s Book p.3
Listening Skill
1.2 Listening partners about their parents (or another fami
Understand 1.2.5 Understand
meaning in a a wide range of 3. Monitor as pupils do the pairwork activity and
variety of familiar short supported necessary after the activity.
contexts questions
4. Tell pupils they will do a class survey. Give p
them to write a question (for example, Do yo
work?)

5. Tell pairs to ask 5 pair (10 pupils) their quest
will interview. They should use the ‘Answers’
classmates’ answers then add up the total w

6. Use a model on the board to show how to co
block represents one answer. Pupils should c
answer, for example, if 7 pupils answer ‘Yes’
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

surprised by any of the findings.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
g game, or you could choose an appropriate Get Smart plus 3
ction that suits your pupils’ needs and Differentiate learning
prepare pupils for the lesson. Student’s Book according to the needs of
p.17 your pupils and class.
35 for Activity 4. Have pupils ask their Please see the seven
ily member, as appropriate to your pupils). Teacher’s Book differentiation strategies
d review the question-answer form if p.35 listed in the introduction.
Please also consider the
pupils the worksheet (one per pair) and ask Class survey following:
ou … to school? or Does your dad/mum … to worksheet (see
below for For extra practice, pupils
tion and write yes or no for each pupil they example) can ask more
’ boxes on the worksheet to keep count of classmates.
when they have finished.
omplete the chart on the worksheet. Each Fast finishers or more
colour the number of squares for each proficient pairs of pupils
’ and 3 pupils answer ‘No’, then they colour 7 could ask more than one
question. You will need
extra worksheets for
them.

e questions and charts and tell you if they are

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

WEEK: LESSON: 24 (Reading 5) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading Reading 1. Play a word game to focus on the word teach
3.2 3.2.4 lesson activity from the list in the introduction
Understand a Recognise and and that will review language and prepare th
variety of linear use with support
and non-linear key features of a 2. Tell pupils this is your job – you are a teache
print and digital simple Tell pupils that today you will help them learn
texts by using monolingual
appropriate dictionary Lesson delivery
reading strategies
3. Elicit and write the alphabet on the board (or
Complementary Complementary you have one).
Skill Skill
Reading Reading 4. Write the word cat on the board. Model using
3.2 3.2.2 definition.
Understand a Understand
variety of linear specific 5. Put the pictures of the people from Student’s
and non-linear information and word cards and put them randomly on the bo
print and digital details of short
texts by using simple texts 6. Have pupils work in at least seven groups. A
appropriate find the word in the dictionary. Give them tim
reading strategies picture on the board they think their word bel
the dictionary definitions in full, but to try to g
picture it belongs to.

7. For each of the seven words, ask one pupil t
the correct picture on the board.

8. Follow the steps for Vocabulary and Activity
9. If you have time, do Activity 2 (Student’s Boo

this at the beginning of the next lesson instea

Post-lesson

10. Ask pupils if they have a family member who

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

her. You could choose an appropriate pre- Get Smart plus 3 Differentiate learning
n that suits your pupils’ needs and interests according to the
he pupils for the lesson. Student’s Book, needs of your pupils
er, and you teach and help children every day. p.18 and class. Please see
n to use a dictionary. Show pupils a dictionary. the seven
Teacher’s Book differentiation
r draw pupils’ attention to a copy on display if p.36 strategies listed in the
introduction. Please
g a dictionary to find the word and read the word cards: also consider the
firefighter, fire, following:
s Book p.18 on the board. Show pupils the lifeguard, save,
oard too. dentist, fix, teeth Using a dictionary can
Assign one word to each group and ask them to be challenging. Try to
me to find the word and then ask them which Picture cards of pair/group more
longs with. Do not expect pupils to understand the three people proficient pupils with
get a rough meaning so they can decide which on Student’s less proficient pupils
Book p.18 and encourage them
to work together.
Class set of
monolingual
dictionaries

to come out and move their word card next to

1 in Teacher’s Book p.36

ok p.19; Teacher’s Book p.37). You could do
ad, if you do not have time.

o is a firefighter, doctor or lifeguard.

