PRIMARY 3 SOW

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

g THEME: World of Self, Family and Friends

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Have pupils sing along and/or
Get Smart plus 3 Differentiate learning according
up and Vocabulary on to the needs of your pupils and
Student’s Book, class. Please see the seven
ho they can see. Put the p. 26–7 (and 25 for differentiation strategies listed in
pre-lesson) the introduction. Please also
be some the same). They consider the following:
ich picture to put it with. You Teacher’s Book,
age. p.48–49 If you feel your class can follow
ea of their reading ability. the story well, you could reduce
hem to sound out new or Copies of the the number of times you play the
es in the Student’s Book pictures 1, 3, 5 & 6 recording.
from the story
(blank/without text) If you have some less proficient
pupils in the class, the sentence
Sentence cards to matching activity could be done
match pictures 1, 3, in pairs, giving one sentence to
5 & 6 (one per a pair with one more + one less
pupil) proficient pupils.

ent’s Book, p.26 to check the

her’s Book, p.48) from the

Student’s Book, p.27) to
Then follow the instructions

o far this week. In their

76

 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 began the year reflecting in their first
basic level (simple words). Encourage pupi
deeply and using more English as the year
more able to do this than others. Support pu
help and encourage everyone to complete
allocate time for this activity in your lesson p
homework.

Primary Year 3 SK Scheme of Work

nglish)

t language and at a very
ils to begin to reflect more
goes on. Some pupils will be
upils who may need some
their diaries. Ensure you
plan. It shouldn’t be set for

77

WEEK: LESSON: 36 (Writing 7) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.2
Communicate Spell an increased 1. Choose an appropriate pre-lesson activity fr
with appropriate range of familiar introduction that suits your pupils’ needs an
language form high frequency review language and prepare pupils for the
and style for a words accurately in
range of purposes guided writing Lesson delivery
in print and digital
media Complementary 2. Play a spelling game to review some spellin
Skill example, a word jumble with plastic letters o
Complementary Reading 3.2.2
Skill Understand specific 3. Pupils do the crossword puzzle (see below)
Reading 3.2 information and do this to see which words they are having p
Understand a details of short the answers as a whole class and draw atte
variety of linear simple texts spellings as necessary.
and non-linear
print and digital 4. Play the CD to review the text on Student’s
texts by using
appropriate 5. Follow the instructions for Activity 2 (Teache
reading strategies noticed that pupils had problems in the cros
practice spelling the words, have them write
rather than circling ‘a’ or ‘b.

Post-lesson

6. Ask pupils what they do in their house to he
about the importance of helping out and con

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

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

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the
nd interests and that will Get Smart plus 3 Differentiate learning
Student’s Book, p.26–27 according to the needs of your
lesson. Teacher’s Book, p.49 pupils and class. Please see
the seven differentiation
ngs of key vocabulary (for Worksheet for crossword strategies listed in the
or letters on cards). puzzle (see below) introduction. Please also
) in pairs. Monitor as pupils consider the following:
problems spelling. Check
ention to more difficult If pupils struggle with the
crossword puzzle, have them
Book, p.26 first try to fill it in, and then go
er’s Book, p.49). If you to the Student’s Book to look
ssword, and need more for the spellings.
e the answer on the lines
Alternatively, you could pair
pupils so they can support
each other, or you could ask
pupils to try the puzzle
individually first before
continuing with a partner.

elp their family. Talk to them
ntributing to family life.

78

Worksheet for Lesson 36 -4
Crossword 5

1
2

36

Primary Year 3 SK Scheme of Work

1. [insert picture of to clean’]
2. [insert picture of flowers]
3. [insert picture of to wash up]
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]

79

WEEK: LESSON: 37 (Language Arts 7) SCHEME OF WORK: NON-TEXT
TOPIC: Right Now
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Innovation; Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
In this lesson, pupils will make a circular book.
Main Skill Main Skill
Language Arts Language Arts Pre-lesson
5.3 5.3.1
Express an Respond 1. Choose an appropriate pre-lesson activity from
imaginative imaginatively and suits your pupils’ needs and interests and tha
response to intelligibly through pupils for the lesson.
literary texts creating simple
action songs on 2. Ask pupils to remember the different activities
Complementary familiar topics. Student’s Book p.26.
Skill Other imaginative
Speaking responses as 3. Ask pupils to think of other household activitie
2.1 appropriate. needed.
Communicate
simple information Complementary Lesson delivery
intelligibly Skill 4. Give pupils a circle. Tell them to draw a vertic
Speaking 2.1.5
Describe people that their circle is divided into four sections. P
and objects using the lines do not need to be completely straigh
suitable words 5. Tell pupils to draw four household activities, o
and phrases 6. Give pupils a second circle. Ask them to draw
line, as in step 4.
7. Tell pupils to cut out one section of the secon
three sections.
8. Give pupils a pin or paper clip, and ask them
the first circle through the middle.
9. Put pupils into small groups. Ask them to sha
circular books. They can do this quarter by qu
round.

