PRIMARY 3 SOW

Worksheet for Lesson 52 Primary Year 3 SK Scheme of Work
Wednesday
A. My Diary

Write two or more activities in your week.

Monday Tuesday

Thursday Friday Saturday Sunday

B. My Friend’s Diary

Listen to your partner and write their diary.

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday

102

WEEK: LESSON: 53 (Language Arts 10) SCHEME OF WORK: NON-TEXT
TOPIC: Year in, year out
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Innovation

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
In this lesson, pupils will create and perform an ac
Main Skill Main Skill in groups.
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 introduce the topic of warm and cool seasons
action songs on
familiar topics. Lesson delivery
Other imaginative 2. Teach pupils to sing the Seasons song words
responses as
appropriate. Jacques (see below).
3. Ask them to choose actions for the song and
Complementary Complementary
Skill Skill with the actions.
Speaking 2.3 Speaking 2.3.1 4. Elicit the pattern of the song from pupils:
Communicate Narrate very short
appropriately to a basic stories and  Name of season x2
small or large events  Adjectives x2
group  -ing verbs x3
 With our friends x2
5. Now put pupils into groups of 4–5 and ask the
and actions for the song, and to practise their
a song either about the warm season or the c

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

Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about c

Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

ge Arts THEME: World of Knowledge
NT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about
the seasons

ction song about seasons MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m the list in the
interests and that will A copy of the Differentiate learning according to
s. Seasons song (see the needs of your pupils and
next page) and a class. Please see the seven
s to the tune of Frère copy of the words on differentiation strategies listed in
perform the song again the board or on a the introduction. Please also
handout consider the following:

You could ask more proficient
pupils or groups to create a
second set of actions for their
song if they finish quickly.

em to choose new words
r song. They can choose
cool season if they prefer.

eir classmates.

cool season.

103

WEEK: LESSON: 54 (Listening 11) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Choose an appropriate pre-lesson activity fro
meaning in a support specific pupils’ needs and interests and that focuses
variety of familiar information and games, tennis, cinema.
contexts details of short
simple texts Lesson delivery
Complementary
Skill Complementary 2. Ask pupils if they often do the four activities.
Speaking 2.1 Skill on, remind them of the adverbs of frequency
Communicate Speaking 2.1.2 karate on Monday; I never play computer gam
simple information Find out about appropriate/necessary for your class, e.g. occ
intelligibly and describe basic
everyday routines 3. Ask pupils to tell their partner how often and
4. Follow the instructions for Activity 3 (Teacher

5. Put pupils in pairs; they decide who will be A
Activity 3 again. On the worksheet (see below
Diary (Pupils A) or Bob’s Diary (Pupils B). Do

6. Pupils exchange the information in pairs so th
do this by speaking to each other to commun
look at each other’s worksheets.

7. Collect the worksheets and review pupils’ wo
spell the words and how well they have achie
common mistakes and of pupils’ progress.

Post-lesson

8. Choose an appropriate post-lesson activity fr
pupils’ needs and interests and that will revie

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Self, Family & Friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time
expression: on + days of the week; adverbs of frequency

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

om the list in the introduction that suits your Get Smart plus 3 Differentiate learning
on the key vocabulary karate, computer according to the needs
Student’s Book, of your pupils and
Ask one or two of them which day they do it p.37 class. Please see the
to elicit sentences, e.g. I always do/have seven differentiation
mes. Consider introducing more adverbs if Teacher’s Book, strategies listed in the
casionally / from time to time, often p.63 introduction. Please
when they do the activities. also consider the
r’s Book, p.63). Worksheet (see following:
and who will be B. Play the recording from below)
w), pupils listen and complete either Sue’s When pupils are
o not insist on correct spelling as pupils listen. exchanging
hey have a complete worksheet. They should information, encourage
nicate the information, but they should not more proficient pupils
to use full sentences.
ork. See how well they have remembered to Expect less language
eved the Listening task. Make notes of from lower proficiency
pupils.
rom the list in the introduction that suits your
ew the main areas covered in the lesson. If pupils lack
confidence they can
check each answer
(sentence) with their
partner‘s worksheet as
they do the activity.

104

Worksheet for Lesson 54
A. Sue’s Diary

Monday Tuesday Wednesday
Saturday Su
Thursday Friday
Wednesday
B. Bob’s Diary Tuesday Saturday Su
Monday

Thursday Friday

Primary Year 3 SK Scheme of Work

unday

unday

105

WEEK: LESSON: 55 (Speaking 11) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and 1. Play a word game that focuses on the curre
simple information describe basic choose an appropriate pre-lesson activity fro
intelligibly everyday routines introduction that suits your pupils’ needs an

Complementary Complementary Lesson delivery
Skill Skill
Writing 4.1 Writing 4.1.2 2. Give each pupil a month word card. Ask all
Form letters and Begin to use cursive January to raise their hand/card, then Febru
words in neat handwriting in a the order of the months as you go.
legible print using limited range of
cursive writing written work 3. Have pupils stand up and say the months o
order, without modelling. Repeat, but a little
as necessary, making this a fun drill.

