PRIMARY 3 SOW

Primary Year 3 SK Scheme of Work

Furniture

wardrobe
fridge
trainers

127

WEEK: LESSON: 68 (Writing 13) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.1 Writing 4.1.2
Form letters and Begin to use cursive 1. Choose a confident pair of pupils who will c
words in neat handwriting in a act out the story from Lesson 67. The class
legible print using limited range of
cursive writing written work Lesson delivery

Complementary Complementary 2. Write the words on the board: headscarf, ca
Skill Skill more clothes/furniture words that might be n
Reading 3.2 Reading 3.2.4
Understand a Recognise and use Model using the dictionary and hand out to
variety of linear with support key pair/group one of the words and ask them t
and non-linear features of a simple They should draw the item in their notebook
print and digital monolingual
texts by using dictionary 3. Have each pair/group present their word to
appropriate Lesson 67 and ask them to add the four wo
reading strategies
4. Have pupils read the story on Student’s Boo

5. Follow instructions for Grammar box and A
Remind pupils to use cursive writing. Monito
not have any problems.

Post-lesson

6. Choose a post-lesson task from the list in th
challenging vocabulary from the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
come to the front of the class and try to Get Smart plus 3
s can help if necessary. Differentiate learning
Student’s Book, according to the needs of
arpet, mirror (and choose one or two p.46–47 your pupils and class.
new but useful to your pupils) Please see the seven
each pair/group. Assign each Teacher’s Book, differentiation strategies
to check the meaning in the dictionary. p. 76–77 listed in the introduction.
k and write the word underneath it. Please also consider the
o the class. Return the worksheets from Clothes and following:
ords to it. furniture
ok, p.46 quietly. flashcards from For higher proficiency
Activity 2 on Teacher’s Book, p.76–77. previous lesson + pupils (or classes), you
or and check they are on task and do four new words could extend the
dictionary activity and/or
he introduction to review more and less Dictionaries have pupils brainstorm
and share more clothes
and furniture vocabulary.

If you have a pupil(s) who
demands attention, you
could have him/her/them
read the story to the
class.

128

WEEK: LESSON: 69 (Language Arts 13) SCHEME OF WORK: NON-TEXT
TOPIC: My new house
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Innovation

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
In this lesson, pupils will make and label a simple p
Main Skill Main Skill work to make a class display of houses.
Language Arts Language Arts
5.3 5.3.1 Pre-lesson
Express an Respond 1. Write the letters ym and ohuse on the board.
imaginative imaginatively and 2. Ask pupils to unscramble these letters to mak
response to intelligibly through 3. Elicit the answer My house. Tell pupils that thi
literary texts creating simple
action songs on that they will make a paper house in the lesso
Complementary familiar topics.
skill Other imaginative Lesson delivery
Listening 1.2 responses as 4. Give each pupil a square piece of paper.
Understand appropriate. 5. Prepare step-by-step instructions for making
meaning in a
variety of familiar Complementary style. Give out the instructions one by one. As
contexts skill step before they apply it
Listening 1.2.4 6. Make sure that pupils have finished each step
Understand a the next step.
wide range of 7. When the pupils finish their making their pape
short basic chant together.
supported 8. Ask pupils to label two of the four rooms in the
classroom of furniture in each of these two rooms.
instructions
Post-lesson
9. Put pupils in pairs or small groups.
10. Ask them to share their houses and to name t

classmates have drawn.
11. If you want to make a class display, ask pupils

draw other items of furniture at home. You cou
create a class display of houses.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ge Arts THEME: World of Self, Family and Friends

NT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperatives

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

paper house. You can use their Square pieces of plain paper, Differentiate learning
one piece for each pupil. according to the needs of
ke two words. (White paper is suitable – the your pupils and class.
is is the topic of the lesson, and paper does not need to have Please see the seven
on. different colours on each differentiation strategies
side, as suggested by the listed in the introduction.
a paper house in a jazz chant video below.)
sk pupils to sing with you the
p before you move on to sing Simple child-friendly
er houses, ask them to sing the instructions to use in the
lesson. (Check how to make
a very simple origami house
at:

www.youtube.com/watch?
v=eEsx799dz8c)

e house and to draw two items

the items of furniture their

s to label other rooms and to
uld use their completed work to

129

WEEK: LESSON: 70 (Listening 14) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity fro
Understand Understand with suits your pupils’ needs and interests and tha
meaning in a support specific prepare pupils for the lesson.
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Collect some pupils’ pens, pencils, etc. and h
Skill Complementary the language Whose xxx is this/are these? a
Listening 1.2 Skill questions, too. You could play a circle game
Understand Listening 1.2.5
meaning in a Understand a wide 3. Draw pupils’ attention to the Grammar box o
variety of familiar range of short
contexts supported 4. Follow the instructions for Activity 3 (Teache
questions
Monitor as pupils listen and see how well the
answers. Based on this, you could give more
pupils about the clothes again or you could p
key vocabulary.

5. Play Stop thief! where you nominate two or t
class closes their eyes and count to ten, and
room and ‘steal’ some of the pupils’ pens, pe
their eyes and say Stop thief! The ‘thieves’ s
out whose things they have ‘stolen’, and to r
this? / Whose books are these?

You could play this in small groups as w
appropriate for your class.

Post-lesson
6. Learning diaries:

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

 New words I remember

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: Questions with
possessive pronoun: Whose?