60

WEEK: LESSON: 25 (Writing 5) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing 1. Review the three occupations (jobs) from th
4.3 4.3.2
Communicate with Spell an increased appropriate pre-lesson activity from the list i
appropriate range of familiar needs and interests.
language form and high frequency
style for a range of words accurately in Lesson delivery
purposes in print guided writing 2. Introduce the new occupations vocabulary u
and digital media
3. Follow the instructions for Grammar Box, th
Complementary Complementary Remind pupils that they can ask for a classm
Skill Skill putting up their hand and saying I do not un
Speaking Speaking please? You may want to pre-teach this phr
2.2 2.2.2 when they need to.
Use appropriate Ask for attention or
communication help from a teacher 4. Show the worksheet (see below) and explai
strategies or classmate by Model how to read the clue and write the an
using suitable the crossword in pairs or small groups. Mon
questions how they work together in their pairs and gr
others. This will be useful information when

5. Ask some pupils what their parents do (thei
appropriate.

Post-lesson

6. Learning diaries:

Ask pupils to think back on their learning so fa
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)

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

MENT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations

OUTLINE MATERIALS / DIFFERENTIATION

he previous lesson by choosing an REFERENCES STRATEGIES
in the introduction that suits your pupils’
Get Smart plus 3 Differentiate learning
using flashcards. according to the needs
hen Activity 3 in the Teacher’s Book p.37. Student’s Book of your pupils and
mate’s help if they can’t read a word by p.19 class. Please see the
nderstand this word. Can you help me, seven differentiation
rase. They can also ask you this question Teacher’s Book strategies listed in the
p.37 introduction. Please
in that pupils will do a crossword puzzle. also consider the
nswer in the crossword. Have pupils work on Flashcards of following:
nitor and help pupils as necessary. Observe occupations
roups to see which pupils are able to support (including those You could also
n pairing and grouping pupils in the future. in the encourage pupils to use
ir occupations). Extend pupils’ vocabulary as worksheet) a dictionary if
necessary and
Crossword appropriate if they need
worksheet (see extra practice in this.
below)
You could put the
occupations words on
the board for pupils to
copy the spelling if
necessary.

ar this week. In their learning diary, they can

61

 Something I feel proud of (about my En

Pupils began the year reflecting in their first la
words). Encourage pupils to begin to reflect m
year goes on. Some pupils will be more able t
may need some help, and encourage everyon
allocate time for this activity in your lesson pla

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.
9. He works on TV.
10. He fixes teeth.

Primary Year 3 SK Scheme of Work

nglish)

anguage and at a very basic level (simple
more deeply and using more English as the
to do this than others. Support pupils who
ne to complete their diaries. Ensure you
an. It shouldn’t be set for homework.

62

WEEK: LESSON: 26 (Language Arts 5) SCHEME OF WORK: NON-TEXT
TOPIC: Every day MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will say and perform a rhyme in gr
Language Arts Language Arts
5.1 Language Arts Pre-lesson
Enjoy and 5.1.2 1. Put flashcards or a picture of a child walking, a car
appreciate In addition to
rhymes, poems Year 2 text Draw a child next to the car, bike and bus.
and songs types: simple 2. Ask pupils to give the children names: 2 children s
poems. 3. Tell pupils that the four children will be the charact
Complementary
skill Complementary Lesson delivery
Listening skill 4. Use the four pictures to say the rhyme verse by ve
1.2 Listening
Understand 1.2.3 actions to mime the means of transport.
meaning in a Understand with 5. When you have used all the pictures, say the whol
variety of familiar support short
contexts simple narratives words and actions.
6. Repeat step 5 until pupils can say the rhyme confid
7. Write the rhyme on the board with the items of tran

add the correct means of transport

Post-lesson
8. Ask pupils to close their books and divide them int
9. Ask each group in turn to perform the rhyme for th

complete rhyme.