4. Follow the instructions in the Teacher’s Boo
4.

5. Show pupils the present, ask them when we
Elicit birthday.

6. Put the month cards around the room. Ask p
month of their birthday and go and stand by
month When’s your birthday? Pupils reply It

7. Remind pupils which month it is. Give the pr
whose birthday it is this month and say Hap

8. Have pupils mingle (walk around the room)
when their birthday is. Set a time limit or a n
ask.

9. Follow the Teacher’s Book (p.63) for Activity
pupils to check the spelling of the months, t
capital letters and to practise writing in cursi

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions (birth month): It’s in + month

MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES

ent month. You could Get Smart plus 3 Differentiate learning according to the
om the list in the Student’s Book, p.37 needs of your pupils and class. Please
nd interests. Teacher’s Book, p.63 see the seven differentiation strategies
listed in the introduction. Please also
the pupils with Month word cards (one consider the following:
uary and so on. Elicit per pupil)
If you have a more proficient class, you
on their cards in A wrapped-up present could introduce giving the date of their
e faster and continue birthday, which uses on. Explain why it
Card and coloured is on and not in (it is a precise day).
pends & pencils for
birthday cards, if time. Some pupils may say a full sentence in
Activity 5, while others may give a short
ok (p.63) for Activity answer. However, encourage them all
to use in.

e give presents.

pupils to find the
y it. Ask pupils, by
t’s in x.

resent to the pupils
ppy birthday!

to ask each other
number of pupils to

y 5. Encourage
to remember the
ive.

106

10. If you have time, show pupils how to make a
pupils to make birthday cards for a friend or
has a birthday soon

If you notice pupils are not using the prepos
them to do so, even if they are not using a f

Post-lesson
11. Learning diaries:

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

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)

 Something I feel proud of (about my En

Encourage pupils to begin to reflect more de
more English as the year goes on. Some pu
able to do this than others. Support pupils w
help and encourage everyone to complete t
you allocate time for this activity in your less
be set for homework.

Primary Year 3 SK Scheme of Work

a birthday card. Ask
r family member who
sition, encourage
full sentence.

o far this week. In

nglish)
eeply and using
upils will be more
who may need some
their diaries. Ensure
son plan. It shouldn’t

107

WEEK: LESSON: 56 (Reading 11) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand specific 1. Choose an appropriate pre-lesson activity fr
variety of linear information and that suits your pupils’ needs and interests a
and non-linear details of short foreign countries.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Put the world map on the board/wall and as
Speaking 2.2.2 Ask pupils to show you various countries, fir
Complementary Ask for attention or and Thailand. Talk about major world count
Skill help from a teacher and Canada, asking pupils to show you whe
Speaking 2.2 or classmate by
Use appropriate using suitable 3. Introduce and practise the vocabulary using
communication questions map, ask pupils in which countries they mig
strategies different suitable answers. Ask pupils if we f

4. Follow the Teacher’s Book (p.64) for Vocab

5. *Make sure the texts are stuck on the wall fo
Show pupils the pictures on Student’s Book
country they think each is. Tell pupils they w
countries. They will work in teams of four to
three of the pupils are runners, they will rea
each; the fourth pupil is the manager. The m
with the worksheet (see below). The manag
about the countries to the relevant team me
on the wall to find out if it is true or false. Th
tell them. The runners should not see the w
should not see the texts. They can ask each
orally.

This activity may be a little difficult to set up
model it in front of the class, making sure th

6. Check the answers as a whole class.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month/season

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that focuses on familiar according to the needs of
Student’s Book, p.38–39 your pupils and class.
sk pupils to gather around it. Please see the seven
rst Malaysia, then Singapore Teacher’s Book, p.64–65 differentiation strategies
tries and include Australia listed in the introduction.
ere they are, if they can. A large world map Please also consider the
following:
g the flashcards. Using the Vocabulary flashcards
ght find these things. Accept Consider the roles
find these things in Malaysia. Texts from Student’s Book carefully, so that the
p.38 cut up (and stuck on manager is a capable pupil
bulary. the walls around the room in the group. Provide visual
before the lesson). Two or or oral prompts if your
or this stage of the lesson. three copies of each text. class is mainly low
k, p.38. Ask them which proficiency to help them
will read about the three Worksheet (see below, one carry out step 5.
o read together. Assign roles – per group)
ad about one of the countries Review expressions for
manager stays at the desk asking for help or
ger reads the sentences clarification and leave them
ember, who runs to their text on the board if necessary.
hey return to the manager and Support pupils with
worksheet and the manager different questions as they
h other to repeat or explain read the texts on the wall.

p in English. Have one group
hey understand the rules.