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that Get Smart plus 3 Differentiate learning
at will review clothes vocabulary to Student’s Book, p.47 according to the needs of
Teacher’s Book, p.77 your pupils and class.
Please see the seven
have pupils sit in a circle. Review differentiation strategies
and encourage pupils to ask the listed in the introduction.
e. Please also consider the
following:
on Student’s Book, p.47 again.
Choose pupils who are
er’s Book, p.77). naturally outgoing to be the
thieves, even if they are
ey do in getting the correct not as proficient.
e Listening practice by asking Sometimes an overly
play a game to further review the active pupil can be
motivated by an activity like
this.

three pupils to be the thieves. The

d the thieves move around the
encils etc. On ten, pupils open
stop. Pupils ask and answer to find
return them. E.g. Whose pen is

well, if you have time and it is

far this week. In their learning

130

 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 Eng

Encourage pupils to begin to reflect more de
Some pupils will be more able to do this than
need some help and encourage everyone to
you allocate time for this activity in your lesso
homework.

Primary Year 3 SK Scheme of Work

glish)

eeply and using more English.
n others. Support pupils who may
o complete their diaries. Ensure
on plan. It shouldn’t be set for

131

WEEK: LESSON: 71 (Speaking 14) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.1
Communicate Ask about and 1. Choose an appropriate pre-lesson activity f
simple information express basic pupils’ needs and interests and that will rev
intelligibly opinions the lesson.

Complementary Complementary Lesson delivery
Skill Skill 2. Follow the instructions for Activity 4 (Teach
Listening 1.2 Listening 1.2.5
Understand Understand a wide 3. Give out the cards and ask pupils to draw a
meaning in a range of short write their name, but should write a code na
variety of familiar supported questions
contexts 4. Collect the cards and redistribute them. Pup
try to find the artist. They can ask Whose xx
answer, encourage them to give a reason f
I think it’s Hanifa’s because she likes re
I think they’re Ahmad’s because Ahma

or
I’m sorry, I do not know.
5. When they have found the artist, they shou
the card to you and sit down. Monitor and h
artist for some cards, ask those pupils to wa
the activity, have the others sit back down a

Post-lesson

6. Choose an appropriate post-lesson activity
pupils’ needs and interests and that will rev

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: Questions with
possessive pronoun: Whose?

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits your
view clothes vocabulary to prepare pupils for Get Smart plus 3 Differentiate learning
according to the
her’s Book, p.77). Student’s Book, needs of your pupils
a piece of clothing on them. They shouldn’t p.47 and class. Please see
ame. the seven
pils should mingle around the classroom to Teacher’s Book, differentiation
xx? or Is this yours/hers? etc. When pupils p.77 strategies listed in the
for their answer, for example: introduction. Please
ed shoes. Small pieces of also consider the
ad is good at drawing. paper/card, one following:
per pupil
If giving a reason is
too challenging for
some/all of your
pupils, then they can
say I think… to give
their opinions.

uld write that pupil’s name on the card, return
help pupils. If there are difficulties finding the
ait at the front of the classroom. At the end of
and these pupils can ask the whole class.

from the list in the introduction that suits your
view the main areas covered in the lesson.

132

WEEK: LESSON: 72 (Reading 14) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Sustainability; Values

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.3
Understand a Guess the meaning 1. Choose an appropriate pre-lesson activity fr
variety of linear of unfamiliar words your pupils’ needs and interests and that wil
and non-linear from clues provided the lesson.
print and digital by visuals and the
texts by using topic Lesson delivery
appropriate
reading strategies Complementary 2. Write Japan on the board or show a map of
Skill / small groups what they know about Japan.
Complementary Reading 3.2.1 this. When feeding back, help pupils transla
Skill Understand the provide them with some key vocabulary. As
Reading 3.2 main idea of short Japan.
Understand a simple texts
variety of linear 3. Show the pictures from the text on Student’s
and non-linear they can see.
print and digital
texts by using 4. Ask pupils to read the text on p.48 and high
appropriate pupils to the pictures to try to guess the mea
reading strategies
5. Follow instructions for shadow reading and
p.78).

6. Focus pupils on the questions on Student’s
Teacher’s Book, p.78–9 for Activity 2. You c
informally assess pupils’ Reading skills. Hav
checking with a partner. Monitor to note per

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

g THEME: World of Self, Family & Friends
MENT: Global
LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

rom the list in the introduction that suits Get Smart plus 3 Differentiate learning
ll review key language to prepare pupils for according to the needs of
Student’s Book, your pupils and class.
Japan. Ask pupils to tell each other in pairs p.48–49 Please see the seven
. They will probably use first language for differentiation strategies
ate some of their ideas into English and/or Teacher’s Book, listed in the introduction.
sk them what they know about houses in p.78–79 Please also consider the
following:
s Book, p.48. Ask pupils to tell you what Map of Japan
(optional) There may be some first
hlight or underline any new words. Direct language used in this
aning of the new words. Cut up pictures lesson. You can
questions for Activity 1 (Teacher’s Book, from Student’s encourage and support
Book, p.48 different pupils to use as
Book p.49 and follow the instructions in much English as they can
could use Activity 2 as an opportunity to by helping them with
ve pupils do this alone initially before vocabulary and language
rformance of individual pupils. that you think each pupil
is capable of.