In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the na
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

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

ge Arts THEME: World of Self, Family and Friends
NT: Language
LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport

OUTLINE MATERIALS / DIFFERENTIATION
roups about coming to school.
REFERENCES STRATEGIES
r, a bike, and a bus on the board or on paper.
should be girls and 2 children boys. Flashcards or Differentiate
ters in the rhyme. pictures of : learning according
to the needs of your
erse. For each picture, ask pupils to suggest  a child walking pupils and class.
le rhyme again and ask pupils to join in with the  a car and a Please see the
dently seven differentiation
nsport missing. Ask pupils to copy the rhyme and child standing strategies listed in
next to it the introduction.
to four groups, one group for each picture.  a bike and a
heir picture, so that the class performs the child standing
next to it
 a bus and a
child standing
next to it

The Going to
school rhyme
(see below)
written on the
board or as a
handout

ames suggested by your pupils .

63

WEEK: LESSON: 27 (Listening 6) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening Listening 1. Review the occupations flashcards as nece
1.2 1.2.1 with a game chosen from the list in the intro
Understand Understand with your pupils’ needs and interests.
meaning in a support the main
variety of familiar idea of short simple 2. Ask pupils what they would like to be when
contexts texts this as an opportunity to review some more
occupations vocabulary from previous lesso
Complementary Complementary
Skill Skill Lesson delivery
Speaking Speaking
2.3 2.3.1 3. Show pupils the worksheet (see below) and
Communicate Narrate very short an occupation and draw it on the worksheet
appropriately to a basic stories and the occupation word under their picture. The
small or large events their name on the worksheet at this point.
group
4. Tell pupils they will talk about the person on
should plan what they are going to say. The
in their notebooks. See Activity 4 in Student
Teacher’s Book p.37 for more detail on this,
delivery does not follow the book.

5. Ask pupils to work in groups of 6–8. Try not
sit next to or near each other. They put their
Each pupil in turn talks about their picture. T
listen carefully and guess which picture is th
to note their guesses/answers in their noteb
feedback can be done as a group after each
turn speaking.

Monitor carefully as pupils do this activity an
three pupils for the post-lesson activity. The
proficient pupils, or pupils who have made a
the best of their ability and who are (more) c

Post-lesson

6. Repeat the activity as a whole class with the
chosen, providing plenty of praise.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations

MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES

essary for your pupils Get Smart plus 3 Differentiate learning according to the
oduction that suits Student’s Book p.19 needs of your pupils and class. Please
Teacher’s Book p.37 see the seven differentiation strategies
they grow up. Use Occupations flashcards listed in the introduction. Please also
challenging Worksheet (see below) consider the following:
ons. Colour pencils/pens
Provide more or less support to help
d ask them to choose pupils plan what to say about their
t. They should write pictures. It is better to have them write
ey should NOT write notes than to write full sentences so
they practise fluency, but some pupils
n their picture. They may need more support.
ey could write notes
t’s Book p.19 and Pupils can write more or fewer
, although lesson sentences depending on their
proficiency level.

to group pupils who

r pictures together.
The other pupils
he pupil’s. Ask pupils
books so that

h pupil has had a

nd choose two or
ey may be more
a particular effort to
confident.

e pupils you have

64

Worksheet for Lesson 27

Name: __________________ Class: _________
Draw, write and say.

_A______________________

Primary Year 3 SK Scheme of Work

65

WEEK: LESSON: 28 (Speaking 6) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.2 1. Play Guess the occupation game (see Teac
Communicate Find out about and Revision)
simple information describe basic
intelligibly everyday routines Lesson delivery

Complementary Complementary 2. Introduce the new vocabulary following the
Skill Skill up and Vocabulary (see Teacher’s Book p.3
Listening Listening
1.2 1.2.5 3. Play a matching game with flashcards, whe
Understand Understand a wide small groups match the occupation with wha
meaning in a range of short (e.g. pilot + fly a helicopter).
variety of familiar supported questions
contexts 4. Introduce/review the question and answer W
be when you grow up? Drill the questions an
ask and answer their partner.