108

7. Follow the instructions for Activity 2 (see Te

Post-lesson

8. Choose an appropriate post-lesson activity
introduction that suits your pupils’ needs an
review the main areas covered in the lesson

Worksheet for Lesson 56 True False
Find and read. Circle True or False. True False
1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia.
6. People wear clothes for hot weather in Thailand.

Primary Year 3 SK Scheme of Work

eacher’s Book p.65).

from the list in the
nd interests and that will
n.

109

WEEK: LESSON: 57 (Writing 11) SCHEME OF WORK: NON-TEXT
TOPIC: Year in, year out
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate with Plan, draft and write 1. Choose an appropriate pre-lesson activity f
appropriate an increased range suits your pupils’ needs and interests and th
language form and of simple sentences pupils for the lesson.
style for a range of
purposes in print Complementary Lesson delivery
and digital media Skill
Listening 1.2.5 2. Elicit and use flashcards to introduce vocab
Complementary Understand a wide common activities and clothes related to Ma
Skill range of short
Listening 1.2 supported questions 3. Ask questions and talk to pupils about these
Understand Remember to use different questions for dif
meaning in a
variety of familiar 4. Ask pupils to work in groups. Show them so
contexts make posters about Malaysia. First have pu
four sentences about Malaysia on a piece o
use the texts on Student’s Book, p.38 as m

5. In groups, pupils make their posters so that
written with the pictures. Then they add the
they are working in their groups, monitor an
sentences and work with each group to help
asking questions and eliciting language so
version on the poster.

6. Display the posters on the classroom walls.

Post-lesson

7. Talk to pupils about the posters. Give positi
encourage pupils to tell you what they like a

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

MENT: Patriotism THEME: World of Knowledge
LANGUAGE/GRAMMAR FOCUS: Prepositions review

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that
hat will review language and prepare Get Smart plus 3 Differentiate learning
Student’s Book, p.38 according to the needs
bulary related to weather, seasons, of your pupils and
alaysia and/or your own local area. Poster paper per class. Please see the
e aspects of their own country. group seven differentiation
fferent pupils. strategies listed in the
ome pictures from Malaysia. They will Flashcards for introduction. Please
upils work together to write three or common activities, also consider the
of paper or in a notebook. They can weather, clothes etc. following:
models.
t they match the sentences they have Pictures from Consider assigning
e sentences to their posters. While magazines/internet roles for different pupils
nd check on progress. Check their etc. in each group, e.g.
p them improve the sentences by writer, designer, artist
that they can write it in the final Glue, colour pens, etc. which will let each
paper pupil work to their
. strength and abilities.

Take care that any
questions you ask
support and stretch
pupils.

ive feedback to each group and
about each one.

110

WEEK: LESSON: 58 (Language Arts 11) SCHEME OF WORK: NON-TEXT
TOPIC: Year in, year out
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
innovation

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will create a diamond poem a
Language Arts Language Arts
5.3 5.3.1 Pre-lesson
Express an Respond
imaginative imaginatively and 1. Choose an appropriate pre-lesson activity from
response to intelligibly through suits your pupils’ needs and interests and tha
literary texts creating simple pupils for the lesson.
action songs on
familiar topics. Lesson delivery
Other imaginative 2. Show pupils the diamond poem (see below),
responses as
appropriate. skating and icy, and ask them to guess if the
are Winter or Hot season.
3. Check the answer [Winter].
4. Elicit the pattern of the diamond poem with pu

Complementary Complementary Noun
Skill Skill Adjective Adje
Writing Writing
4.3 4.3.2 Verb Verb V
Communicate Spell an increased Noun Noun Nou
with appropriate range of familiar
language form high frequency Verb Verb V
and style for a words accurately Adjective Adje
range of purposes in guided writing
in print and digital Noun
media 5. Write Hot season on the board and the headin
6. Ask pupils to brainstorm vocabulary about the

write their suggestions on the board under the
7. Ask pupils to work in pairs. Give them the hot

handout, or ask them to copy from the board.
8. Ask the pairs to make their own diamond poe

use words from the board and their own ideas

Post-lesson
9. Make groups of 4 or 6 and ask pupils to read

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

ge Arts THEME: World of Knowledge
NT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs

LINE MATERIALS / DIFFERENTIATION
about the hot season in their area. REFERENCES STRATEGIES

m the list in the introduction that Diamond poem (see Differentiate learning
at will review language and prepare below) on the board according to the needs of
or as a handout your pupils and class.
check or teach the meaning of Please see the seven
missing words at the top and bottom Hot season diamond differentiation strategies
poem template (see listed in the introduction.
below)

upils. This is:

ective
Verb
un Noun
Verb
ective

ngs nouns, adjectives, verbs.
e hot season where they live, and
e appropriate heading.
t season diamond template as a
.
em about the hot season. They can
s.

their diamond poems to each other.