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

133

WEEK: LESSON: 73 (Writing 14) SCHEME OF WORK: NON-TEXT
TOPIC: My new house
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Environmental Sustainability; C
Innovation

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4
Communicate basic Describe people 1. Choose an appropriate pre-lesson activity
information intelligibly and objects using pupils’ needs and interests and that will re
for a range of suitable words and lesson on the topic of homes and houses.
purposes in print and phrases
digital media Lesson delivery
Complementary
Complementary Skill 2. Show the pictures of the Japanese house
Skill Writing 4.3.3 between this and pupils’ own homes.
Writing 4.3 Plan, draft and
Communicate with write an increased 3. Show the pictures of traditional Malay hou
appropriate language range of simple are traditionally built to respect the natura
form and style for a sentences (For an interesting article see:
range of purposes in http://unossc1.undp.org/GSSDAcademy/S
print and digital you will need to choose and simplify the in
media
4. Ask pupils what key features make an env
building materials, use of natural energy a

5. Tell pupils they will design an eco-friendly
poster or a model (if possible). They shou
a sentence about the house (in their noteb
the poster or as a label) using There is/are
Monitor carefully and support pupils as the
able to finish their houses in this lesson, y
next few lessons, perhaps in place of the

Post-lesson
6. Have pupils look at each other’s posters a

feedback on their efforts.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

THEME: World of self, family and friends

MENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & is/are: Singular & plural

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
y from the list in the introduction that suits your
eview key language to prepare pupils for the Pictures of Differentiate learning
. Include key words such as wood, water, light. traditional style according to the
local/national needs of your pupils
e from Lesson 72. Elicit some differences houses and class. Please see
the seven
uses. Talk to the pupils about how the houses Poster paper, differentiation
al environment. (this may be in first language) pens, rulers etc. strategies listed in the
introduction. Please
SIE/Docs/Vol4/Malay_house.pdf) Note that If possible a also consider the
nformation given here. template for following:
vironmentally friendly home (e.g. natural design of a
and resources – water, light etc). traditional house Pupils can write
y house. Assign pupils to work in groups on a sentences according
uld design a house and then each pupil writes card for each to their own level.
books as a draft, and then, after checking, on group for making Encourage them to try
e. The houses will be conceptually simple. houses and write something a
ey try to write their sentences. If pupils are not little above their level
you could have them continue at the end of the and support them in
post-lesson task. this.

and comment on them. Provide some general

134

WEEK: LESSON: 74 (Language Arts 14) SCHEME OF WORK: NON-TEXT
TOPIC: My new house MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
In this lesson, pupils will create an action story in g
Main Skill Main Skill
Language Arts 5.1 Language Arts Pre-lesson
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and d
appreciate Say the words in 2. Use pictures or flashcards to teach/review lon
rhymes, poems simple texts, and
and songs sing simple songs Lesson delivery
with intelligible 3. Ask pupils to stand in a circle, or to stand at th
Complementary pronunciation,
Skill rhythm and enough space for a circle in your classroom.
Speaking 2.3 intonation 4. Tell pupils the We’re going home story (see n
Communicate In addition to Year
appropriately to a 2 text types: the meaning of over, under and through clear
small or large simple poems 5. Retell the story and ask pupils to join in with t
group 6. Tell the story again, with pupils doing the actio
Complementary 7. Clarify with pupils that there is one more place
Skill
Speaking2.3.1 home. Ask pupils to suggest possible places t
Narrate very short field, jungle, tunnel, school, shopping centre)
basic stories and 8. Divide pupils into groups of 3–4. Tell them to
events verse and to practise their story and the actio
board or give them a handout of the story to h

Post-lesson
9. Choose groups to perform their story. Ask pup

identify the new place in the final verse.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ge Arts THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

groups. Flashcards or pictures Differentiate learning
according to the needs of
difficult walk home. Words for We’re going your pupils and class.
ng grass, river, village. home action story Please see the seven
differentiation strategies
heir desks if there is not Write the story on the listed in the introduction.
board, or put it on a Please also consider the
handout following:

next page): use actions to make Fast finishers can create
r. an extra verse for their
the actions. story.
ons and saying the words.
e to go through before they are
to go through (e.g. forest, rice
.
finish the story with another
ons. Write the story on the
help them.

pils who are not performing to

135

We’re going home
We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.

We’re going home.
Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
We can’t go over it.
We can’t go under it.
Let’s go through it.

One more place before we get home…..

This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look _______________
We can’t go over it.
We can’t go under it.
Let’s go through it
Hurray! Now, we’re home.

Primary Year 3 SK Scheme of Work

136

WEEK: LESSON: 75 (Listening 15) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity f
Listening 1.1 Listening 1.1.1
Recognise and Recognise and your pupils’ needs and interests and that wi
reproduce target reproduce with furniture words to prepare the pupils for the
language sounds support a range of
target language Lesson delivery
phonemes 2. Show the flashcards and drill the four new w

Complementary Complementary words with two sounds (syllables). Show ho
Skill Skill sounds. Play a game where pupils have to
Speaking 2.1 Speaking 2.1.5 picture flashcards. Introduce/review the writ
Communicate Describe people lesson only.
simple information and objects using 3. Follow the instructions for Activity 3 (Teach
intelligibly suitable words and
phrases 4. Play the cutting and Speaking game Activit
Book, p.80).