Post-lesson
10. Ask a few pupils to name some of the househ

their groups. You can nominate pupils or get o

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

ge Arts THEME: World of Self, Family and Friends
NT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
of household chores

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that Circles of paper, Differentiate learning
at will review language and prepare about 12cm in according to the needs of
diameter, two circles your pupils and class. Please
s Anna and Greg were doing on for each pupil see the seven differentiation
es. Help them with vocabulary if strategies listed in the
A pin / end of a paper introduction.
clip to pin the top
circle onto the bottom
circle

cal line and a horizontal line, so
Pupils do not need a ruler for this:
ht.
one in each section of the circle.
w a vertical line and a horizontal

nd circle, so that this circle has

to pin the second circle on top of

are and name the activities in their
uarter by moving the top circle

hold activities they discussed in
other pupils to do that.

80

WEEK: LESSON: 38 (Listening 8) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Play a guessing game where you draw, on th
Understand Understand with doing an action. Draw it line-by-line/part-by-pa
meaning in a support specific pupils ‘what’s he/she doing?’ Pupils can have
variety of familiar information and someone guesses the correct answer.
contexts details of short
simple texts Lesson delivery
Complementary 2. Have pupils look at the pictures on Student’s
Skill Complementary
Listening Skill their partners about the pictures. Feed back o
1.3 Listening of the pictures, to check that all pupils have u
Use appropriate 1.3.1 remember the key vocabulary. You could intro
listening strategies Guess the this point, if you think the names will confuse
in a variety of meaning of recording.
contexts unfamiliar words 3. Follow the instructions for Activity 3 (Teacher’
by using visual
clues when a 4. Using flashcards, introduce some new vocabu
teacher or lives (e.g. playing the guitar, throwing a ball, p
classmate is
speaking 5. Have pupils play a mime game in pairs or sm
action; Student B asks What are you doing?;

Post-lesson

6. Ask pupils to tell you what new words they ha
informal, so you can see how much they reme
remember most. Note any that are missing so
in particular next time. Alternatively, you could
or small group activity to review the vocabular

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
questions (be + -ing)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

he board, a picture of a person Get Smart plus 3 Differentiate learning
art and after each line/part ask according to the needs of
e one guess each time until Student’s Book, your pupils and class. Please
p.27 see the seven differentiation
Book, p.27. They should talk to strategies listed in the
on this by eliciting details about all Teacher’s Book, introduction. Please also
understood the pictures and p.49 consider the following:
oduce the characters’ names at
pupils when they hear the Flashcards for new Decide how many, and
vocabulary which, new words/phrases to
introduce depending on your
’s Book, p.49). pupils’ performance in the
lesson so far. It shouldn’t be
ulary that is relevant to your pupils’ more than four or five, even
playing badminton). with more proficient pupils.

mall groups. Student A mimes an
Student A says I’m xxxing xxx.

ave learned today. Keep this
ember and which pupils seem to
o that you can review these words
d design a short, fun speaking pair
ry from this lesson.

81

WEEK: LESSON: 39 (Speaking 8) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking Speaking 1. Play a game to review vocabulary from the
2.1 2.1.5 focus on the written form of the words.
Communicate Describe people
simple information and objects using Lesson delivery
intelligibly suitable words and
phrases 2. Have pupils work in small groups to play a g
Complementary of cards (pairs of pictures of an action + wri
Skill Complementary over two cards in turns to try to find a match
Speaking Skill
2.2 Speaking 3. Follow the instructions for Activity 4 (Teach
Use appropriate 2.2.2
communication Ask for attention or 4. Pupils play a game in small groups with the
strategies help from a teacher
or classmate by - In turns, the pupil turns over a card, look a
using suitable
questions - The pupil gives a clue about the picture (e
- The pupil asks ‘What do you think? What’s
- The group guesses what’s in the picture.

Monitor as pupils work on this, helping with
extend pupils’ language resource. Encourag
when they need it by reviewing phrases for
please? How do I say xxx in English?) Note
monitor.

Post-lesson

5. Write a sentence on the board that contains
heard pupils make. Ask pupils to correct the

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
questions (be + -ing)

INE MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES

previous lesson. This should Get Smart plus 3 Differentiate learning according to the
needs of your pupils and class. Please
game, where they have sets Student’s Book, see the seven differentiation strategies
itten sentences). Pupils turn p.27 listed in the introduction. Please also
hing pair of cards. consider the following:
her’s Book, p.49). Teacher’s Book,
eir cards: p.49 The second card game (step 4) could
at it but keep it secret. be extended so that pupils give more
e.g. He’s in the bedroom) Sets of cards clues about the flashcard, using more
’s he doing?’ (pictures + language that they know.
sentences)
Other pupils may not be able to give
clues, so the group can simply guess
what is on the card from memory.

h language as necessary to
ge them to ask for your help

this (e.g. Can you help me,

e common mistakes as you

s a common mistake you
e sentence with you.