5. Follow the instructions for Activity 1 (See Te

Monitor carefully as pupils work and suppor
sentences. Note down any particular proble
observe how different individuals perform.

Post-lesson

6. Give feedback on the activity including a foc
common problems. Give extra praise to pup
hard at this activity.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

ng THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
Differentiate learning according to the
cher’s Book p.38, Get Smart plus 3 needs of your pupils and class. Please
see the seven differentiation strategies
instructions in Warm Student’s Book, p.20 listed in the introduction. Please also
38–39). consider the following:
ere pupils in pairs or Teacher’s Book, p.38–
at the person does 39 You could use word cards for some or
all of the matching game if your pupils
Occupations & need extra reading practice, or could
vocabulary flashcards give some pairs pictures and other
pairs words.
What do you want to
nd then have pupils With more proficient classes, you could
finish the lesson with the Optional
activity (See Teacher’s Book p.39)

eacher’s Book p.39).

rt them in making
ems pupils have and

cus on / review of
pils who have tried

66

WEEK: LESSON: 29 (Reading 6) SCHEME OF WORK: TEXTBO
TOPIC: Every day
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.3 1. Put the names of some well-known Malaysi
Understand a Guess the meaning organisations on the board (e.g. CRC (Com
variety of linear of unfamiliar words Charity); SPCA (Society for the Protection o
and non-linear from clues provided Malaysia (World Wildlife Fund); WorldVision
print and digital by visuals and the charities the pupils will know). Charitable off
texts by using topic Ramadan may help explain the idea. Talk to
appropriate the organisations do, using some first langu
reading strategies Complementary English vocabulary where suitable.
Skill
Complementary Reading Lesson delivery
Skill 3.2.2
Reading Understand specific 2. Use the flashcards to pre-teach the vocabul
3.2 information and
Understand a details of short 3. Show the pictures from Student’s Book p.11
variety of linear simple texts which vocabulary might belong to each pictu
and non-linear
print and digital 4. Follow the instructions for Activity 1 and 2 (T
texts by using p.178). Remind pupils to look at the pictures
appropriate new vocabulary.
reading strategies
5. Elicit We can sentences from pupils about o
talked about in the pre-lesson activity.

Post-lesson

6. Talk to pupils about charity membership. Se
Leaving (Teacher’s Book p.178)

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
habits

ian charity MATERIALS / DIFFERENTIATION STRATEGIES
mmunity Recycle for REFERENCES
of Animals); WWF Differentiate learning according to the
n; other local Get Smart plus 3 needs of your pupils and class. Please
see the seven differentiation strategies
fers during Student’s Book, p.115 listed in the introduction. Please also
o pupils about what consider the following:
uage and providing Teacher’s Book, p.178
Pupils who find reading difficult could
lary. Vocabulary flashcards read just one of the texts.
15 and ask pupils
ure. Copies of pictures next Monitor and support pupils by asking
Teacher’s Book to texts on Student’s questions and drawing attention to
s to help them with Book p.115 to create difficult vocabulary in the texts and
their learning diaries. sentences.

other charities you

ee also Before

67

WEEK: LESSON: 30 (Writing 6) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 4.3.1 1. Play Do not break the chain (See Teacher’s
Communicate Use capital letters,
with appropriate full stops and Lesson delivery
language form question marks
and style for a appropriately in 2. Follow steps 1–3 for Activity 1 (Teacher’s Bo
range of purposes guided writing at the recording. Ask pupils to tick the activitie
in print and digital sentence level diary as they hear them. Watch pupils to se
media keep up. If it is too fast, you could read the t
Complementary slowly.
Complementary Skill
Skill Writing 3. Play the recording again and have pupils re
Writing 4.1.2 listen. Ask some questions about the text, le
4.1 Begin to use cursive answers in the text (see Teacher’s Book p.4
Form letters and handwriting in a example questions).
words in neat limited range of
legible print using written work* 4. Show pupils the three questions on the pag
cursive writing pairs to ask and answer the questions. Mon
pupils do this to make sure they can answer

5. Follow the instructions for Writing Tip (Teac
including some or all of the gap fill sentence

6. Ask pupils to write sentences about their da
Encourage the use of cursive writing. Pupils
notebooks to check each other’s work. Mon
check their work, with a focus on punctuatio
letters and handwriting as well as comunica
notebooks in at the end of the activity to ma
feedback on their progress this unit.