Post-lesson
5. Learning diaries:

Ask pupils to think back on their learning so
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 reflect more deeply an
more able to do this than others. Support pu
encourage everyone to complete their diarie
activity in your lesson plan. It shouldn’t be s

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: Present tense There
is/are: Singular & plural; Prepositions of place review

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

from the list in the introduction that suits Get Smart plus 3 Differentiate learning
ill review the names of rooms and according to the needs of
e lesson. Student’s Book, your pupils and class.
p.49–50 Please see the seven
words. Explain to pupils how these are differentiation strategies
ow each word is made up of the two Teacher’s Book, listed in the introduction.
listen and say the second syllable. Use p.79–80 Please also consider the
tten word at the end of this stage of the following:
Flashcards for
her’s Book, p.79). cushion, Depending on the needs
ty 1 on Student’s Book, p.50 (Teacher’s slippers, table, of your class, you could
flower extend the pronunciation
o far this week. In their learning diary, they stage of the lesson to
Scissors look at rhyming words or
more words with two
syllables.

For fast finishers or more
proficient pupils, have
them tell a partner about
a room in their house.

nglish)

nd using more English. Some pupils will be
upils who may need some help and
ies. Ensure you allocate time for this
set for homework.

137

WEEK: LESSON: 76 (Speaking 14) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Speakin

CROSS-CURRICULAR ELEM
Creativity & Imagination

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Ask pupils what they remember about the r
Communicate Describe people Student’s Book, p.48.
simple information and objects using
intelligibly suitable words and 2. Play a word game that will review and intro
phrases think pupils need to review key vocabulary
Complementary the names of different rooms around the cla
Skill Complementary and pupils have to decide which room it bel
Speaking 2.2 Skill fixed answers for this.
Use appropriate Speaking 2.2.2
communication Ask for attention or Lesson delivery
strategies help from a teacher
or classmate by 3. Follow the instructions for Activity 4 (Teach
using suitable
questions 4. Put pupils in large groups (6–8 pupils). The
in a pile in the middle of the group. In turns,
showing it, they should describe it. Other pu
whose picture it is – It’s hers/his/mine/yours

Monitor carefully as pupils do these Speaki
may need help with vocabulary, and should
too, on their use of language. Note the word
to teach the whole class at the end.

Post-lesson

5. Teach the whole class two or three of the w
individually as extra in this 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: Present tense There
is/are: Singular & plural; possessive pronouns

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
room in the Japanese house from
Get Smart plus 3 Differentiate learning
oduce furniture vocabulary if you according to the needs of
further. For example, put labels of Student’s Book, p.48- your pupils and class.
assroom. Say a piece of furniture 49 Please see the seven
longs in. Note that there may not be differentiation strategies
Teacher’s Book, p.79 listed in the introduction.
her’s Book, p.79). Please also consider the
ey collect the drawings and put them following:
, pupils take a picture. Without
upils in the group should guess Pupils can work at their
s. own level in these
ing and Listening activities. They activities. Encourage
d ask you for this in English. Focus, each pupil to do a little
ds you give them and choose some more than their ability by
helping them individually
and according to their
level. Do not expect the
same from all the pupils.

words you have given them

138

WEEK: LESSON: 77 (Reading 14) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity f
Understand a Understand specific suits your pupils’ needs and interests and th
variety of linear information and this lesson. Write and leave the words on th
and non-linear details of short
print and digital simple texts Lesson delivery
texts by using
appropriate Complementary 2. Tell pupils about your house (this can be re
reading strategies Skill using the pictures. Use some of the words f
Complementary Reading 3.2.1 the board. Have pupils listen and then tell y
Skill understand the
Reading 3.2 main idea of short 3. Tell them they will read about Sue’s house.
Understand a simple texts what they think of Sue’s house using an ad
variety of linear
and non-linear 4. Next ask them to read again and to find som
print and digital and your house (as described).
texts by using
appropriate 5. Follow instructions for Activity 1 (Teacher’s
reading strategies
6. Ask pupils to make a note of their answers
sentences) in their notebooks.

7. After checking the answers with a partner, a
into full sentences in their notebooks.
Collect pupils’ notebooks and check them fo
Note down words you have taught them for
spelling correctly.

Post-lesson

8. 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)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that Get Smart plus 3 Differentiate learning
hat will introduce key vocabulary from according to the needs of
he board. Student’s Book, your pupils and class.
p.51 Please see the seven
eal or something from a magazine) differentiation strategies
from the pre-lesson activity you left on Teacher’s Book, listed in the introduction.
you which words you used. p.82 Please also consider the
. They should read silently and tell you following:
djective. Some pictures of
me differences between Sue’s house your house, if Think about your pupils
appropriate, or a and where they live. You
house from a may need to teach more
magazine vocabulary to help them
describe their own
Book, p.82) from step 2. bedrooms or houses.
to the questions (in note form, not full
Some pupils may find it
ask pupils to expand their answers challenging to expand their
answers into full
or spelling and content in particular. sentences. You may need
r this activity that pupils have difficulty to repeat the question or
provide gapped sentences
from the list in the introduction that on the board. Less
hat will review the main areas covered proficient pupils could write
up just two or three
sentences.