82

WEEK: LESSON: 40 (Reading 8) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3..2.1 1. Tell pupils that you like to exercise and show
Understand a Understand the Give pupils 2–3 minutes to do some exercis
variety of linear main idea of short suggest aerobics or Zumba, for example. W
and non-linear simple texts vocabulary you can teach them afterwards t
print and digital – e.g. Zumba, aerobics, dancing, jogging.
texts by using Complementary
appropriate Skill Lesson delivery
reading strategies Reading
3.2.2 2. Follow the instructions for Warm up on Teac
Complementary Understand specific new vocabulary. Comment on the pupils’ ex
Skill information and you can teach them vocabulary for what the
Reading details of short
3.2 simple texts 3. Show pupils the pictures of the four children
Understand a they are doing. Put them on the board.
variety of linear
and non-linear 4. Give each pupil a text. Ask them to read the
print and digital matches. Feed back by asking a pupil to co
texts by using the name of the child.
appropriate
reading strategies 5. Follow the instructions for Activity 1 (Teache

6. Next, follow instructions for Grammar Box a
p.50–51).

You may wish to note pupils who have diffic
complete it easily. This will help you later in
review and how to group pupils.

7. (If time) Play a True/False quiz. Talk about w
pictures (including a false statement, which
doing). Pupils should call out True/False or

Post-lesson

8. Learning diaries:

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

g THEME: World of Self, Family and Friends

MENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

w them what this word means. Get Smart plus 3 Differentiate learning
se in the classroom. You could according to the needs of
Watch pupils to see which Student’s Book, p.28– your pupils and class. Please
to say what they are doing (if any) 29 see the seven differentiation
strategies listed in the
cher’s Book, p.50, to introduce Teacher’s Book, introduction. Please also
xercise in the pre-lesson stage if p.50–51 consider the following:
ey were doing.
n from the textbook. Ask them what Copies of pictures of Fast finishers could do an
four children on additional Writing task at the
e text and decide which picture it Student’s Book p.28 end of this lesson, where
ome out and label each picture with (1 copy of each) they write a sentence about
each child to say one more
er’s Book, p.50) from Step 3). Copies of the texts action they are not doing.
and Activity 2 (Teacher’s Book, from Student’s Book
p.28 (one text per Ask different pupils
pupil) different/more/fewer
questions to guide their
understanding of the text
(see Teacher’s Book).

culty with Activity 2 and those who
the week to decide how much to

what each child isn’t doing in the
includes what they are actually
Yes/No.

83

Ask pupils to think back on their learning so
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 En

Pupils began the year reflecting in their first
(simple words). Encourage pupils to begin t
more English as the year goes on. Some pu
than others. Support pupils who may need s
everyone to complete their diaries. Ensure y
your lesson plan. It shouldn’t be set for hom

Primary Year 3 SK Scheme of Work

o far this week. In their learning

nglish)

t language and at a very basic level
to reflect more deeply and using
upils will be more able to do this
some help and encourage
you allocate time for this activity in
mework.

84

WEEK: LESSON: 41 (Writing 8) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.2 4.2.4 1. Play a True/False game, where you/pupils m
Communicate Describe people They should say what they are not doing as
basic information and objects using are doing. Encourage, but don’t insist on ful
intelligibly for a suitable words and stage, but use this as a way to assess pupil
range of purposes phrases beginning of the lesson.
in print and digital
media Complementary Lesson delivery
Skill
Complementary Reading 2. Tell pupils they will make sentences. Pupils
Skill 3.2.2 each pair one set of words for a cut-up sent
Reading Understand specific sentences below). There are several differe
3.2 information and to arrange the words into a sentence. They
Understand a details of short sentences tidy on their desk during the next
variety of linear simple texts back on this activity at this stage.
and non-linear
print and digital 3. Ask pupils to look at the picture on Student’
texts by using Activity 3, to find which child their sentence
appropriate circle the child in the picture if they don’t kno
reading strategies names.

4. Feed back on each sentence as a whole cla
check their answers.

5. Tell pupils they are going to make a game.
steps to making the game:

Put a model on the board, which describes
Book, p.29. e.g.

They’re not doing gymnastics. They’re
Who are they?

Ask pupils to look at Student’s Book, p.29 a
children these sentences are about.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

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

mime an action. MATERIALS / DIFFERENTIATION STRATEGIES
s well as what they REFERENCES
ll sentences at this Differentiate learning according to the
ls’ language at the Get Smart plus 3 needs of your pupils and class. Please
Student’s Book, p.29 see the seven differentiation strategies
s work in pairs. Give listed in the introduction. Please also
tence (see Small pieces of paper consider the following:
ent sets. Ask pupils for Writing activity, one
should keep the per pupil You could ask pupils to write at least
t step. Don’t feed one/two sentences on their cards.

Consider having pupils write in pairs so
that they can support each other if
necessary.

’s Book, p.29,

is about. They can
ow the characters’

ass, so pairs can

There are several
children in Student’s

not skateboarding.

and tell you which

85

Draw pupils’ attention to the Grammar Box a
page. Focus attention on the contraction
(they are = they’re and others) and remind p
their sentences carefully.

6. Give each pupil a small piece of paper. Ind
a similar sentence(s) about a child on p.29 o
could have pupils write one, two or three ne
depending on time. Support weaker pupils c

7. Put pupils in groups. The groups collect the
pupil, and put them face-down on the table.

In turns, each pupil turns over a paper, read
which character they think it is from Student
Pupils can point to the characters or describ
know their names. They win a point if they a

8. Collect the papers so you can check them. C
mistakes in a coloured pen so pupils can ch

Post-lesson

9. Read some of the papers for pupils to guess
or you could choose an appropriate post-les
the list in the introduction that suits your pup
interests and that will review the main areas
lesson.