7. (If time) Play Working Whispers (Teacher’s

Post-lesson

8. Learning diaries:

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
Differentiate learning according to the
s Book p.34) Get Smart plus 3 needs of your pupils and class. Please
see the seven differentiation strategies
ook p.40). Then play Student’s Book, p.21 listed in the introduction. Please also
es they hear in Jim’s consider the following:
ee how well they Teacher’s Book p.34,
text again more 39 & 40–41 You could set a time for the Writing task
and ask pupils to write at least 2 (or at
least 3) sentences so that more
proficient pupils write more sentences.

ead along as they

etting pupils find the
40 Activity 1 for

ge. Pupils work in
nitor carefully as
r them.

cher’s Book, p.40),
es on the board.

ay in their notebooks.
s then exchange
nitor carefully to
on, use of capital
ation. Collect their
ark and give some

Book p.39)

68

Ask pupils to think back on their learning so fa
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 Engli

Pupils began the year reflecting in their first la
very basic level (simple words). Encourage pu
reflect more deeply and using more English as
Some pupils will be more able to do this than o
pupils who may need some help and encourag
complete their diaries. Ensure you allocate tim
your lesson plan. It shouldn’t be set for homew

Primary Year 3 SK Scheme of Work

ar this week. In their

ish)
anguage and at a
upils to begin to
s the year goes on.
others. Support
ge everyone to
me for this activity in
work.

69

WEEK: LESSON: 31 (Language Arts 6) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Langua
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity fr
5.2 5.2.1 introduction that suits your pupils’ needs an
Express personal Ask and answer review language and prepare the pupils for
responses to simple questions Warm up instructions (Teacher’s Book, p.42
literary texts about characters,
actions and events Lesson delivery
Complementary of interest in a text
Skill 2. Explain the meaning of career to pupils. Ask
Speaking Complementary school career day is. Explain that they will re
2.1 Skill about a school career day.
Communicate Speaking
simple information 2.1.5 3. Follow the instructions for Activity 1 (Teache
intelligibly Describe people pupils what they think of the story, which ch
and objects using why.
suitable words and
phrases 4. Ask each pupil to draw a picture showing an

5. In groups of 6–8 pupils, ask them to share th
should write their name under the picture of
want to be.

6. Feed back by asking pupils to tell the class
same occupation as them, e.g. Hamid, Mait
be a police officer.

7. Talk to pupils about the Value mentioned on
in Post-story activity.

Post-lesson

8. Ask pupils to tell you what new words they h
Focus their attention on what they learned f
the storyline, the characters and the messag

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 2)

age Arts THEME: World of Stories

MENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation

E MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the Get Smart plus 3 Differentiate learning according to
nd interests and that will Student’s Book, p.22–23 the needs of your pupils and
Teacher’s Book, p.42–43 class. Please see the seven
the lesson, or follow the differentiation strategies listed in
2). the introduction. Please also
consider the following:
k them what they think a
ead and listen to a story Monitor as pupils work and ask
pupils (e.g. pupils who don’t like to
er’s Book, p.42–43). Ask speak in front of the class) to tell
haracter they like and you about their pictures. This will
help to give individuals different
n occupation. feedback.
heir pictures. They
f an occupation they If your class works fast or you
have a group of fast finishers, you
could try the Optional activity (see
Teacher’s Book, p43).

who wants to be the
tha and Yi Ling want to

n Teacher’s Book, p.43

have learned today.
from the story, including
ge (value).