139

WEEK: LESSON: 78 (Writing 15) SCHEME OF WORK: TEXTBO
TOPIC: My new house 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 with Plan, draft and write 1. Play a spelling game (e.g. a letter jumble) t
appropriate an increased range words (including those spelt incorrectly in th
language form and of simple sentences
style for a range of Lesson delivery
purposes in print Complementary 2. Play the CD to review the text on Student’s
and digital media Skill
Speaking 2.3.1 differences between Sue’s house and pupil
Complementary Narrate very short 3. Look at Writing Tip and follow instructions f
Skill basic stories and
Speaking 2.3 events 4. Have pupils write about their bedroom on a
Communicate furnish their bedroom using the template an
appropriately to a draw the furniture into the room.
small or large
group 5. Pupils tell their partner about their bedroom
Encourage partners to ask each other ques
comments about it.

6. Pupils present their work to the class. Enco
about the picture and the pupil’s home. This
is time.

7. Collect pupils’ work, review it and note prob
lessons.

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

& Speaking THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
to review some of the common Get Smart plus 3
he previous lesson) from this topic. Differentiate learning
Student’s Book, according to the needs of
s Book, p.51. Review the p.51 your pupils and class. Please
ls’ own homes. see the seven differentiation
for this in Teacher’s Book, p.82. Teacher’s Book, strategies listed in the
a worksheet. After writing they can p.82 introduction. Please also
nd cut up furniture OR they can consider the following:
Template of a
m using the pictures and the text. beroom on a Set a minimum number of
stions about their bedroom or make worksheet sentences for pupils to write
Optional: pictures of (e.g. write at least two
bedroom furniture to sentences) so that more
cut out proficient pupils can write
more.

ourage the class to ask questions
s could be done in groups if there

blem areas for review in later

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

140

WEEK: LESSON: 79 (Language Arts 15) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Langua
Listening

CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts 5.2.1
Express personal Ask and answer 1. Follow instructions for Warm up (Teacher’s
responses to simple questions
literary texts about characters, Lesson delivery
actions and events
Complementary of interest in a text 2. Follow instructions for Activity 1, Before rea
Skill pictures from the story.
Listening 1.2 Complementary
Understand Skill 3. Play the CD and have pupils listen and look
meaning in a Listening 1.2.3 very briefly at the end of each picture, check
variety of familiar Understand with very briefly, and ask a question to predict w
contexts support short simple
narratives Ask pupils one or two comprehension quest
story in their books if necessary. Ask pupils
moral of the story is (see Value on p.53, Stu
the value with pupils.

4. Have pupils build vocabulary mind maps (se
Teacher’s Book, p.85) or choose a review a
Book, p.54.

Post-lesson

5. Ask pupils to think about what they have lea
well they feel they know the language now.
the How did I do in Unit 5? self-assessment

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 5)

age Arts & THEME: World of Stories

MENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language

E MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
Book, p.52). Differentiate learning according to the
Get Smart plus 3 needs of your pupils and class. Please
ading, using just the see the seven differentiation strategies
Student’s Book, listed in the introduction. Please also
k at the pictures. Pause p.52–54 consider the following:
k basic understanding
what will happen next. Teacher’s Book, If the topic of ghosts is not appropriate
tions and review the p.84–85 in your context, you can choose a
what they think the different story and follow a similar
udent’s Book). Discuss Self-assessment lesson outline.
worksheet
ee Optional activity, You can discuss the story and the
activity from Student’s values in a mixture of pupils’ first
language and English, expecting more
English from more proficient pupils than
others.

arned in Unit 5 and how
They should complete
t worksheet (see below).

ew them to note pupils’
cern, prepare a review of

141

Self-assessment worksheet for Lesson 79

How did I do in Unit 5?

In English, I know how to:

 say where things are in the house Great! [ ] OK [ ]
OK [ ]
 say who things belong to Great! [ ] OK [ ]
OK [ ]
 describe different houses Great! [ ] OK [ ]

 talk about rooms and furniture Great! [ ]

 talk about clothes Great! [ ]

Primary Year 3 SK Scheme of Work

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

142

SCHEME OF WORK: NON-TEXT

LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speakin

WEEK: TOPIC: My new house CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity fr
Communicate Describe people pupils’ needs and interests and that will revi
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases
2. Ask pupils to close their eyes and imagine th
Complementary Complementary questions that relate to the questions on the
Skill Skill you have three rooms in your house. / Hand
Writing 4.3 Writing 4.3.1
Communicate Use capital letters, 3. Put pupils in groups of four. Hand out the ca
with appropriate full stops and Pupils pick a card, in turn, and answer the q
language form question marks
and style for a appropriately in 4. Feed back on this activity, but leave the card
range of purposes guided writing at
in print and digital sentence level 5. Tell pupils they will create a survey about th
media write four questions (one per pupil) in their n
Note that pupils can copy the questions on t
to. Make sure that each pupil has all four qu

6. Pupils should now ask others their questions
pupils (minimum and/or maximum, dependin
note the answers in their notebooks.