Sentences for cut ups (one per pair)

He / isn’t / playing / table tennis.

She / isn’t / doing / gymnastics.

They / aren’t / skateboarding.

She / isn’t / dancing.

Primary Year 3 SK Scheme of Work

at the top of the

pupils to punctuate

dividually, they write
on the paper.You
egative sentences,
carefully.

e papers from each
.

ds it aloud and says
t’s Book, p.29.
be them if they don’t
are right.

Circle/underline any
heck it themselves.

s as a whole class,
sson activity from
pils’ needs and
s covered in the

86

WEEK: LESSON: 42 (Language Arts 8) SCHEME OF WORK: NON-TEXT
TOPIC: Right Now
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Innovation; Values

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
In this lesson, pupils will create a song in small gro
Main Skill Main Skill
Language Arts 5.3 Language Arts Pre-lesson
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from
imaginative Respond
response to imaginatively and introduction that suits your pupils’ needs and
literary texts intelligibly through introduce the topic of the lesson (sports vocab
creating simple
action songs on Lesson delivery
familiar topics. 2. Ask pupils to work in pairs. One pupil says the
Other imaginative
responses as the other pupil mimes doing
appropriate. 3. the sport. Pupils then swap roles and continu

Complementary Complementary to name and mime sports.
Skill Skill 4. Sing the first two verses of the song One fing
Speaking Speaking
2.1 2.1.5 moving. Finish at We’re doing gymnastics. As
Communicate Describe people fingers, thumbs and arms as they sing the son
simple information and objects using sports in any way they choose.
intelligibly suitable words 5. Write verses 3 and 4 on the board, or give pu
and phrases 6. Put pupils into groups of 4–5 and ask them to
actions for verses 3 and 4, and to practise the
below).

Post-lesson
7. Pupils perform their songs with actions for the

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

ge Arts THEME: World of Self, Family and Friends

NT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
happening now, sports vocabulary

oups. MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
m the list in the Differentiate learning according to the
interests and that will Words and music to needs of your pupils and class. Please
bulary). the song One finger, see the seven differentiation strategies:
one thumb, keep listed in the introduction.
moving (see below)

e name of a sport, and

ue in this way, taking turns

er one thumb keep
sk pupils to move their
ng, and to mime the

upils a handout.
o choose new words and
eir song (see worksheet

eir classmates.

87

One finger one thumb keep moving – music sheet
(Replace the words We’ll all be merry and bright with everyday activities or sports as in the sug

Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%
Dany Rosevear.
One finger one thumb keep moving – words
One finger, one thumb, keep moving
One finger, one thumb, keep moving
One finger, one thumb, keep moving
We’re catching the ball
One finger, one thumb, one arm, keep moving
One finger, one thumb, one arm, keep moving
One finger, one thumb, one arm, keep moving
We’re doing gymnastics

Primary Year 3 SK Scheme of Work

ggested words below )

%20more%20action%20songs%203.htm

One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
We’re _______________________________
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re _______________________________

88

WEEK: LESSON: 43 (Listening 9) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Choose an appropriate pre-lesson activi
Understand meaning Understand with suits your pupils’ needs and interests an
in a variety of familiar support specific pupils for the lesson.
contexts information and
details of short Lesson delivery
Complementary simple texts
Skill 2. Ask pupils to look at the Student’s Book,
Writing Complementary children in the picture. They should stop
4.3 Communicate Skill mistake. Talk about the picture, making s
with appropriate Writing Use language pupils know:
language form and 4.3.3
style for a range of Plan, draft and write E.g.: There are eight children in the pictu
purposes in print and an increased range two girls playing table tennis [mistake]. I
digital media of simple sentences
3. Follow instructions for Activity 3 (Teache

4. Give pupils back the papers they wrote i
mistakes you highlighted. They should tr
themselves.

Ask pupils to re-write their sentences in
should pay attention to spelling, punctua
pupils made no mistakes, they could eith
one or more new sentences to their writi

Monitor as pupils work, and make sure th
Remind them to ask for your help in Eng

5. Collect the notebooks to look at and mak
performance and effort in the redrafting p

Post-lesson

6. Talk to pupils about the purpose of re-dr
improved in their writing from first to sec

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 +
negative statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ity from the list in the introduction that Get Smart plus 3 Differentiate learning
nd that will review language and prepare according to the needs of
Student’s Book, your pupils and class. Please
, p.29. Tell pupils you will talk about the p.29 see the seven differentiation
you when they hear you make a strategies listed in the
some mistakes in relation to content. Teacher’s Book, introduction. Please also
p.51 consider the following:
ure. They are all doing sports. I can see
think they are having fun. Etc… Choose the example(s) you
er’s Book, p.51). model on the board so that
in Lesson 41. Ask pupils to look at the you are supporting the pupils
ry to correct their sentences by who most need it. This will
help them work more
their notebooks. Remind them that they independently and get a
ation and neatness in this final version. If greater sense of
her focus on neatness or they could add achievement.
ing.
Have more proficient pupils
hey understand their own corrections. work with you to help less
glish. proficient pupils in the class
ke a note yourself of pupils’ with their redrafting.
process.
Fast finishers can write more
sentences or write about
another person.

rafting their work. Ask them what they
ond draft.

89

WEEK: LESSON:44 (Speaking 9) SCHEME OF WORK: TEXTBO
TOPIC: Right now MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Play the mime game from Teacher’s Book,
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases
Complementary 2. Play the game using the pictures in Student
Skill Complementary Teacher’s Book, p.51).
Listening 1.2 Skill
Understand Listening 1.2.5 3. Tell pupils they will play another guessing g
meaning in a Understand a wide for Activity 1 on Teacher’s Book, p.52. Pupil
variety of familiar range of short the Speaking & Listening game in pairs.
contexts supported questions
Monitor carefully as pupils work to see how
accurately they use and pronounce the sent
some common errors at the end of activities
made the mistakes.

4. Collect the cards from pupils or ask them to
lessons.

Post-lesson

5. Play the Optional game on p.53 (Teacher’s
previous activity to show the pupil.

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 +
negative & positive statements

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
p.52, Warm up.
Get Smart plus 3 Differentiate learning
t’s Book Activity 4, p.29. (See according to the needs of
game. Follow the instructions Student’s Book, p.29–30 your pupils and class.
ls cut out the cards and play Please see the seven
Teacher’s Book, p.51–53 differentiation strategies
they communicate, how listed in the introduction.
tences. Give feedback on Prepare a set of cards to Please also consider the
s without saying which pupils demonstrate the activity following:
o keep them for use in later (Student’s Book p.125)
Choose pupils who are
Book) using the cards from Scissors for pupils confident personalities to
come to the front of the
class for the Post-lesson
activity. If they are less
proficient in English, that
will also help motivate
them. They do not need to
speak much in front of the
class, just mime.

90

WEEK: LESSON: 45 (Reading 9) SCHEME OF WORK: TEXTBO
TOPIC: Right now MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Understand a variety Understand the main 1. Play Miming hopscotch game with flas
of linear and non- idea of short simple vocabulary (see Teacher’s Book, p. 57
linear print and digital texts
texts by using Lesson delivery
appropriate reading Complementary Skill
strategies Writing 4.3.2 2. Play a word game, e.g. jumbled letters
Spell an increased including the word table tennis. Ask pu
Complementary range of familiar high table tennis, and/or if they think it is an
Skill frequency words
Writing 4.3 accurately in guided 3. Follow the instructions for Activity 1 (T
Communicate with writing 4. Draw pupils’ attention to the Value and
appropriate language
form and style for a you about a time when they have done
range of purposes in 5. Learning diaries:
print and digital
media Ask pupils to think back on their learni
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

 Something I feel proud of (about m

Encourage pupils to begin to reflect m

goes on. Some pupils will be more abl

may need some help and encourage e

allocate time for this activity in your les
activity but shouldn’t be set for homew

Post-lesson

6. Ask pupils about their favourite sports
review sports vocabulary.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

g THEME: World of Stories

MENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)

NG OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

shcards from previous lesson(s) to review Get Smart plus 3 Differentiate learning
7, Optional activity). according to the
Student’s Book, needs of your pupils
s, to review sports and games vocabulary, p.32–33 and class. Please see
upils if they play any of these sports, including the seven
n easy or difficult sport. Teacher’s Book, differentiation
Teacher’s Book p.56–7) p.56–57 strategies listed in the
d discuss it with them. Ask them if they can tell introduction. Please
e/experienced this. also consider the
following:
ng so far this week. In their learning diary,
You could ask some/a
group(s) of pupils to
write some questions
about the story for
each other to answer.
Some examples are
given on p.57 of the
Teacher’s Book.

R/W)

my English)

more deeply and using more English as the year
le to do this than others. Support pupils who
everyone to complete their diaries. Ensure you
sson plan. It could replace the post-lesson
work.

or choose a post-lesson task from the list to

91

WEEK: LESSON: 46 (Writing 9) SCHEME OF WORK: TEXTBO
TOPIC: Right now MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate Plan, draft and write 1. Play a game using the cards from Lesson 4
with appropriate an increased range tasks list for ideas.
language form of simple sentences
and style for a Lesson delivery
range of purposes Complementary
in print and digital Skill 2. Review the cards as a whole class, by follow
media Speaking 2.3.1 (Teacher’s Book, p.54).
Narrate very short
Complementary basic stories and 3. Follow the instructions for Activity 1 (Teache
Skill events the instructions silently before you read them
Speaking 2.3 pictures. Ask questions to check their under
Communicate What is she drawing? Is she writing now?
appropriately to a
small or large 4. When pupils have finished, ask them to writ
group their picture.

5. Follow instructions for Activity 2 (Teacher’s

6. When pupils have finished, ask them to exc
Have the partners check their writing.

7. Give out the small papers. Pupils redraft the
to the front of the picture.

8. Display the pictures in the classroom.

Post-lesson

9. Play the Optional activity (Teacher’s Book, p

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 3)

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

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

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

44. You could look at the pre-lesson Get Smart plus 3 Differentiate learning
according to the needs of
wing the instructions in Warm up Student’s Book, your pupils and class.
er’s Book, p.54). Ask pupils to read p.31 Please see the seven
m aloud. Have them look at the differentiation strategies
rstanding, e.g. What is she cutting? Teacher’s Book, listed in the introduction.
p.54–55 Please also consider the
te about their pictures on the back of following:
Book, p.54). Sets of cards from
change their pictures with a partner. Lesson 44 Pupils will take different
times to draw and colour
Poster paper, their pictures. Set a time
scissors, colour limit.
pens/pencils per
pupil With large classes, try
Activity 2 in groups.
Small papers for
labelling pictures,
glue

eir writing on the papers and stick it

p.54).

92

WEEK: LESSON: 47 (Language Arts 9) SCHEME OF WORK: NON-TEXT
TOPIC: Right now MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will make and share a jigsaw
Language Arts 5.3 Language Arts
Express an 5.3.1 Pre-lesson
imaginative Respond 1. Choose an appropriate pre-lesson activity from
response to imaginatively and
literary texts intelligibly through introduction that suits your pupils’ needs and
creating simple review and introduce sports vocabulary.
Complementary action songs on
Skill familiar topics. Lesson delivery
Writing 4.3 Other imaginative 2. Divide pupils into four equal groups. Ask them
Communicate responses as
with appropriate appropriate. front of the class, and make four lines facing t
language form they will take turns to write the names of spor
and style for a Complementary point if they spell the sport correctly.
range of purposes Skill 3. Give the first pupil in each line a piece of chal
in print and digital Writing 4.3.2 them to write the name of a sport: other pupils
media Spell an increased spelling if necessary, but only the pupil with th
range of familiar 4. When that pupil has written a sport, they give
high frequency second pupil in the line, who writes a new spo
words accurately for 3 minutes or so.
in guided writing 5. Stop and check the spelling of the sports, and
spellings.
6. Give each pupil the jigsaw template.
7. Ask pupils to draw pictures of sports on the to
template, and to write the name of each sport
second row. They can use the words on the b
8. Tell them to cut the jigsaw out.

Post-lesson
9. Put pupils in small groups of 3–4. Ask them to

sports with pictures.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

ge Arts THEME: World of Self, Family and Friends

NT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary

MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES

w. Jigsaw template, either draw it or Differentiate learning
see available template at: according to the needs of
m the list in the www.timvandevall.com/templates/ your pupils and class.
interests and that will make-your-own-jigsaw-puzzle- Please see the seven
templates/ differentiation strategies
m to stand up, come to the listed in the introduction.
the board. Tell them that Scissors (one pair of scissors per Please also consider the
rts, and that they will get a 5 pupils in your class) following:

lk or board pen. Tell Fast finishers can create
s in the line can help with an extra jigsaw if time and
he chalk/pen can write. resources allow.
e the chalk/pen to the
ort. Continue in this way

d give points for correct

op row of the jigsaw
t underneath on the
board to help if necessary.

o swap jigsaws and match

93

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing
TOPIC: Right now
CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Use your notes made on pupils during this unit to
Main Skill Main Skill lesson consolidates and extends language areas
Writing 4.2 Writing 4.2.4 might consider using some of the material as a h
Communicate Describe people
basic information and objects using Note: You could also make use of the review act
intelligibly for a suitable words and Book p.34 / Teacher’s Book p.58–59) and/or con
range of purposes phrases of activities.
in print and digital
media Complementary Pre-lesson
Skill
Complementary Listening 1.1.1 1. Choose an appropriate pre-lesson activity fr
Skill Recognise and that suits your pupils’ needs and interests a
Listening 1.1 reproduce with and prepare pupils for the lesson.
Recognise and support a range of
reproduce target target language Lesson delivery
language sounds phonemes
2. Play the chant or song and have pupils mim
or write your own chant or song, or use one
https://www.youtube.com/watch?v=OYimAS

https://www.youtube.com/watch?v=t-xmGYN
https://www.youtube.com/watch?v=Dl8g2pZ

You can change the words to these chants
the focus of the lesson.

3. Encourage pupils to sing/chant along on the
attention to the contractions that the chant u
these. You could review these on the board
attention to pupils’ pronunciation of these.

4. Ask pupils to look at Part A on the workshee
read the sentences and write Yes if they are
Answers:

1. Yes; 2. No; 3. Yes; 4. No; 5. No

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

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

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
o adapt this plan so that your
s needed by your pupils. You A chant or song focusing Differentiate learning
homework task, if appropriate. on present continuous. according to the needs of
tivities in Revision (Student’s You can choose your pupils and class.
nsider offering pupils a choice something suitable for Please see the seven
your pupils that they will differentiation strategies
rom the list in the introduction enjoy and find useful. listed in the introduction.
and that will review language Please also consider the
Get Smart plus 3 following:
me the action. You can choose
e of: Student’s Book p.34 You could add some
SoZ6oI activities from Student’s
NgrJk&vl=en Teacher’s Book p.58–59 Book, p.34 to provide
Z82ME . extra practice with
to suit your pupils’ needs and Worksheets (see below) problematic language or
for fast finishers.

You could ask some
pupils to create some
review activities for the
class.

e second listening. Drawing
uses/doesn’t use and review

d if necessary. Pay close

et (see below). They should
e correct and No if they are not.

94

5. Draw pupils’ attention to the grammar expla
some model sentences to show pupils how
continuous. It is better not to use too many g
explanation but to show them what you mea

6. Ask them to rewrite the sentences so they a
worksheet. Check answers as a class or in

7. Use cards to review the question forms. Pla
them if necessary.

8. Ask pupils to complete the questions in Part
worksheet. Check answers as a class or in

Post-lesson

9. Ask pupils to think about what they have lea
they feel they know the language now. They
I do in Unit 3? self-assessment section of th

10. Collect the worksheets from pupils and revie
performance. If there are any areas of conc
in upcoming lessons.

Primary Year 3 SK Scheme of Work

anation on the worksheet. Build
to form the present
grammar words in your
an with examples.

are all correct in Part B on the
pairs/groups.

ay a game in pairs to practise

t C. They relate to Part A of the
pairs/groups.

arned in Unit 3 and how well
y should complete the How did
he worksheet.
ew them to note pupils’
cern, prepare a review of these

95

Worksheet for Lesson 48 Primary Year 3 SK Scheme of Work

Part A Yes/No
Look at the sentences. Are they correct? Write Yes or No.
1. She’s playing tennis.
2. They’s watching TV.
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics.
5. Yes, he’s. Robbie play tennis.

How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Part C
Complete the questions.

1. What is she ________? 4. Is Siti ________ __________?

2. What ________ they doing? 5. Is ________ ________ tennis?

3. ________ Mira and Jack ________ tennis?

Self-assessment:

How did I do in Unit 3?

In English, I know how to:

 say what I’m doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 say what other people are doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 ask about what people are doing Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ]

 talk about jobs to do in the house Great! [ ]

96

WEEK:UNIT 4 SCHEME OF WORK: TEXTBO

LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listenin
TOPIC: Year in, year out
CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Ask pupils what the weather is like today. R
Listening 1.2 Listening 1.2.1
Understand Understand with vocabulary.
meaning in a variety support the main
of familiar contexts idea of short Lesson delivery
simple texts 2. Put the four seasons flashcards on the boa

Complementary Complementary up (Teacher’s Book, p.60). Ask pupils: Wha
Skill Skill a cold country in winter?; Have you seen s
Speaking 2.2 Speaking 2.2.1 3. Follow the instructions in Teacher’s Book, p
Use appropriate Keep interaction Use this as a chance to see how much voc
communication going in short weather. Do an extra review activity if nece
strategies exchanges by 4. Draw pupils’ attention to the Grammar Box
repeating key to tell each other what their favourite seaso
words from the 5. Have pupils stand in lines or in a circle. The
other speaker
Pupil A: My favourite season is x.
Pupil B: x? My favourite season is y / M
Pupil C: y? My favourite season is z. /
Model the language clearly before star
and do not share favourites.

Post-lesson
6. Ask pupils to mime the weather as they list

activity, Teacher’s Book, p.60).

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Knowledge

MENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
describing weather, seasons, favourites

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs of
Review or teach the necessary Student’s Book, your pupils and class.
p.35 Please see the seven
differentiation strategies
ard. Follow the instructions for Warm Teacher’s Book, listed in the introduction.
at season is it now?; Have you been in p.60 Please also consider the
snow before? following:
Flashcards of
p.60, for Vocabulary and Activity 1. seasons If the final circle activity is
cabulary pupils know on the topic of difficult to manage with
essary. your class, or you have
x on Student’s Book, p.35. Ask pupils pupils who prefer not to
on is. speak in front of the whole
class, you could try this in
ey should play a chain game: small groups. Try
nominating one pupil in
My favourite season is x too. each group to come to you
My favourite season is y too. for instructions and
rting, using different pupils who share returning to the group to
explain what to do.

ten to the song again (see TPR Review more weather
vocabulary at the
beginning of the lesson
with some or all of your
pupils if you think this is
necessary.

97

WEEK: LESSON: 50 (Speaking 10) SCHEME OF WORK: SCHEME OF WORK
TOPIC: Year in, year out
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity fr
Communicate Ask about and suits your pupils’ needs and interests and th
simple information express basic seasons vocabulary.
intelligibly opinions
Lesson delivery
Complementary Complementary
Skill Skill 2. Play the song from Student’s Book, p.35 an
Listening 1.2 Listening 1.2.2 and listen as they do this to see how well th
Understand Understand with
meaning in a support specific 3. Explain to pupils that in many countries in th
variety of familiar information and weather as described in the song. You can
contexts details of short countries, the school year starts in Septemb
simple texts which is autumn. In other countries (e.g. Jap
Ask pupils to tell you when the school year s
when it starts in any other countries. Ask pu
think about how it might be different for Mala

4. Put pupils in groups of four. Give each grou
all pupils know the names of the seasons. A
season on each one. Pupils then brainstorm
the different seasons. They write one word/p
pass it to their neighbour, who writes anothe
focus on accuracy here, just to get their idea
suggest they write in their first language if n
English later.

5. Have groups tell you their ideas and build a

6. Ask pupils what their favourite season is ag
the instructions for Activity 2 (Teacher’s Boo

Post-lesson

7. Learning diaries:

Primary Year 3 SK Scheme of Work

K: TEXTBOOK BASED LESSON (Unit 4)

ng THEME: World of Knowledge

MENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
describing weather, seasons, favourites

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction that Get Smart plus 3 Differentiate learning
hat will review weather and Student’s Book, p.35 according to the needs
Teacher’s Book, p.60 of your pupils and
nd have pupils sing along. Watch class. Please see the
hey remember the key vocabulary. Plain paper, 4 pieces per seven differentiation
group of 4 strategies listed in the
he world, the seasons have introduction. Please
also explain that in some also consider the
ber (e.g. European countries), following:
pan), it starts in the spring, April.
starts in Malaysia and if they know Pupils may have
upils to look at the song words and different and
aysia. unexpected ideas when
brainstorming.
up four pieces of paper. Check that Encourage these and
Ask pupils to write the name of a support them with the
m vocabulary and ideas for each of necessary language.
phrase/idea on the paper and then Stretch more proficient
er idea, and so on. They needn’t pupils by encouraging
as. Offer help where you can or them to then use it in
necessary and you can supply the the Speaking activity.

a mind map on the board.

gain, and why they like it. Follow
ok, p.60).

98

Ask pupils to think back on their learning so
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 En

Encourage pupils to begin to reflect more de
the year goes on. Some pupils will be more
Support pupils who may need some help an
complete their diaries. Ensure you allocate t
plan. It shouldn’t be set for homework.

Primary Year 3 SK Scheme of Work

o far this week. In their learning

nglish)

eeply and using more English as
able to do this than others.
nd encourage everyone to
time for this activity in your lesson

99

WEEK: LESSON: 51 (Reading 10) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity f
Understand a Understand the your pupils’ needs and interests and that wi
variety of linear main idea of short what the day and month are today.
and non-linear simple texts
print and digital Lesson delivery
texts by using Complementary
appropriate Skill 2. Write the day and month on the board. Ask
reading strategies Speaking 2.3.1 and months in English. Ask one or two pupi
Narrate very short
Complementary basic stories and 3. Give groups of pupils a set of days or mont
Skill events count down. Review the months and days a
Speaking 2.3
Communicate 4. Follow the Teacher’s Book instructions for A
appropriately to a how we know it’s autumn (leaves on the gro
small or large perform to the class.
group
5. Listen as pupils act out the story to check th
any difficulty or confusion.

6. Feed back on their performance and review
in saturday and on may

Ask pupils to tell you the mistakes (the wron

Post-lesson

7. Choose an appropriate post-lesson activity
your pupils’ needs and interests and that wi
lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits Get Smart plus 3
ill review today’s day and month. Ask pupils Differentiate learning
Student’s Book, according to the needs
k pupils how well they remember the days p.36 of your pupils and
ils if they can recall them for you. class. Please see the
ths to put in order. Set a short time limit and Teacher’s Book, seven differentiation
and check their answers. p.62 strategies listed in the
Activity 1 (p.62). You might need to explain introduction. Please
ound), including having some pupils Cut up days of the also consider the
week & months of following:
heir use of the prepositions (in/on). Note the year
Group more proficient
w language by writing on the board: pupils in separate
groups to less proficient
pupils. Give months to
the more proficient and
days to the less
proficient to put in
order.

ng prepositions and lack of capitals).

from the list in the introduction that suits
ill review the main areas covered in the

100

WEEK: LESSON: 52 (Writing 10) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Ask pupils if they can remember the story fr
Writing 4.3 Writing 4.3.2
Communicate with Spell an increased can remember and act it out for the class.
appropriate range of familiar
language form and high frequency Lesson delivery
style for a range of words accurately in
purposes in print guided writing 2. To review spelling of days of the week, play
and digital media four or five groups. One pupil from each gro
a day of the week and the pupils at the boa
Complementary Complementary write the word. The fastest team to spell it a
Skill Skill pupil in the team.
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and 3. Follow the Teacher’s Book (p.63) for instruc
simple information describe basic pupils can spell the days of the week. Revie
intelligibly everyday routines activity.

When feeding back, insist on full sentences

4. Elicit from pupils other activities they may h
board. Talk to pupils about the activities the

5. Give out the worksheet (see below) and as
Diary. Monitor carefully and help with vocab

6. When they are ready, pupils work in pairs to
badminton on Saturday. The partner listens
is in the 3rd person). Remind pupils how to a

Post-lesson

7. Ask pupils if their partner told them anything
out something they didn’t already know abo

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

MENT: Language THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: on + day of the week

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom Student’s Book, p.36. Ask if any pairs Get Smart plus 3 Differentiate learning
according to the
y a team board game. Divide the class into Student’s Book, needs of your pupils
oup at a time should come to the board. Say p.36–37 and class. Please see
ard should arrange the magnetic letters to the seven
accurately wins a point. Continue for each Teacher’s Book, differentiation
p.63 strategies listed in the
ctions on Activity 2. Monitor and see how well introduction. Please
ew any problematic spellings after the Magnetic letters also consider the
following:
s He has karate on Saturday. Worksheet for
have during the week. Write these on the diaries (see Remind pupils they
ey do. below) can write two or more
k pupils to write two or more activities in My words. More proficient
bulary and spelling. pupils could write full
o tell each other about their week. E.g. I have sentences.
s and writes in My Friend’s Diary (to show this
ask about spelling in English. You could ask fast
finishers to help you
monitor and check
spellings.

g surprising about their week, or if they found
out their partner.

101