70

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading

TOPIC: Every day CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to
Reading 3.2 Reading lesson consolidates and extends language area
Understand a 3.2.2 Understand might consider using some of the material as a h
variety of linear specific information
and non-linear and details of short Note: You could also make use of the review act
print and digital simple texts Book p.24 / Teacher’s Book p.44–45) and/or con
texts by using of activities from the optional activities described
appropriate Complementary
reading strategies Skill Pre-lesson

Complementary Writing 4.2.4 1. Play a game to review vocabulary from the
Skill Describe people For this, you could choose an appropriate p
Writing 4.2 and objects using in the introduction that suits your pupils’ nee
Communicate suitable words and
basic information phrases Lesson delivery
intelligibly for a
range of purposes 2. Show pupils the picture and tell them the bo
in print and digital They are brother and sister. Ask pupils to lo
media on the worksheet. Ask a gist question, for ex
Hamid or May?

Ask questions about the language:

Which words tell you how often they do som
the sentence?

Which sentences have an ‘s’ in the verb (or
Why?

What can we find at the beginning of the se

3. Show pupils how to unjumble a sentence by
board.

Ask pupils to work in groups of three. Give o
(worksheet) to each pupil in the group. Each

When they are finished, ask them to show e
check each other’s answers.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o adapt this plan so your Depending on your focus: Differentiate learning
as needed by your pupils. You according to the needs of
homework task, if appropriate. Worksheets (see below) your pupils and class.
Please see the seven
tivities in Revision (Student’s Picture of a girl and a boy differentiation strategies
nsider offering pupils a choice listed in the introduction.
d on Teacher’s Book p.45. Get Smart plus 3 Please also consider the
Student’s Book, p.24 following:
unit as needed for the lesson. Activities 1 and/or 2
pre-lesson activity from the list Teacher’s Book, p.44–45 You could offer pupils a
eds and interests. choice of these activities or
Self-assessment you could ask different
oy is Hamid and the girl is May. worksheets pupils to do different
ook at and read silently the text activities depending on
xample, Who wrote this? their individual needs,
based on formative
mething? Where do we find it in assessment in this unit.

Have pupils do more
activities and/or make their
own activities.

show them in an example)?

entences? And at the end?
y doing an example on the

one set of jumbled sentences
h pupil works on a different set.

each other their sets and to

71

4. Ask pupils to write in their notebooks:

 Something they always/never do every

 Something someone else always/never

 What they want to be when they grow u

Post-lesson

5. Ask pupils to think about what they have lea
they feel they know the language now. They
I do in Unit 2? self-assessment section of th

Collect the worksheets from pupils and review
performance. If there are any areas of concern
upcoming lessons.

Primary Year 3 SK Scheme of Work

y day.
r does every day.
up.

arned in Unit 2 and how well
y should complete the How did
he worksheet.
w them to note pupils’
n, prepare a review of these in

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 Great! [ ] OK [ ] A little [ ]
How did I do in Unit 2? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
 say what I do every day Great! [ ] OK [ ] A little [ ]
Great! [ ] OK [ ] A little [ ]
 say what other people do every day

 talk about different jobs

 talk about different ways to travel

 say what I want to be when I grow up

73

UNIT 3WEEK: SCHEME OF WORK: TEXTBO

LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listenin
TOPIC: Right now
CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Play a mime game using the flashcards for
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
contexts details of short 2. Introduce the new vocabulary (see Vocabul
simple texts Book, p.46) using flashcards

Complementary Complementary 3. Stick the flashcards around the room on the
Skill Skill before the lesson), then put pupils in a large
Listening Listening room. They should listen to you say run, jum
1.3 1.3.1 around the room doing this action as you sa
Use appropriate Guess the meaning Go. Pupils move to the nearest flashcard, m
listening of unfamiliar words xxxing. Repeat as required.
strategies in a by using visual
variety of contexts clues when a 4. Pupils return to their seats. Follow the instru
teacher or Book, p.46 Activity 1
classmate is
speaking Watch as pupils sing to see which pupils are
which are less confident. You can also then
the song are more difficult for your class. No
review them next lesson.