7. Pupils return to their groups and put their fin

8. Where possible, groups use the computer to
findings. Have pupils save their work and eit
or print out.

If no computers are available, this can be d

Post-lesson

9. Groups present their findings to the class.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 5)

ng THEME: World of self, family and friends

MENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

rom the list in the introduction that suits your Question cards Differentiate learning
iew language to prepare pupils for the lesson. (see below – 1 according to the needs
set per group) of your pupils and
class. Please see the
Computers seven differentiation
strategies listed in the
heir own house. Ask some hands-up introduction. Please
e question cards (see below), e.g. Hands up if also consider the
ds up if your bedroom walls are pink. etc. following:

ards and put them in the middle, face down. Make sure you leave
question on the card. the question cards with
the groups so they can
ds with the pupils. use them as support
when writing the
he class houses. First each group should questions.
notebooks. Monitor and help as necessary.
the cards or use them as models if they need Depending on pupils’
uestions in their notebook. ICT skills and software
availability, they could
s – one question each. Set a number of use Word, Excel or
ng on time) they should ask. They should Open Office.

ndings together.

o create a table or chart to present their
ther post to the class or school website/blog

done on paper by hand.

143

Template for suggested question cards for Lesson 80

How many rooms How many people
are there in your live in your house?

house?

Do you have your What colour are the
own bedroom? walls in your
bedroom?

Primary Year 3 SK Scheme of Work

Do you have a What’s your
garden? favourite room?

Is there an upstairs How many TVs are
in your house? there in your
house?

144

WEEK:UNIT 6 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 81 (Listening 16) CROSS-CURRICULAR ELEM
TOPIC: Food, please!

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose an appropriate pre-lesson activity from t
Listening 1.2 Listening 1.2.2
Understand Understand with needs and interests and that will review languag
meaning in a support specific words pupils already know. Ask pupils which of t
variety of familiar information and
contexts details of short Lesson delivery
simple texts 2. Follow the instructions for Warmer on Teacher’s

Complementary Complementary than a table or have pupils brainstorm their ideas
Skill Skill of this, so they can use it in the next lesson.
Speaking 2.1 Speaking 2.1.1
Communicate Ask about and 3. Introduce the new vocabulary as explained in Te
simple information express basic
intelligibly opinions 4. Tell pupils they will hear a song. They should list
of the page when they hear them.

5. Follow the instructions for Activity 1, Teacher’s B

6. Follow the instructions for Optional activity (Teac
include a reason, e.g. It’s delicious. / They’re hor

Post-lesson
Learning diaries:

7. Ask pupils to think back on their learning so far th
beginning of Unit 6). In their learning diary, they
 New words I remember
 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my English

Encourage pupils to reflect more deeply and using m
this than others. Support pupils who may need some
diaries. Ensure you allocate time for this activity in yo

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)
ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable

nouns

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the list in the introduction that suits your pupils’ Get Smart plus 3 Differentiate learning
ge to prepare pupils for the lesson. Focus on food according to the
those foods they like. Student’s Book, needs of your pupils
p.55 and class. Please see
Book, p.88. You could build a mind map rather the seven
s in groups first. Make sure pupils have a copy Teacher’s Book, differentiation
p.88–9 strategies listed in the
eacher’s Book, p.88, Vocabulary. introduction. Please
ten and point to the vocabulary words at the top Food flashcards also consider the
following:
Book, p.88.
cher’s Book, p.89). Extend the interaction to Encourage pupils to
rrible. draw food they really
like, even if they don’t
his week (this will include Unit 5 and the know what it is in
can write: English. You can help
them find the English
word for the food. If
you are not sure, you
could use an online
dictionary (on the
computer or on a
mobile phone).

h)

more English. Some pupils will be more able to do
e help and encourage everyone to complete their
our lesson plan. It shouldn’t be set for homework.

145

WEEK: LESSON: 82 (Speaking 16) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play the TPR game (see TPR activity, Teac
Speaking 2.1 Speaking 2.1.5
Communicate Describe people Lesson delivery
simple information and objects using
intelligibly suitable words and 2. Ask pupils to read the words of the song. A
phrases with a colour pencil There’s and, in a differe
Complementary
Skill Complementary 3. Ask pupils to tell you some example senten
Listening 1.2 Skill is/are and write them on the board. Using th
Understand Listening 1.2.2 questions like How many carrots are there?
meaning in a Understand with that words like sugar are uncountable. Elici
variety of familiar support specific song. Avoid using words like countable and
contexts information and confusing. Show how each goes together w
details of short noun.
simple texts
4. Modify and follow the instructions for Gramm
9) as necessary.

5. Follow the instructions for Activity 2 (Teach
pairs, Pupil A says a sentence using There
Pupil B listens and points to the picture in A

6. Play a game where you hide food flashcard
guess what you have, There’s some milk be

Monitor carefully as pupils do the Speaking
have understood countable and uncountabl

Post-lesson

7. Return to the table/mind map from last less
of different nouns on it (give examples to sh
uncountable nouns, but avoid using these w

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
cher’s Book, p.88). Get Smart plus 3
Differentiate learning according to
Ask them to find and underline Student’s Book, the needs of your pupils and
ent colour, There are. p.55 class. Please see the seven
nces from the song using There differentiation strategies listed in
he food realia (real food), ask Teacher’s Book, the introduction. Please also
? How many sugars? to show p.88–89 consider the following:
it examples of each from the
d uncountable as they may be Food flashcards + If you think it may be difficult for
with some and plural/singular copies of one per some of your pupils to form full
pupil sentences in Activity 2, put some
mar box (Teacher’s Book, p.88– model sentences on the board.
Some countable You can begin to erase these
her’s Book, p.89). Note that in and uncountable during the activity if you think
e is a /are some… on the table. food/drink if pupils don’t need it any more.
Activity 2. appropriate (e.g.
ds behind you. Pupils have to some sugar, two
ehind you. Pairs play the game. carrots)
g activities to see how well they
Colour pencils
le nouns.

son. Ask pupils to find examples
how you want countable and
words with pupils).

146

WEEK: LESSON: 83 (Reading 16) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Creativity & Innovation

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, che
Understand a Guess the meaning make with these. Elicit or teach omelette. A
variety of linear of unfamiliar words omelette. If so, what was inside it?
and non-linear from clues provided
print and digital by visuals and the Lesson delivery
texts by using topic
appropriate 2. Follow instructions for Warm up and Vocab
reading strategies Complementary
Skill 3. Introduce the text and ask pupils to read it a
Complementary Reading 3.2.2 they’d prefer.
Skill Understand specific
Reading 3.2 information and Monitor carefully as pupils read and see ho
Understand a details of short pupils may read much more slowly than oth
variety of linear simple texts finish quickly and which take longer.
and non-linear 4. Follow the instructions for Activity 1 on Tea
print and digital the performance stage. Ask pupils what the
texts by using and why they think that.
appropriate 5. To follow on from the reading, follow instruc
reading strategies do this individually before checking their an
back, and elicit language from pupils in full

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 6)

g THEME: World of self, family and friends

MENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
uncountable nouns in questions

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
eese. Ask pupils what you could
Ask if pupils have ever had an Get Smart plus 3 Differentiate learning
according to the needs of
bulary on Teacher’s Book, p.90. Student’s Book, p.56– your pupils and class. Please
and tell you which omelette 57 see the seven differentiation
strategies listed in the
ow they are progressing. Some Teacher’s Book, introduction. Please also
hers. Note down which pupils p.90–91 consider the following:

acher’s Book, p.90, but leave out Food flashcards Some more proficient pupils
ey think Yummy and Yuck mean should be able to tell you in
English their strategy for
ction for Activity 2. Have pupils understanding unknown
nswers with a partner. Then feed words. You could ask them
to translate for other pupils
sentences. after helping them say it in
English.
from the list in the introduction
and that will review the main Reading the whole text may
be difficult for some pupils.
Give them plenty of time to
try to read it. If necessary,
ask faster finishers to think
about what they would have
in their omelette.

147

WEEK: LESSON: 84 (Writing 16) SCHEME OF WORK: NON-TEXT
TOPIC: Food, please!
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship; Creativity & Inno

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity f
Communicate Give simple your pupils’ needs and interests and that wi
basic information directions previous lesson.
intelligibly for a
range of purposes Complementary Lesson delivery
in print and digital Skill
media Writing 4.3.2 2. Ask pupils what the children’s dad was doin
Spell an increased omelettes. Ask pupils if they have cooked a
Complementary range of familiar cooking to find out what they know. Introduc
Skill high frequency mime: break, cut up, mix, fry, stir, serve. W
Writing 4.3 words accurately in
Communicate with guided writing 3. Play a mime game using the verbs + some
appropriate
language form and 4. Pupils work in groups of five. Give pupils th
style for a range of one stage each. They should read their sta
purposes in print stand in.
and digital media
5. Brainstorm together some ingredients for a
Prepare some key words in advance, such
potato, chicken, spices, rice etc. Pupils may
supply the English translation. Explain that

6. Explain that pupils will write a recipe for a d
pupils work in pairs to complete it. An exam
better or more appropriate recipe than this.
pupils, who may be unfamiliar with cooking
to the recipe or mime each stage of the rec
the stage. Allow pupils to work with and hel

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

TBOOK BASED LESSON (Unit 6)

THEME: World of self, family and friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking

ovation directions)

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

from the list in the introduction that suits Flashcards to show Differentiate learning
ill review food vocabulary from the cooking verbs according to the needs
(optional) of your pupils and
ng in the story – he was cooking class. Please see the
a dish at home before. Talk to them about Cut-up stages of seven differentiation
uce cooking verbs using flashcards or omelette recipe strategies listed in the
rite and leave the words on the board. (one set per group introduction. Please
of five – see below) also consider the
of the foods from Lesson 83. following:
A simplified recipe
he cut-up stages of the omelette recipe, for a Malaysian dish When ordering the
age and together decide which order to with gaps for verbs stages of the omelette
and ingredients recipe, you could have
a Malaysian dish that all pupils know. (see below) groups work together to
as coconut milk, onion, eggs, tomato, order the stages, or
y work in their first language and you can give each pupil a stage
these are the ingredients. so, without showing it
to the others, they all
dish. Hand out the gapped recipe and let contribute to group
mple is given below, but you may have a work. Consider adding
pictures if you think this
This lesson may be challenging for some will support your pupils.
processes. You could add some pictures
cipe and have pupils watch and complete For the Writing activity,
lp each other. you can provide recipes
with more or fewer
from the list in the introduction that suits gaps to support
ill review the main areas covered in the different levels of
proficiency.

148

Materials for Lesson 84
Stages for making an omelette: cut up, one per pair/group.

Break the eggs and mix them with milk.
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
Fry it all for 5 minutes.
Serve your omelette with some bread.

Suggestion for recipe gap fill: Chicken and egg curry

Ingredients:

12 chicken legs some coconut milk

6 eggs some water

1 onion some spices

1 big tomato

2 potatoes

1. Fry the onion and some s_____.
2. Add the chicken and some water. S____ it all together.
3. Add the potatoes, tomato and e____.
4. Cook for 30 minutes.
5. Add the coconut m____ and stir.
6. S_____ your curry with rice.

Primary Year 3 SK Scheme of Work

149

WEEK: LESSON: 85 (Language Arts 16) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Langua

CROSS-CURRICULAR ELEM
Innovation

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from
Express an 5.3.1
imaginative Respond your pupils’ needs and interests and that will r
response to imaginatively and pupils for the lesson.
literary texts intelligibly through
creating simple Lesson delivery
Complementary action songs on
Skill familiar topics 2. Play a mime game to review the cooking voca
Speaking 2.1 Other imaginative
Communicate responses as 3. Introduce the new vocabulary using the pictur
simple information appropriate
intelligibly 4. Follow the instructions for Activity 1 on Teach
Complementary think about the dish.
Skill
Speaking 2.1.1 5. Follow the instructions for Activity 2 (Teacher’
Ask about and their recipes in groups. Each group should ch
express basic this might be a yummy one or a strange one,
opinions each group present their recipes to the class.

Post-lesson
6. Learning diaries:

Ask pupils to think back on their learning so fa
they can write:
 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my Eng

Encourage pupils to reflect more deeply and using
more able to do this than others. Support pupils w
encourage everyone to complete their diaries. Ens
in your lesson plan. It shouldn’t be set for homewo

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)

age Arts THEME: World of self, family and friends

MENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that suits Get Smart plus 3 Differentiate learning
review the recipe topic to prepare according to the needs of
Student’s Book, your pupils and class.
abulary from Lesson 84. p.117* Please see the seven
res on Student’s Book, p.117. differentiation strategies
her’s Book, p.180. Ask pupils what they Teacher’s Book, listed in the introduction.
p.180 Please also consider the
following:
*Optional: replace
with a recipe for a Think about which pupils
Malaysian dish will work best together in
pairs / small groups in
’s Book, p.180). Have pupils present your class, so that more
hoose a winner for the ‘best’ recipe – proficient pupils can help
less proficient pupils. Be
they can decide. Have the winners of careful that all pupils
contribute to the activity,
. Ask for opinions on the recipes. however.

ar this week. In their learning diary, You could find or write a
simple recipe for a
glish) Malaysian dish to replace
the Rainbow Risotto
g more English. Some pupils will be recipe in the Student’s
who may need some help and Book if you think this will
be more relevant to
sure you allocate time for this activity pupils’ interests and
ork. experience. In this case,
check it for key
vocabulary that is new
and known to the pupils.

150

WEEK: LESSON: 86 (Listening 17) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.5
Understand Understand a wide 1. Choose an appropriate pre-lesson activity f
meaning in a range of short suits your pupils’ needs and interests and th
variety of familiar supported questions to prepare pupils for the lesson.
contexts
Complementary Lesson delivery
Complementary Skill
Skill Listening 1.2.2 2. Play a version of Kim’s game with food flas
Listening 1.2 Understand with board. As you stick them on, say There are
Understand support specific isn’t/aren’t any…
meaning in a information and
variety of familiar details of short 3. Ask pupils to turn around while you remove
contexts simple texts is missing: There isn’t/aren’t any… Repeat.
the role of the teacher.

4. Ask questions about the flashcards on the b
questions and answers: Are/Is there any…?
isn’t/aren’t.

5. Draw pupils’ attention to the Grammar box
instructions for Grammar Box (Teacher’s B

6. Follow instructions for Activity 3 (Teacher’s

Have pupils do this activity individually and
Monitor as they do this and note any particu
having difficulties with this activity. Review
necessary after the activity.

Post-lesson

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

covered in the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)

ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that
hat will focus attention on omelettes Get Smart plus 3 Differentiate learning
according to the needs of
shcards – stick the flashcards on the Student’s Book, your pupils and class.
e/is some… and at the end, There p.57 Please see the seven
differentiation strategies
Teacher’s Book, listed in the introduction.
p.91 Please also consider the
following:
Food flashcards,
magnets/tape/tack For fast finishers, or if you
have extra time, you could
e one card. They should tell you what ask them to write one or
. Have some pupils come out to take more sentences about
what they heard, e.g.
board to introduce and model the 1. There’s some cheese in
? Yes there is/are /No, there my sandwich.

on Student’s Book, p.57 and follow
Book, p.91)

s Book, p.91)

then check with their partner.
ular problems and/or pupils who are
the vocabulary and form as

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

151

WEEK: LESSON: 87 (Speaking 17) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Choose an appropriate pre-lesson activity f
simple information and objects using your pupils’ needs and interests and that wi
intelligibly suitable words and pupils for the lesson.
phrases
Complementary Lesson delivery
Skill
Listening 1.2 2. Follow instructions for Activity 4 (Teacher’s
Understand
meaning in a Complementary 3. Have pupils draw their omelettes in their no
variety of familiar
contexts Skill 4. Using their drawings, they should mingle to
Listening 1.2.5 omelette as theirs. They should ask and an
Understand a wide there any tomatoes in your omelette? If the
range of short For those who do not, they should try to find
supported questions together.

5. For feedback, pre-teach ‘same’ and ‘similar
same omelette. There are/is… on my omele
similar omelettes. There are/is… on my om
is/are xxx on my omelette, but there isn’t/ar

Model the language and show the meaning
the feedback activity.

Post-lesson

6. Ask pupils to tell you which omelettes they’d
word Yummy.