111

Diamon

____
Snowy
Skiing, skating, m
Snow, hats, c
Staying inside, keep

Icy, w
____

Hot season diamo

Hot se

_______

_______ ____

_______ _______

_______ ____

_______

Hot se

Primary Year 3 SK Scheme of Work

nd poem

____
y, cold.
making snowmen.
coats, gloves.
ping warm, sleeping
windy
____

ond poem template

eason

_______

____ _______

_______ _______

____ _______

_______

eason

112

WEEK: LESSON: 59 (Listening 12) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity f
Listening 1.2 Listening 1.2.2
Understand Understand with your pupils’ needs and interests and that wi
meaning in a support specific
variety of familiar information and Lesson delivery
contexts details of short 2. Play a countries quiz using information that
simple texts
find the Pyramids; where is Hello Kitty from
Complementary Complementary the countries are. Try to include the six cou
Skill Skill names of the countries on the board and le
Reading 3.2 Reading 3.2.1
Understand a Understand the 3. Introduce the concept of time zones using t
variety of linear main idea of short another city pupils know of and some of the
and non-linear simple texts
print and digital 4. Tell pupils the time in Malaysia (use the act
texts by using morning/afternoon/evening). Ask them to sh
appropriate morning/afternoon/night. Review these wor
reading strategies
5. Hand out labels (see below), one per pupil.
Pupils listen carefully and repeat or raise th

6. Ask pupils which country they think their lab
should write the name of the country on the
board as models).

7. Hand out tape/tack and ask pupils to stick t

8. Ask pupils to read Student’s Book, p.116 to
answers with them.

9. Follow instructions for Activity 2 (Teacher’s

Post-lesson
10. Ask pupils to tell you what time it is now wit

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Knowledge
MENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +
country/city

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits
ill review weather vocabulary. Get Smart plus 3 Differentiate learning
according to the
t is familiar to pupils, e.g. where can you Student’s Book, needs of your pupils
m. Use the world map to show pupils where p.116 and class. Please see
untries on Student’s Book, p.116. Write the the seven
eave them there. Teacher’s Book, differentiation
p.179 strategies listed in the
the time at the moment compared to introduction. Please
e places from the previous activity. World map (if you also consider the
have a large class, following:
tual time of the lesson or use have one map per
how you on the map where it is large group of You could have
rds as necessary. pupils) some/all pupils work
in pairs to read and
. Read each of the six texts on p.116 aloud. Labels (see below, guess the places on
heir hand when they hear their label. one per pupil) the labels.

bel refers to, if it is 7pm in Malaysia. They Sticky
e line on their label (using the words on the tape/tack/pins

their label onto the world map.
o check their labelling. Discuss their

Book, p.179).

th you and in another country.

113

Materials for Lesson 59

Labels:

_______________ _______________ _
It’s twelve noon. It’s raining.
It’s four in the morning. It’s I
snowing. c

_______________ _______________ _
I
It’s six in the morning. It’s It’s two in the afternoon. It’s
windy. sunny and hot.

Primary Year 3 SK Scheme of Work

_______________
It’s eight in the evening. It’s
cloudy.
_______________
It’s nine at night. It’s cold.

114

WEEK: LESSON: 60 (Speaking 12) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity fr
Communicate Find out about and that suits your pupils’ needs and interests a
simple information describe basic prepare pupils for the lesson by introducing/
intelligibly everyday routines Check their understanding of the word by as
holidays are in the year.
Complementary Complementary
Skill Skill Lesson delivery
Speaking Speaking
2.1 2.1.5 2. Review and introduce the sports and activiti
Communicate Describe people some previous lessons. Add any that you th
simple information and objects using school holidays or other times of the year.
intelligibly suitable words and
phrases As you introduce them, ask pupils if they do
holidays.

For sports they do not do (e.g. probably the
ask them if they have ever seen these sport

3. Follow the instructions for Activity 3 (Teache

4. Follow the instructions for Activity 4 (Teache
good idea for pupils to ask each other what
holidays/rainy season/etc, rather than the su
context.

5. Play the mime game in small groups sitting

Pupil 1: Mimes a sport/activity (e.g. swimmin

Pupil 2: P1 goes swimming in the school ho
sport/activity)

Pupil 3: P1 goes swimming in the school ho
holidays, and I… (Pupil 3 mimes a sport/act

And so on…

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + season/period

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that will review language and according to the needs of
Student’s Book, p.39 your pupils and class.
/reviewing the word holiday. Please see the seven
Teacher’s Book, p.65 differentiation strategies
sking them when the school listed in the introduction.
Sports flashcards (add Please also consider the
sports that pupils may following:
do in the holidays)
Think about the interests of
ies vocabulary from this and the pupils in your class and
hink pupils may do during the include vocabulary relevant
to them. Alternatively, you
o these sports/activities in the could introduce a stage in
the lesson where you ask
e three on Student’s Book, p.39), pupils to identify their
ts, where people do them etc. favourite sport/activity for
the holiday or a particular
er’s Book, p.65). time of year.

er’s Book, p.65). Note that it is a For the final activity, ask
they do in the school pupils when their favourite
ummer, depending on your time of year / season is
and make that the focus of
in circles: the circle activity.
ng)
olidays and I… (Pupil 2 mimes a

olidays, P2 xxx in the school
tivity)

115

Monitor closely and help as pupils do the Sp
concerns you have about individual pupils a
problems. Give feedback based on these no
be ready to review language or vocabulary n

Post-lesson
6. Learning diaries:

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
Some pupils will be more able to do this tha
may need some help and encourage everyo
Ensure you allocate time for this activity in y
set for homework.

Primary Year 3 SK Scheme of Work

peaking activities. Note any
as well as any common
otes at the end of the lesson and
next lesson, as appropriate.

o far this week. In their learning

nglish)

eeply and using more English.
an others. Support pupils who
one to complete their diaries.
your lesson plan. It shouldn’t be

116

WEEK: LESSON: 61 (Reading 12) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading. 3.2 Reading. 3.2.2
Understand a Understand specific 1. Choose an appropriate pre-lesson activity fr
variety of linear information and that suits your pupils’ needs and interests a
and non-linear details of short and prepare pupils for the lesson.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Play a team game where pupils brainstorm
Reading. 3.1 in this lesson (months, days, seasons, cloth
Complementary Read and enjoy A1
Skill fiction/non-fiction 3. Review any key vocabulary that has not com
Reading. 3.3 print and digital Introduce the word boots (see Student’s Bo
Read texts of interest
independently for 4. Follow the instructions for Activity 1 (Teache
information and choose their own counters (e.g. a pen lid, a
enjoyment
Monitor as pupils play the game, but allow t
activity so that they are reading for pleasure
are reading. This will also encourage pupils
each other.
5. Continue with the Optional activity on Teach
this for other topics.

Post-lesson

6. Choose an appropriate post-lesson activity
that suits your pupils’ needs and interests a
areas covered in the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that will review language Student’s Book, p.40 according to the needs of
Teacher’s Book, p.66–67 your pupils and class.
vocabulary on the main topics Coins Please see the seven
hes, weather, countries). differentiation strategies
me up in the previous activity. listed in the introduction.
ook, p.40). Please also consider the
er’s Book, p.66). Pupils can following:

rubber, a small paper ball). Try to have a mix of
them to relax and enjoy the proficiency in the groups
e, without really noticing they so that pupils can support
s to work together and help each other as they play
the game.
her’s Book, p.67. You could do
Modify the Venn diagram
Optional activity so that it
suits seasons in your
local context and your
local culture.

from the list in the introduction
and that will review the main

117

WEEK: LESSON: 62 (Writing 12) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Innovation; ICT

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity fr
Communicate Describe people
basic information and objects using that suits your pupils’ needs and interests a
intelligibly for a suitable words and and prepare pupils for the lesson by reviewi
range of purposes phrases countries.
in print and digital
media Lesson delivery

Complementary Complementary Note: This lesson is based on the project on Stu
Skill Skill
Speaking 2.2 Speaking 2.2.2 2. Divide pupils into five or six groups, depend
Use appropriate Ask for attention or There should be 4–6 pupils in each group.
communication help from a teacher
strategies or classmate by 3. Tell pupils they will find out about a country
using suitable can show pupils the example of Student’s B
questions know what to do.

4. Assign roles to pupils in the group or have p
themselves. At least one:

 researcher (to look on the computer for
country*)

 designer (to decide which pictures go w

 cutter & sticker (to cut out pictures and

 writer (to annotate the picture).

5. Have groups choose a country. First they sh
information to find out about. Allow all pupils
computer to start finding out basic informatio
the ‘researcher’ takes over and the others d

*Select, in advance, websites that are safe a
pupils can use to find information e.g. www.
www.kidzsearch.com

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

THEME: World of Knowledge

MENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that will review language Student’s Book, p.41 according to the needs of
ing the names of the six Teacher’s Book, p.68–9 your pupils and class. Please
see the seven differentiation
udent’s Book, p.41. Computers strategies listed in the
ding on the size of your class. introduction. Please also
Magazines and/or a consider the following:
printer
Set a specific number of
and make a collage. You pictures or information to find
Book, p.41 Activity 2 so they on the country so that there
is enough time in the lesson.
pupils decide between
At the writing stage, you
r information about the could either have a more
proficient pupil in the group
where) be the main writer (and
stick them to the collage) others contribute) or,
preferably, you could ask
each pupil to write one/two
sentences each, so they
share the writing.

hould decide what
s to work briefly on the
on about the country before
do their tasks.

and are simple to follow, that
.kiddle.co or

118

6. Monitor pupils carefully as they use the inte
network is not protected. Help as necessary
may need help to print out pictures and othe
they find. They should avoid using texts the
their language and other pupils may not und

7. Have pupils create a collage. Set a fixed tim
depending on the time you have available in

8. Have pupils write in their notebooks about th

Note that pupils should work reasonably ind
and should ask for your help in English whe
groups as they work and support them. Ask
of pictures for the collage as you monitor.

Post-lesson

9. Pupils display their collages and read their s
and point to / find the correct collage. Encou
other questions about the countries.

Primary Year 3 SK Scheme of Work

ernet, especially if your
y with search terms. Pupils
er resources or information
ey find because this is not
derstand it.

me limit for this activity
n your lesson.

he country.

dependently in this lesson,
en they need it. Move around
k questions about their choice

sentences for others to hear
urage pupils to ask each

119

WEEK: LESSON: 63 (Language Arts 12) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Langua

CROSS-CURRICULAR ELEM
Imagination

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.3 Language Arts 5.3.1
Express an Respond 1. Choose an appropriate pre-lesson activity f
imaginative imaginatively and your pupils’ needs and interests and that fo
response to intelligibly through
literary texts creating simple Lesson delivery
action songs on
Complementary familiar topics. 2. Tell pupils you will read a story called The S
Skill Other imaginative use a picture of a snow globe. Ask pupils if
Writing 4.2 responses as before.
Communicate appropriate
basic information 3. Ask pupils to tell you what they think the sto
intelligibly for a Complementary in note form on the board.
range of purposes Skill
in print and digital Writing 4.2.4 4. Show pupils the first picture of the story (St
media Describe people you about the picture. Let pupils read the te
and objects using read different characters’ parts. Ask pupils w
suitable words and
phrases 5. Have pupils read the second page of the st
Follow While reading and after reading sug
talking to pupils about the story. Elicit as mu
the story.

6. Ask pupils where they would like to go if the
worksheet (below) and ask them to draw th
sentence about it. They can give it a title or

This is a free writing activity, which lets pup
some suggestions, but it is a good opportun
without a model. Support them and help the
pictures.

Post-lesson
7. Display pupils’ work and comment on their

pupils to give feedback on what they like ab
8. Collect the pupils’ worksheets and look thro

and weaknesses in relation to what is cover
on their work, in a brightly coloured pen, ma
constructive help if necessary.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 4)

age Arts THEME: World of Stories

MENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;
prepositions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that suits Get Smart plus 3 Differentiate learning
ocuses on climate and weather. according to the needs of
Student’s Book, your pupils and class. Please
Snow Globe. Show them the globe, or p.42–43 see the seven differentiation
they have seen something like this strategies listed in the
Teacher’s Book, introduction. Please also
p. 70–71 consider the following:

ory will be about. Put some of the ideas A snow globe or If pupils have a lot of
large clear ball if difficulty writing freely, you
tudent’s Book, p.42) and ask them to tell available could provide some models
exts on p.42. Choose some pupils to of different kinds of
what they think will happen next. Magic globe sentences on the board to
worksheet (see give them some ideas. They
tory silently before playing the CD. below) can also look in the
ggestions (Teacher’s Book, p.70–71) for Student’s Book (p.43) for
uch as possible. Ask pupils if they liked ideas.

ey found a magic globe. Give pupils the Let more proficient pupils
heir ideas and to write at least one write as much as they can,
r a name. too.

pils write what they can. You can give
nity for you to see how pupils can write
em write what they want to about their

imagination and creativity. Encourage
bout others’ work.

ough them. Note individuals’ strengths
red in the unit. Give written comments
aking sure to be positive and offer

120

Worksheet for Lesson 63

Name: __________

_________

_______
___

________________

Primary Year 3 SK Scheme of Work

____ Class: ______

________

_____
_

_________________

121

SCHEME OF WORK: NON-TEXT

LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Use your notes made during this unit to adapt this pla
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might con
Communicate with Use capital letters, homework task, if appropriate.
appropriate full stops and
language form question marks Note: You could also make use of the review activities
and style for a appropriately in Book p.72–73) and/or consider offering pupils a choic
range of purposes guided writing at
in print and digital sentence level Pre-lesson
media
1. Choose an appropriate pre-lesson activity from th
needs and interests and that will prepare pupils f

Complementary Complementary Lesson delivery
Skill Skill
Speaking Speaking 2. Ask pupils to take a piece of card (or paper if not
2.1 2.1.2 and on the other side on.
Communicate Find out about
simple information and describe 3. Tell pupils you will say a sentence. If the sentenc
intelligibly basic everyday that side of their card, if on they should show the
routines practise the prepositions as covered in the unit. P
of the preposition. Pupils hold up their cards. Wa
game difficult. Example sentences:

I like to play tennis ___ spring.
It’s my birthday ___ March.

Hassan and Zikri have football ___ Saturday

4. Ask pupils questions to elicit the rules for when w

5. Show the picture of the girl, and explain that this
a survey. Hand out the worksheet (see below) an

6. Ask pupils to complete the questions. Support pu

7. Next, pupils write their own answers, before aski
answers on the worksheet. They should write the
including punctuation.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 4)

THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

an so that your lesson consolidates and extends Depending on Differentiate learning
nsider using some of the material as a your focus: according to the needs
of your pupils and
es in Revision (Student’s Book p.44 / Teacher’s Get Smart plus 3 class. Please see the
ce of activities. seven differentiation
Student’s Book, strategies listed in the
he list in the introduction that suits your pupils’ p.44 introduction. Please
for the lesson. also consider the
Teacher’s Book, following:
t available). On one side, they should write in p.72–73
There is space on the
ce should use in then they hold up and show Card, if possible, worksheet for another
e other side. Say some sentences which or plain paper question. More
Pause, ring a bell or knock on the desk in place proficient pupils can
atch carefully to see which pupils still find this Picture of a girl write their own
question here. They
y afternoon. Worksheet (see can also ask more than
we use in and on. below) one friend.

is Alya. She has answered some questions in Bell Choose among these
nd show pupils Alya’s answers. and other available
practice materials for
this Language
Awareness lesson,
based on the needs
and interests of your
class.

upils as necessary.

ing their partner the questions and write their
e answers following the model for Alya,

122

If you have extra time, you could ask pupils to wr
workbook.

Post-lesson

8. Ask pupils to think about what they have learned
language now. They should complete the How di
worksheet.

Collect the worksheets from pupils and review th
any areas of concern, prepare a review of these

Worksheet for Lesson 64

A. Write words to finish the questions.

Question Alya M
When’s your b__________? It’s in May.

What’s your f__________ season? It’s winter.

What clothes do you w__________ in I wear a dress.
summer?

What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.

Self-assessment: Great! [ ]
How did I do in Unit 4? Great! [ ]
In English, I know how to: Great! [ ]
Great! [ ]
 say what I do at different times of the year Great! [ ]
 know when to use different words like in and on
 talk about seasons
 talk about weather
 talk about different sports and activities

Primary Year 3 SK Scheme of Work

rite sentences about their partner in their

d in Unit 4 and how well they feel they know the
id I do in Unit 4? self-assessment section of the

hem to note pupils’ performance. If there are
in upcoming lessons.

Me My friend

OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]

123

WEEK:UNIT 5 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 65 (Listening 13) CROSS-CURRICULAR ELEM
TOPIC: My new house

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Choose an appropriate pre-lesson activity fr
meaning in a support specific that suits your pupils’ needs and interests a
variety of familiar information and house.
contexts details of short
simple texts Lesson delivery
Complementary
Skill Complementary 2. Play Run and touch, where you say Touch t
Listening 1.2 Skill walk) and touch the place. Use parts of the
Understand Listening 1.2.1 etc.) and then introduce prepositions behind
meaning in a Understand with game like Simon Says, where they only run
variety of familiar support the main
contexts idea of short simple 3. Follow instructions for Warm up (Teacher’s
texts pupils already know the prepositions and m
accordingly.

4. Follow instructions for Activity 1 (Teacher’s
pupils listen, they should point to the correc
it.

5. Review the key prepositions and vocabulary
difficult for pupils by playing a group or who

Post-lesson

6. Choose an appropriate post-lesson activity
that suits your pupils’ needs and interests a
areas covered in the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)
ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that focuses on the word Student’s Book, p.45 according to the needs of
Teacher’s Book, p.74–5 your pupils and class.
the (window) and pupils run (or Please see the seven
room vocabulary (door, floor Flashcards of key differentiation strategies
d and in front of. Extend to a vocabulary listed in the introduction.
n and touch if you say please. Please also consider the
Book, p.74). Observe how well following:
modify your lesson plan
You could ask some more
Book, p.74), but the first time confident pupils to become
ct room in the house as they hear teacher in the first stage of
the lesson (Run and Touch
y that you have noticed is new or game).
ole class game.
Now you know your pupils
a little better, choose how
best they will work in a
review game (in pairs,
small groups or as a whole
class).

from the list in the introduction
and that will review the main

124

WEEK: LESSON: 66 (Speaking 13) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Play the song from Lesson 65 and encoura
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases 2. Ask pupils about the song: Where’s the doll
Complementary
Skill Complementary to review and check understanding of the p
Listening 1.2 Skill pupils are finding these difficult at this stage
Understand Listening 1.2.5 them further, such as a ‘listen and draw’ in
meaning in a Understand a wide 3. Follow the instructions for Activity 2 (Teach
variety of familiar range of short 4. Introduce the clothes vocabulary (see Stud
contexts supported questions flashcards. Play a game to practise the new

5. Assign half the class as Pupil As and the ot
the pupils are not sitting A+B together right
some socks in the house (picture on Studen
draw a dress and some trousers in the hous

6. Pair As with Bs. Pupils ask and answer Wh
their books. They draw the partner’s answe

Monitor carefully as pupils work, and check
are managing the target language

Post-lesson

7. Choose an appropriate post-lesson activity
suits your pupils’ needs and interests and th
in the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

ng THEME: World of Self, family & friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
age pupils to join in. Get Smart plus 3
Differentiate learning
ll/Rex? // Where are the toys/clothes? Student’s Book, according to the needs of your
prepositions. If you notice that your p.45, p.47 pupils and class. Please see
e, include another stage to review the seven differentiation
Teacher’s Book, strategies listed in the
their notebooks. p.74 introduction. Please also
her’s Book, p.74). consider the following:
Clothes
ent’s Book, p.47, Activity 3) using the flashcards While reviewing prepositions,
w vocabulary. ask questions and use some
ther half as Pupil Bs. It is better that mime to different pupils to help
them at their level of
now. Ask Pupil As to draw a shirt and understanding. These might
nt’s Book, p.45, Activity 1); Pupil Bs to be closed questions, e.g Is it
se. behind the door (mime
here’s/are the xx? without showing behind)? or What can you find
ers into their house. under your bed at home?
k they are working together well and

from the list in the introduction that
hat will review the main areas covered

125

WEEK: LESSON: 67 (Reading 13) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand specific 1. Choose an appropriate pre-lesson activity f
variety of linear information and pupils’ needs and interests and that will rev
and non-linear details of short prepare pupils for the lesson.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Introduce the furniture and clothes vocabula
Writing 4.3.2 some pupils and ask them to put them on th
Complementary Spell an increased and the right if they are furniture.
Skill range of familiar
Writing 4.3 high frequency 3. Follow the instructions for Vocabulary and A
Communicate with words accurately in
appropriate guided writing 4. Draw the word clouds (see worksheet, belo
language form and in the box below go in each category (cloud
style for a range of work in pairs to categorise the words. They
purposes in print taking care to copy the spelling accurately.
and digital media worksheet, you could ask pupils to use dicti
words. They can draw a small picture next t
meaning if it is helpful.

Note: there is a lot of vocabulary in this less
remembering it all if it is new. Monitor and m
return to them and focus on them next lesso

Post-lesson

5. Choose an appropriate post-lesson activity
pupils’ needs and interests and that reviews
they have difficulty with.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

g THEME: World of Self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;
possessive pronouns

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that suits your Get Smart plus 3 Differentiate learning
view language relating to the furniture topic and according to the
Student’s Book, needs of your pupils
ary using the flashcards. Give out the cards to p.46 and class. Please see
he left side of the classroom if they are clothes the seven
Teacher’s Book, differentiation
Activity 1 (Teacher’s Book, p.76). p.76 strategies listed in the
ow) on the board and show how the vocabulary introduction. Please
d). Hand out the worksheets and ask pupils to Furniture and also consider the
y should write the words into the correct cloud, clothes following:
flashcards
If there are still some new words in the For the mini
ionaries to find the meanings of the new Worksheets (see performance after the
to the word on their worksheet to show the below) story, you could
encourage some
You may need pupils to change the
some story a bit to include
dictionaries for different vocabulary.
this lesson

son. Some pupils may have difficulty
make a note of problem words so that you can
on and beyond.

from the list in the introduction that suits your
s at least one word pupils learned well and one

126

Worksheet for Lesson 67
Clothes or furniture?
Look at the words and write. Are they clothes or furniture?

Clothes

socks armchair trousers
bookcase dress desk
coat
shirt cupboard