Post-lesson
5. Play the TPR Activity (See Teacher’s Book,

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)
ng THEME: World of Self, Family and Friends
MENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

statements (be + -ing)

run jump and dance. MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
lary, Teacher’s Get Smart plus 3
Differentiate learning according
e walls, (or do this Student’s Book, p.25 to the needs of your pupils and
e circle around the class. Please see the seven
mp, dance and move Teacher’s Book, p.46 differentiation strategies listed in
ay it. Stop and say the introduction. Please also
mime it and say I’m Flashcards of action verbs consider the following:

uctions in Teacher’s You can find sets of Depending on the level and
printable flashcards for this knowledge of your class, you
e confident and topic at: could introduce more verbs.
n see which words in http://learnenglishkids.british
ote these so that you council.org/en/flash Some pupils may find it too
cards/actions-flashcards challenging to sing along to all of
the song. Remind them, if
necessary, that they only need to
sing as much or little as they
want.

, p.46).

74

WEEK: LESSON: 34 (Speaking 7) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity f
Communicate Describe people introduction that suits your pupils’ needs an
simple information and objects using review language and prepare pupils for the
intelligibly suitable words and
phrases Lesson delivery
2. Follow the instructions for Grammar Box (T
Complementary Complementary 3. Draw attention to the sound of ‘ing’ and the
Skill Skill
Listening 1.1 Listening 1.1.1 we’re etc). Have pupils repeat them togethe
Recognise and Recognise and 4. Play the Group pantomime game (see Teac
reproduce target reproduce with
language sounds support a range of on giving feedback on pupils’ Speaking, rat
target language wins.
phonemes 5. Follow instructions for Activity 2 (Teacher’s
pupils present their pictures to each other a
ask to present to the class. Try to choose s
made progress in their Speaking.

Post-lesson

6. Play the song again and have pupils sing a
up their pictures as they hear them in the so

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

ng THEME: World of Self, Family and Friends

MENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the Get Smart plus 3 Differentiate learning according to the
nd interests and that will needs of your pupils and class.
Student’s Book, Please see the seven differentiation
lesson. p.25 strategies listed in the introduction.
Please also consider the following:
Teacher’s Book, p.46) Teacher’s Book,
e short forms (I’m, he’s, p.46–7 Some pupils may take a lot of time
er and individually. drawing, while others will do it much
cher’s Book, p.47). Focus faster. Set a time limit for drawing.
ther than on which team You could ask fast finishers to write
their sentence in their notebooks (but
not next to the picture, as it is better
they do not read it later).

s Book, p.46). Monitor as
and decide which pupils to
some pupils who have

along. Or they could hold
ong, if appropriate.

75

WEEK: LESSON: 35 (Reading 7) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading Reading 1. Play the song from Student’s Book, p.25. H
3.2 3.2.1 do the actions.
Understand a Understand the
variety of linear main idea of short Lesson delivery
and non-linear simple texts
print and digital 2. Introduce the new vocabulary (see Warm u
texts by using Complementary Teacher’s Book, p.48).
appropriate Skill
reading strategies Reading 3. Show pictures 1, 3, 5 & 6 and ask pupils wh
3.2.3 pictures on the board.
Complementary Guess the meaning
Skill of unfamiliar words 4. Give each pupil a sentence card (there will
Reading from clues provided should come out to the board to decide whi
3.2 by visuals and the could do this in groups if it is easier to mana
Understand a topic
variety of linear Watch as pupils do this activity to get an ide
and non-linear Support them as needed by encouraging th
print and digital difficult words and/or referring to the picture
texts by using (p.26).
appropriate
reading strategies 5. Ask pupils to read the picture story in Stude
answers.

6. Follow the instructions for Activity 1 (Teach
second point.

7. Use the questions from the language box (S
introduce the question and answer forms. T
for Grammar Box (Teacher’s Book, p.49)

Post-lesson
8. Learning diaries:

Ask pupils to think back on their learning so
learning diary, they can write: