PRIMARY 3 SOW

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
& negatives

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

from the list in the introduction that suits Get Smart plus 3 Differentiate learning
will review food vocabulary to prepare according to the needs
Student’s Book, of your pupils and
s Book, p.91). p.57 class. Please see the
otebooks. seven differentiation
o find out if another pupil(s) has the same Teacher’s Book, strategies listed in the
nswer questions to find this out, e.g. Are p.91 introduction. Please
ey find a partner, they should sit together. also consider the
d someone with a similar omelette and sit Colour pens/pencils following:

r’ and help pupils to to say We have the Ask more proficient
ette, and on her omelette too. // We have pupils to add more
melette, and on her omelette too / There extra ingredients to
ren’t any… on hers. their omelettes in
g of the same and similar before starting Activity 4.

Lower proficiency
pupils can use their
pictures to show
classmates when trying
to find a suitable
partner.

d try and which they wouldn’t. Review the

152

WEEK: LESSON: 88 (Reading 17) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Understand a Understand the 1. Choose an appropriate pre-lesson activity fr
variety of linear main idea of short your pupils’ needs and interests and that wi
and non-linear simple texts the lesson.
print and digital
texts by using Complementary Lesson delivery
appropriate Skill
reading strategies Reading 3.2.2 2. Follow the instructions for Warm up and Vo
Understand specific 3. Show the pictures from Student’s Book p.58
Complementary information and
Skill details of short pupils about the kinds of food, where it migh
Reading 3.2 simple texts
Understand a 4. Pupils work in groups of four. Each group h
variety of linear should read the texts and match them to the
and non-linear
print and digital Divide the texts between the pupils in the gr
texts by using name of the food in one colour, the ingredie
appropriate another.
reading strategies
Note that souvlaki (pronounced soovlakey)

5. Have all pupils with the same texts check th
their groups.

6. Draw a basic mind map on the board with s
pupils to work together to write vocabulary f
have copied into their notebooks. You could

7. Ask pupils to open their Student Books at p
some of the suggested questions on Teach
Activity 2, Teacher’s Book, p.93.

Monitor as pupils work on the activities in th
of the vocabulary and concepts in the next l

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)

g THEME: World of Knowledge

MENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction that suits Get Smart plus 3 Differentiate learning
ill review language to prepare pupils for according to the
Student’s Book, needs of your pupils
ocabulary (Teacher’s Book, p.92) p.58–59 and class. Please see
8 and elicit some details about them. Ask the seven
ht be from. Teacher’s Book, differentiation
has a set of texts plus pictures. They p.92–93 strategies listed in the
e pictures. introduction. Please
roup. Ask pupils to highlight/underline the Texts and pictures also consider the
ents in another colour and the country in cut up, one set per following:
group
Monitor as groups
is a kind of meat wrap. work with the texts so
heir answers together before returning to that more proficient
pupils work with the
challenging texts and
less proficient pupils
work with the less
challenging texts.

sections for country/ingredients/food. Ask
from the texts into the mind map they
d do this as a table if you prefer.

page 58 and read the texts again. Ask
her’s Book, p.92. Follow instructions for

his lesson. You may want to review some
lesson.

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

153

WEEK: LESSON: 89 (Writing 17) SCHEME OF WORK: NON-TEXT
TOPIC: Food, please!
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity & Innovation

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate Plan, draft and write 1. Choose an appropriate pre-lesson activity fr
with appropriate an increased range introduction that suits your pupils’ needs an
language form of simple sentences will review language to prepare pupils for th
and style for a
range of purposes Complementary Lesson delivery
in print and digital Skill
media Reading 3.2.2 2. Ask pupils what they remember about the d
Understand specific countries. You could ask groups to quickly p
Complementary information and dishes as a review for the whole class.
Skill details of short
Reading 3.2 simple texts 3. Brainstorm some different dishes from arou
Understand a use the pictures to introduce the dishes on t
variety of linear below). Note that these are suggestions, wh
and non-linear to suit your class.
print and digital
texts by using 4. Ask pupils to do the matching activity (work
appropriate pairs.
reading strategies
5. In small groups, pupils choose one dish. Th
online to find out what the ingredients are.

6. As a plan for writing, pupils complete the firs
worksheet part B. Then they should write ab
can use the texts in the textbook (Student’s
models or you could write a model on the bo

Monitor carefully and help pupils. Make sure
well as a group, that they are sharing the wo
another.

Post-lesson

7. Have some groups present their texts and/o
the classroom. Ask pupils which dishes sou

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

THEME: World of Knowledge

MENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country

MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the Get Smart plus 3 Differentiate learning according to the
nd interests and that Student’s Book, p.58 needs of your pupils and class.
he lesson. Please see the seven differentiation
Computers for internet strategies listed in the introduction.
dishes from different research or magazines Please also consider the following:
present one of the or selection of recipes
Offer different amounts of support and
und the world and Pictures of different modelling for writing. Encourage
the worksheet (see dishes around the pupils to help each other with the
hich can be changed world (see worksheet) writing task. You could ask a lower
proficiency pupil to write, so that they
sheet part A) in Worksheet (see below) gain from the support of the higher
proficiency pupil.
hey should check
Encourage fast finishers to write
more, and maybe give their opinion of
the dish.

st sections of the
bout a dish. They
Book, p.58) as
oard.

e they are working
ork and helping one

or display them in
und yummy.

154

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 89

A. Look at the dishes. What are they? Which country do you think they come from?
Draw lines to match.

tacos India

sushi Italy

waffles Japan

spaghetti Mexico

samosa Belgium

155

Primary Year 3 SK Scheme of Work

B. Find out and write about a dish

Name of dish: ___________________________________

Country: ___________________________________
Ingredients:
______________________________________________________________________
Our dish:

156

WEEK: LESSON: 90 (Language Arts 17) SCHEME OF WORK: NON-TEXT
TOPIC: Food, please!
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will create a chant about food
Language Arts 5.3 Language Arts
Express an 5.3.1 Pre-lesson
imaginative Respond 1. Put food vocabulary flashcards on the board i
response to imaginatively and
literary texts intelligibly through i. Line 1: sugar
creating simple ii. Line 2: peas and pineapple
action songs on iii. Line 3: coconuts and chocolate
familiar topics. iv. Line 4: milk and flour
Other imaginative v. Line 5: cheese
responses as 2. Point to the cards and ask pupils to say vocab
appropriate.
Lesson delivery
Complementary Complementary 3. Tell pupils that they are on a steam train whic
Skill Skill
Speaking Speaking starts slowly, gets faster, and finally gives a w
2.3 2.3.1 4. Ask pupils to stand up. Move your arms slowl
Communicate Narrate very short
appropriately to a basic stories and of the train, and ask pupils to copy you. Finish
small or large events 5. Now say the Food train chant (see below) to t
group
pupils remember the words if necessary.
The stress on the words is very important for
the pupils. You can use hand or body gesture
as jumping on a stressed sound or whispering
pupils identify and practice the stress patterns
Practise two or three times until pupils can sa
6. Put pupils into groups of 3–4. Ask pupils to pr

Post-lesson
7. Ask groups to perform their chants for their cl

Worksheet for Lesson 90

Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar

Peas and pineapple, peas and pineapple,

Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,

Milk and flour, milk and flour,

CHEESE!

CH-E-E-E-E-E-E-SE!

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

ge Arts THEME: World of Self, Family and Friends

NT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary

OUTLINE MATERIALS / DIFFERENTIATION
d.
in this order REFERENCES STRATEGIES
biscuits
bulary items. Flashcards of food Differentiate
vocabulary learning according
to the needs of your
Copies of the pupils and class.
Food train chant Please see the
(see below) seven differentiation
strategies listed in
Worksheet (see the introduction.
below)

ch is carrying the food. Say that their train
whistle.
ly then gradually faster, to imitate the rhythm
h with the noise of the whistle.
this rhythm, using the flashcards to help

the rhythm, and is underlined to help you and
es to emphasise the stress, movement such
g & shouting. This can help less proficient
s.
ay the chant confidently.
ractise the chant.

lassmates.

157

WEEK: LESSON: 91 (Listening 18) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
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 from the
meaning in a support specific needs and interests and that will review language
variety of familiar information and
contexts details of short Lesson delivery
simple texts 2. Talk to pupils about the food they can see in the S
Complementary
Skill Complementary questions such as Are there any..?
Listening 1.2 Skill 3. Follow the instructions for Activity 3, Teacher’s Boo
Understand Listening 1.2.5
meaning in a Understand a feed back.
variety of familiar wide range of
contexts short supported 4. Write the questions on the board:
questions a) Imagine. What’s in your crepe?

b) What do you want for lunch today/tomorrow?

c) Mime. What are you eating?

5. Ask pupils to write short answers to the questions
answer for questions a and c.

6. Erase the questions from the board. Have pupils a
that they should mime for question 3. Feed back b
their partner.

Post-lesson
7. Learning diaries:

Ask pupils to think back on their learning so far this

 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 mor

this than others. Support pupils who may need some h
diaries. Ensure you allocate time for this activity in your

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: Review of present tense
question forms

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
e list in the introduction that suits your pupils’
to prepare pupils for the lesson. Get Smart plus 3 Differentiate learning
Student’s Book for Activity 3, p.59, using according to the
ok, p.93. Encourage full sentences when you Student’s Book, needs of your pupils
p.59 and class. Please see
in their notebooks. They should imagine an the seven
ask and answer the questions in pairs. Note Teacher’s Book, differentiation
by asking some pupils to tell the class about p.93 strategies listed in the
introduction. Please
s week. In their learning diary, they can write: also consider the
following:

You could extend the
questions and/or ask
more complex
questions. Consider
including cooking
vocabulary as a
review here, if you
think your pupils
would benefit.

You may want to fully
or partially erase the
questions from the
board before or during
the speaking activity,
depending on the
proficiency of your
pupils.

re English. Some pupils will be more able to do

help and encourage everyone to complete their
r lesson plan. It shouldn’t be set for homework.

158

WEEK: LESSON: 92 (Speaking 18) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
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 your pupils’ needs and interests and that wi
simple information describe basic the lesson.
intelligibly everyday routines
Lesson delivery
Complementary Complementary
Skill Skill 2. Use flashcards to review questions by askin
Listening 1.2 Listening 1.2.5 pupils about their food likes and dislikes.
Understand Understand a wide
meaning in a range of short 3. Tell pupils you will ask some questions. The
variety of familiar supported notebooks. Answers – Yes, I do. / No, I do n
contexts questions
Questions:
Do you have pancakes for breakfast?
Do you like cheeseburgers?
Do you like yoghurt?
Do you have soup for dinner?

Do you want a crepe for lunch?
Do brief feed back at this point, to double ch
questions and the vocabulary.
4. Follow the instructions for Activity 4, Teache

Monitor closely as pupils work on the Speak
pupils’ language or to support those who fin
not find a name to put in all of the squares.

Post-lesson

5. 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 6)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the introduction that suits Get Smart plus 3
ill review language to prepare pupils for Differentiate learning
Student’s Book, according to the needs of
ng some higher then lower proficiency p.59 your pupils and class. Please
ey should write their answers in their see the seven differentiation
not. Teacher’s Book, strategies listed in the
p.93 introduction. Please also
heck that pupils have understood the consider the following:
er’s Book, p.93. Food flashcards
king activity. Ask questions to extend For fast finishers, or pupils
nd this challenging. Note that pupils may who rush the Speaking
activity, ask them to find
more than one pupil for each
question.

You could ask pupils to write
one or two more questions at
the end of the questionnaire.

As you monitor, ask different
questions to different pupils
about their eating and food
likes and dislikes, ranging
from simple Yes/No
questions to preference and
routine questions.

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

159

WEEK: LESSON: 93 (Reading 18) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.1 1. Follow the instructions for Warm up (Teache
Understand a Understand the
variety of linear main idea of short Lesson delivery
and non-linear simple texts
print and digital 2. Follow the instructions for Activity 1 (Teache
texts by using read the text before playing the CD. On this
appropriate read and tell you if they think they would like
reading strategies
3. Follow the instructions for Writing Tip (Teac
Complementary Complementary write the sentences in full in their notebooks
Skill Skill they completed in the previous stage of the
Writing 4.2 Writing 4.2.5
Communicate Connect sentences 4. Collect pupils’ writing to review it to get an id
basic information using basic Give some corrective feedback, but avoid co
intelligibly for a coordinating positive comments.
range of purposes conjunctions
in print and digital Post-lesson
media
5. Choose between Optional 1 and Optional 2
depending on the needs of your class. Use
performance in this unit, including this lesso
focus on.

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: Review of some and
any statements

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

er’s Book, p.96). Get Smart plus 3 Differentiate learning
Student’s Book, p.61 according to the needs of
er’s Book, p.96). Have pupils Teacher’s Book, p.96–97 your pupils and class.
s first reading, ask pupils to Food flashcards Please see the seven
e Tony’s pizza. differentiation strategies
cher’s Book, p.96). Have pupils listed in the introduction.
s (from the sentence stems Please also consider the
following:
lesson).
Fast finishers could be
dea of their learning in this unit. asked to help other pupils
orrecting everything. Add in the class and/or to
exchange their writing with
another fast finisher for
some peer correction.

(Teacher’s Book, p.97),
your notes on pupils’

on, to decide which words to

160

WEEK: LESSON: 94 (Writing 18) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Creativity & Innovation

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate with Plan, draft and write 1. Ask pupils if they go to restaurants / eat out
appropriate an increased range favourite food/restaurant is. Ask them what
language form and of simple sentences
style for a range of Lesson delivery
purposes in print Complementary
and digital media Skill 2. Follow the instructions for Warm up, Vocab
Speaking 2.3.1 Teacher’s Book, p.94.
Complementary Narrate very short
Skill basic stories and 3. Follow instructions for Activity 1 (Teacher’s
Speaking 2.3 events role plays in groups, as suggested in the Te
Communicate
appropriately to a 4. Then ask pupils to write their scripts for one
small or large write their own lines of the role play but enc
group and help each other.

5. Pupils practise the role play using the script
pupils with their writing and practicing. Rem
their writing if they find mistakes or somethi

6. Set up a table and chairs at the front of the
cutlery, and any other props, if possible, to
perform their role plays to the class, this tim

Post-lesson

7. Ask pupils which restaurant they’d like to go

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 6)

THEME: World of self, family and friends

MENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

t sometimes. Ask them what their Get Smart plus 3 Differentiate learning according to
they like to drink, too. the needs of your pupils and
Student’s Book, class. Please see the seven
bulary and Grammar Box on p.60 differentiation strategies listed in
the introduction. Please also
s Book p.95). Let pupils do a few Teacher’s Book, consider the following:
eacher’s Book. p.94–95
e role play. Each pupil should Encourage pupils to be creative
courage pupils to work together If possible, some when writing their scripts. Some
tablecloths pupils will follow the model and
ts. Monitor closely and help and/or cutlery for use the given vocabulary and
mind pupils to make changes to acting structure, but allow others to try
ing they would like to improve. out new or different language or
Scissors vocabulary, helping them to say
classroom. Use a tablecloth and what they want to say in the role
make it realistic. Have pupils play.
me without their scripts.

o to and why.

161

WEEK: LESSON: 95 (Language Arts 18) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Langua

CROSS-CURRICULAR ELEM
Innovation; Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts Language Arts
5.3 5.3.1 1. Talk to pupils about school competitions and ask th
Express an Respond competition or even won one.
imaginative imaginatively
response to and intelligibly Lesson delivery
literary texts through creating
simple action 2. Follow the instructions for Warm up (Teacher’s Bo
Complementary songs on familiar
Skill topics 3. Follow the instructions for Activity 1 (Teacher’s Bo
Reading 3.3 Other skills at each stage.
Read imaginative
independently responses as 4. Ask pupils to do a role play of a cooking competitio
for information appropriate others decide what they will cook for the competitio
and enjoyment groups or even as a whole class. It is better to let p
Complementary you think they need support, then they can use the
Skill
Reading 3.3.1 Monitor, offer support and make a note of any com
Read and enjoy problems at the end of the lesson or in a later less
A1 fiction/non-
fiction print and Give feedback on performance and focus on comm
digital texts of
interest Post-lesson
5. Learning diaries:

Ask pupils to think back on their learning so far this

 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

to do this than others. Support pupils who may nee

complete their diaries. Ensure you allocate time fo
done in the next skills lesson (Lesson 97), but sho

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: Review of some and any
statements

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

hem if they have ever taken part in a Get Smart plus 3 Differentiate learning
according to the needs
ook, p.98). Student’s Book, of your pupils and
ook, p.98–99). Ask pupils about Fay’s cooking p.62–63 class. Please see the
seven differentiation
on. Pupils decide who will be the teacher, and Teacher’s Book, strategies listed in the
on. This could be done in small or large p.98–99 introduction. Please
pupils use English freely in this activity, but if also consider the
e story in the Student’s Book as a model. following:
mmon problems. Come back to these
son. Support pupils as they
mon problems you found in the activity. perform. You may need
to motivate some pupils
to be involved. Giving
models and plenty of
support will help these
pupils, who may be shy
or uncertain what they
should do or say.

s week. In their learning diary, they can write:

g more English. Some pupils will be more able

ed some help and encourage everyone to

or this activity in your lesson plan. It could be
ouldn’t be set for homework.

162

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading
TOPIC: Food, please! CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to ada
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by
Understand a Understand some of the material as a homework task, if appropria
variety of linear specific
and non-linear information and Note: You could also make use of the review activitie
print and digital details of short Teacher’s Book p.100–101) and/or consider offering
texts by using simple texts
appropriate Pre-lesson
reading Complementary
strategies Skill 1. Choose an appropriate pre-lesson activity from t
Speaking 2.1.1 pupils’ needs and interests and that will review la
Complementary Ask about and lesson.
Skill express basic
Speaking 2.1 opinions Lesson delivery
Communicate
simple 2. Mix up and hand out question and answer strips
information mingle (walk around talking to different pupils) to
intelligibly answer.

3. Write the questions on the board or show a large
pupils see the relationship between the form of th
of do/there + be / the repetition of the verbs, inclu
Carefully explain the contraction form of would to
constructed.

4. Model the worksheet activity on the board using
think it is necessary in addition to Stage 3. Ask p
worksheet (see below) before checking their ans

5. Follow instructions for Optional activity on Teach
give reasons.

Post-lesson

6. Ask pupils to think about what they have learned
know the language now. They should complete t
assessment section of the worksheet.

7. Collect the worksheets from pupils and review th
are any areas of concern, prepare a review of th

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 6)

g THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

apt this plan so that your lesson Depending on Differentiate learning
y your pupils. You might consider using your focus: according to the needs of
ate. your pupils and class. Please
es in Revision (Student’s Book p.64 / Question and see the seven differentiation
pupils a choice of activities. answers – cut strategies listed in the
up, one per pupil introduction. Please also
the list in the introduction that suits your consider the following:
anguage and prepare pupils for the Worksheet (see
below) You could offer pupils a
to pupils, one each. Ask pupils to choice of these activities or
o find a partner to match the question + Self-assessment you could ask different pupils
worksheet to do different activities
e copy of them all. Ask questions to help depending on their individual
he questions and the answers (e.g. use Get Smart plus 3 needs, based on formative
uding contracted form of would). assessment in this unit
o ensure pupils understand how I’d is Student’s Book
p.64 Have pupils do more
activities and/or make their
Teacher’s Book own activities
p.100–101

an example. Explain the example if you
pupils to work individually on the
swers with a partner.

her’s Book, p.101. Encourage pupils to

d in Unit 6 and how well they feel they
the How did I do in Unit 6? self-

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

163

Primary Year 3 SK Scheme of Work

Materials for Lesson 96

Questions & Answers for cutting up I’d like some chicken, please.
What would you like to eat? I’d like some water, please.
What would you like to drink? No, I do not.
Do you like omelettes? Yes, there is.
Is there any cheese in your burger? No, there aren’t.
Are there any carrots in your soup? I want some curry and rice, please.
What do you want for lunch?

Worksheet for Lesson 96
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.

Self-assessment:

How did I do in Unit 6?

In English, I know how to:

 use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 talk and ask questions about food Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]

 talk about food from different countries Great! [ ]

 order food and drink in a restaurant Great! [ ]

164

WEEK:UNIT 7 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 97 (Listening 19) CROSS-CURRICULAR ELEM
TOPIC: Out and about

CONTENT LEARNING LEARNING OUT
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 f
meaning in a support specific suits your pupils’ needs and interests and th
variety of familiar information and pupils for the lesson.
contexts details of short
simple texts Lesson delivery

Complementary Complementary 1. Introduce the key vocabulary by following in
Skill Skill Book, p.102).
Listening 1.3 Listening 1.3.1
Use appropriate Guess the meaning 2. Ask pupils to close their eyes and imagine.
listening strategies of unfamiliar words place in your local area that pupils will know
in a variety of by using visual do not tell them where they are going. Have
contexts clues when a directions in their mind. They should tell you
teacher or them. If/when pupils get confused, ask them
classmate is you mime as you speak. Repeat once or tw
speaking complicated according to the reactions and
pupils.

3. Follow instructions for Activity 1, Teacher’s

Post-lesson

4. Use some phrases from the song to play a

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)
ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements

(positive & negative)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that Get Smart plus 3 Differentiate learning according to
hat will review language to prepare the needs of your pupils and
Student’s Book, class. Please see the seven
nstructions for Warm up (Teacher’s p.65 differentiation strategies listed in
the introduction. Please also
Give directions from school to a Teacher’s Book, consider the following:
w (e.g. a mosque or a shop), but p.102–103
e pupils listen and follow your Depending on the level of your
u where they are, where you took class, you can make the
m to open their eyes and watch directions Listening activity more
wice, making it simpler or more or less challenging by adding in
d level of understanding of your detail or making it longer/shorter.

Some pupils may prefer to
trace/draw the directions on paper
as they hear them in order to help
them follow. Allow this.

Book, p.102.

mime game.

165

WEEK: LESSON: 98 (Speaking 19) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.3
Communicate Give a short 1. Play a version of Simon says (see Optional,
simple information sequence of basic pupils do the action only if you say please. Y
intelligibly directions role the teacher. Review vocabulary from St

Complementary Complementary Lesson delivery
Skill Skill
Listening 1.2 Listening 1.2.4 2. Play the song from Activity 1 and have pupil
Understand Understand a wide might want to sing as well but avoid having
meaning in a range of short basic
variety of familiar supported 3. Follow instructions for Activity 2 (Teacher’s
contexts classroom or four teams. Pupils take it in turns to race
instructions maze and one pupil giving directions. Excha
write the basic instructions on the board as
number of steps. For example:

Team 1: right / straight / left / stop

Team 2: straight / right / straight / stop

Alternatively, you could prepare the instructi

This game will be quite noisy and you may n
For example, the pupils who are not playing
classroom so you can see them all. Remind
to be quiet so their teammates can play the
there will be fewer pupils watching.

Post-lesson

4. 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 7)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
, Teacher’s Book, p.103), where the Get Smart plus 3
You could ask some pupils to take the Differentiate learning
tudent’s Book, p.65 in this activity. Student’s Book, according to the needs of
p.65 your pupils and class.
ls mime as they listen to the song. They Please see the seven
them look in their textbooks. Teacher’s Book, differentiation strategies
Book, p.65). Divide the class into three p.102–103 listed in the introduction.
the instructions, with one pupil in the Please also consider the
ange roles each time. For each turn, Cloth for team following:
prompts, so the teams have the same blindfolds
Encourage pupils to help
ions on a worksheet to save time. each other during the
need to manage your class carefully. directions activity, but let
g could sit in a circle around the each pupil have a turn at
d pupils who are watching that they need both directing and being
game. If you have smaller groups, then directed. You could make
directions more simple or
complicated for different
pupils.

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

166

WEEK: LESSON: 99 (Reading 19) SCHEME OF WORK: TEXTBO
TOPIC: Out and about 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 animals as well as reviewing any farm anim
print and digital simple texts already know.
texts by using
appropriate Complementary Lesson delivery
reading strategies Skill
Listening 1.1.1 2. Follow instructions for Warm up on Teacher
Complementary Recognise and
Skill reproduce with 3. Play a guessing game, where you begin to d
Listening 1.1 support a range of the board. Pupils have to guess what it is.
Recognise and target language
reproduce target phonemes 4. Follow instructions for Vocabulary and have
language sounds each other on the new words.

5. Follow instructions for Activity 1 (Teacher’s
pupils hear and read the story.

Ask pupils to read aloud, along with the CD
note words that pupils have problems with s
before pupils practise for performing.

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 7)

g THEME: World of stories

MENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that introduces the theme of Student’s Book, p.66 according to the needs of
Teacher’s Book, p.104 your pupils and class.
mal vocabulary the pupils Please see the seven
differentiation strategies
r’s Book, p.104. listed in the introduction.
draw – badly – an animal on Please also consider the
following:
e pupils work in pairs to ‘test’
As you draw the animal,
Book, p.104). Ask questions as you could describe it, too,
so that more proficient
. Check their pronunciation and pupils will be able to
so that you can drill them guess using language
and Listening skills.

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

167

WEEK: LESSON: 100 (Writing 19) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.2 Spell
Communicate an increased range 1. Choose an appropriate pre-lesson activity fr
with appropriate of familiar high that suits your pupils’ needs and interests a
language form frequency words prepare pupils for the lesson.
and style for a accurately in guided
range of purposes writing Lesson delivery
in print and digital
media Complementary 2. Tell pupils you have one sister (for example
Skill to elicit plural nouns (e.g. How many sisters
Complementary Writing 4.1.2 Begin should be, for example, 3 sisters or 3 sister.
Skill to use cursive
Writing 4.1 handwriting in a 3. Follow the instructions for Grammar Box (Te
Form letters and limited range of
words in neat written work 4. Play the CD to review the story on Student’s
legible print using Activity 2 (Teacher’s Book, p.105) individua
cursive writing with a partner before checking as a whole c
how pupils manage with this activity. Encou
remind pupils to take care with spelling, usin

5. Give pupils 10 blank cards per pair. They w
five irregular nouns, one word on each card
as spelling in this activity.

6. Pupils play a game with their own cards (the
then turn over two cards to try to find a pair)
of the game so pupils can use them again.

7. (If time) Play a plurals quiz where you say a
about the plural form. You could stick a pap
another that says ‘Not S’ on the opposite sid
listen and then run to the correct paper (e.g
sheep.)

Post-lesson

8. Learning diaries:

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

MENT: Language THEME: World of self, family and friends

LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that will review language to according to the needs of
Student’s Book, p.66-67 your pupils and class.
e). Ask pupils some questions Please see the seven
s do you have?) Ask pupils if it Teacher’s Book, p.104–105 differentiation strategies
. listed in the introduction.
eacher’s Book, p.104–5. Sets of 10 blank Please also consider the
s Book, p.66, then pupils do cards/pieces of card-sized following:
ally. Pupils check their answers paper, one per pair
class. Monitor closely to see
urage use of cursive writing and You could introduce two
ng the text as a model. or three more irregular
plural nouns in this
write the singular and plural of lesson if you feel your
d. Focus on handwriting as well pupils are ready for this,
for example, nouns that
add an e (class –
classes)

ey place the cards face down,
). Collect the cards at the end

a word and pupils have to think

per on the wall that says ‘S’ and
de of the classroom. Pupils
g. ‘S’ for duck; ‘Not S’ for

168

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 reflect more deeply and
pupils will be more able to do this than othe
need some help and encourage everyone to
Ensure you allocate time for this activity in y
set for homework.

Primary Year 3 SK Scheme of Work

o far this week. In their learning

nglish)
d using more English. Some
ers. Support pupils who may
o complete their diaries.
your lesson plan. It shouldn’t be

169

WEEK: LESSON: 101 (Language Arts 19) SCHEME OF WORK: NON-TEXT
TOPIC: Out and About MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will sing a rap with accompany
Language Arts Language Arts
5.1 5.1.2 Pre-lesson
Enjoy and In addition to 1. Use one of the pre-lesson activities from the lis
appreciate Year 2 text types:
rhymes, poems simple poems Lesson delivery
and songs 2. Show pupils the two stick figures drawing.
Complementary 3. Use the drawing to check the meaning of new t
Complementary Skill
Skill Listening 1.2.2  How do I get to the…?
Listening 1.2 Understand with  Go straight ahead
Understand support specific  Keep going,
meaning in a information and  Turn left/right ,
variety of familiar details of short  Take the first/second/third/fourth on the lef
contexts simple texts 4. Help pupils to say the target language by sayin
to repeat it. Do this a few times until pupils can
with confidence.
5. Play the directions rap. Ask pupils to listen and
as they listen. There will be a few new words in
need to teach these, because the rapper make
his gestures.
6. Play the video again. This time ask pupils to sin
actions.
7. If there is time, repeat step 6.

Post-lesson
8. Play the video a final time, with the sound turne

Pupils do the action and sing the rap as they wa

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

ge Arts THEME: World of Self, Family and Friends
NT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions

ying actions. MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES
st in the introduction. The directions rap, available
at: Differentiate learning
target language www.youtube.com/watch?v=q according to the needs of
HJe8WcVQD4 your pupils and class.
ft/right Please see the seven
ng it yourself, and ask them You can download the video differentiation strategies
by typing in ss before listed in the introduction.
say the target language YouTube i.e.:
d do the actions in the video www.ssyoutube.com/watch?v=
n the video. There is no qHJe8WcVQD4
es their meaning clear with (If you click on the white box at
ng the rap and do the the bottom of the screen, you
can put subtitles on or off,
ed off, and the subtitles on. depending on what is suitable
watch the video. for your pupils.)

A simple picture of:

 two stick figures with a
speech bubble coming
from the mouth of one
figure. In the speech
bubble write. How do I
get to the…?,

 a building, labelled
restaurant

 roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant

170

WEEK: LESSON: 102 (Listening 20) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.1
Understand Understand with 1. Play a word game with the word cards pupils
meaning in a support the main cards after the activity or at the end of the les
variety of familiar idea of short
contexts simple texts Lesson delivery

Complementary Complementary 2. Play an animal quiz game in pairs or small g
Skill Skill I’m big and I give you milk) and pupils have t
Writing 4.2 Writing 4.2.4 include the animals and vocabulary in the Lis
Communicate Describe people /fat).
basic information and objects using
intelligibly for a suitable words and 3. Follow instructions for Activity 3 in Teacher’s
range of purposes phrases
in print and digital 4. Ask each pupil to write at least two sentence
media They could use some ideas from stages 2 an
their own ideas.

5. Pupils read their sentences to a partner or in
should guess what animal it is.

Post-lesson

6. Choose an appropriate post-lesson activity fr
suits your pupils’ needs and interests and tha
covered in the lesson.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s made in Lesson 100. Collect the Get Smart plus 3 Differentiate learning
sson. according to the needs of
Student’s Book, your pupils and class.
groups. You give a simple clue (e.g. p.67 Please see the seven
to write the animal. Make sure to differentiation strategies
stening activity (ride/big/scared/dive Teacher’s Book, listed in the introduction.
p.105 Please also consider the
s Book, p.105. following:
es about an animal (using They …). Pupil-made cards
nd 3 of the lesson or they could use from Lesson 100 This style of freer writing
may be challenging for
n a small group. The other pupils some pupils. Remind them
that they can use the
models from the Listening
activity. You could provide
some examples on the
board before asking pupils
to write for themselves.

rom the list in the introduction that
at will review the main areas

171

WEEK: LESSON: 103 (Speaking 20) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Have pupils look at their cards from Lesson 1
simple information and objects using flashcards, check pupils’ understanding of the
intelligibly suitable words and groups – show a flashcard and pupils should
phrases
Lesson delivery
Complementary Complementary
Skill Skill 2. In groups, pupils share out, randomly, the ca
Listening 1.2 Listening 1.2.2 3. Follow instructions for Activity 4 (Teacher’s B
Understand Understand with
meaning in a support specific draw the animals they have cards for on their
variety of familiar information and farm.
contexts details of short
simple texts 4. You could extend the vocabulary here to focu
on farms in Malaysia, or you could talk to pup
the lesson.

5. In pairs, pupils tell each other about their farm
4). The partner listens and draws in the anim
the end of the activity, both pupils have the s
drawing and colouring can take a lot of time f
firm with them. Tell pupils that they may have
work at home to make their farm ‘beautiful’.

6. Ask pupils to write a list of what is now on the
partner, who should have the same list.

Post-lesson

7. Choose some pupils to show their farms to th
put extra animals in their farm, you could ask
pupils who have tried hard to do their best.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

100 and read the words. Using Get Smart plus 3 Differentiate learning
e words by playing Slap in small Student’s Book, p.67 according to the needs
d race to take the right word card. Teacher’s Book, of your pupils and
p.105 class. Please see the
ards from the pre-lesson activity. seven differentiation
Book, p.105), but tell pupils they should Pupil-made cards strategies listed in the
r farm. Give pupils time to draw their from Lesson 100 introduction. Please
also consider the
Animal flashcards following:

us on animals more commonly found Fast finishers can be
pils about the differences at the end of encouraged to label the
animals on the farm.
m (see Student’s Book, p.67, Activity
mals they hear their partner say, so at For more proficient
same animals on the farm. Note that pupils, they could add
another animal, if they
for some pupils. Set time limits and be and their partners know
e time at the end of the lesson or can the word in English.

eir farm. They compare it with their Monitor and ask pupils
about their pictures,
extending their
Speaking and Listening
skills.

he class. If you have pupils who have
k them, but also ask less proficient

172

WEEK: LESSON: 104 (Reading 20) SCHEME OF WORK: TEXTBO
TOPIC: Out and about
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Guess the Understand the 1. Play Stop! Tell pupils an action to mime. Wh
meaning of main idea of short to freeze in position. If they do not stop imm
unfamiliar words simple texts the game and should sit down.
from clues
provided by Complementary Lesson delivery
visuals and the Skill
topic Reading 3.2.3 2. Ask pupils to brainstorm in groups some pla
Guess the meaning words that will be used in this lesson.
Complementary of unfamiliar words
Skill from clues provided 3. Ask pupils questions about what they can a
Reading 3.2 by visuals and the introduce the idea of rules. Use some of the
Guess the topic in this lesson, miming to show the meaning.
meaning of
unfamiliar words 4. Put the four texts from Student’s Book p.68
from clues the room (you might want to do this before t
provided by pictures, one per pupil. Ask pupils to get up
visuals and the room, reading the four texts. They should re
topic which set of rules goes together with their p
activity, check that all the pupils know what

5. Follow instructions for Activity 1, Teacher’s
6. Follow instructions for Grammar Box, Teach

Post-lesson

7. Play the mime game again, but change the
saying Stop, you will say Do not… and inclu
the lesson vocabulary.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

g THEME: World of self, family and friends
MENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs of
hen you say Stop! they have Student’s Book, p.68 your pupils and class. Please
mediately, then they are out of Teacher’s Book, p.106 see the seven differentiation
strategies listed in the
Cut up texts (p.68) one introduction. Please also
aces in the town/city. Elicit the copy, enlarged consider the following:

and can’t do in those places to Copies of the pictures of You could change the main
e vocabulary that will be used the places cut up, one activity so pupils have the
. picture per pupil texts with them and they find
the correct picture. This will
(your enlarged copy) around mean they only read one
the lesson). Hand out the text, but may be more
and to move around the suitable for lower proficiency
ead all four texts, then decide classes.
picture. Before beginning the
their picture represents. You could have pupils work
in groups for the matching
Book, p.106. activity, giving each group a
set of texts. This may be
her’s Book, p.106. suitable for more noisy or
difficult to manage classes.

rules a little. Instead of
ude some of the verbs from

173

WEEK: LESSON: 105 (Writing 20) SCHEME OF WORK: TEXTBO
TOPIC: Out and about
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in th
Communicate Give simple needs and interests and that will introduce the topic of rules
basic information directions different places they know.
intelligibly for a
range of purposes Complementary Lesson delivery
in print and digital Skill
media Writing 4.3.1 1. Follow instructions for Grammar Box (Teacher’s Book,
Use capital letters,
Complementary full stops and 2. Play the Do not mime game again (see Lesson 104), t
Skill question marks groups, taking turns with the teacher’s role.
Writing 4.3 appropriately in
Communicate with guided writing at 3. Using flashcards (based on Activity 3), introduce the sy
appropriate sentence level help pupils remember the vocabulary.
language form
and style for a 4. Follow the instructions for Activity 3 (Teacher’s Book, p
range of purposes
in print and digital 5. Elicit some classroom rules from pupils to have them t
media work on Activity 4 (Teacher’s Book p.107) in pairs. Rem
the apostrophe in Do not contraction Don’t.

Monitor and support pupils working in pairs and assist
pupils about any unusual rules they have written.

Post-lesson

6. Learning diaries:
Ask pupils to think back on their learning so far this we
write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)

Encourage pupils to reflect more deeply and using more En
do this than others. Support pupils who may need some he
their diaries. Ensure you allocate time for this activity in you
homework.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

MENT: Patriotism THEME: World of self, family and friends

LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

he introduction that suits your pupils’ Get Smart plus 3 Differentiate learning
s by having pupils think of rules for according to the needs of
Student’s Book, your pupils and class.
, p.106). p.69 Please see the seven
this time having pupils play in small differentiation strategies
Teacher’s Book, listed in the introduction.
ymbols for the rules. Play a game to p.106–107 Please also consider the
following:
p.107). Flashcards from
thinking about the topic. Pupils then pictures in Activity You could pair pupils of
mind pupils about punctuation, including 3, p.69 different proficiencies for
Activity 4, so that the more
with language and punctuation. Talk to proficient pupils can
support the less proficient
ones. Monitor carefully to
make sure both pupils are
contributing, however.

eek. In their learning diary, they can

nglish. Some pupils will be more able to

elp and encourage everyone to complete
ur lesson plan. It shouldn’t be set for

174

WEEK: LESSON: 106 (Language Arts 20) SCHEME OF WORK: NON-TEXT
TOPIC: Out and About MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will make a folded book of ru
Language Arts 5.3 Language Arts
Express an 5.3.1 Pre-lesson
imaginative Respond 1. Introduce the topic of the lesson by writing R_
response to imaginatively and
literary texts intelligibly through board.
creating simple 2. Ask pupils to guess the topic : Rules, Rules, R
Complementary action songs on
Skill familiar topics. Lesson delivery
Writing 4.3 Other imaginative 3. Write Classroom rules on one side of board a
Communicate responses as
with appropriate appropriate. the other side.
language form 4. Ask pupils to suggest 4–5 rules for each categ
and style for a Complementary
range of purposes Skill to represent their suggestions (e.g.
in print and digital Writing 4.3.2
media Spell an increased for Don’t shout.)
range of familiar 5. Divide pupils into groups of 3–4. One pupil sa
high frequency
words accurately says the rule. Then another pupil says a num
in guided writing Continue in this way until they have said all of
6. Give each pupil a small rectangular piece of p
so that they have a book of four pages.
7. Tell them to draw pictures for 4 of the rules th
on each page.
8. Tell pupils to swap their folded books with a p
each picture. If necessary, they can use their
can ask each other or you for help.

Post-lesson
9. Pupils present their rules to each other and ta

Pupils may use simple words and phrases he

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

ge Arts THEME: World of Self, Family and Friends

NT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives

LINE MATERIALS / DIFFERENTIATION
ules. REFERENCES STRATEGIES

_ _ _ S, R_ _ _ S, R_ _ _ S, on the Small pieces of paper Differentiate learning
Rules! (about 12 cm long according to the needs of
and 10 cm wide) your pupils and class.
Please see the seven
differentiation strategies
listed in the introduction.

and Rules outside the classroom on

gory, and draw and number pictures

ays a number, and another pupil
mber and another pupil says the rule.

f the rules.
paper, and tell them to fold it in half

hey spoke about earlier, one picture

partner and write the rules below
coursebook to check spelling, or

alk about the reasons for these rules.
ere.

175

WEEK: LESSON: 107 (Listening 21) SCHEME OF WORK: TEXTBO
TOPIC: Out and about
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING OUT
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 f
meaning in a support specific suits your pupils’ needs and interests and th
variety of familiar information and pupils for the lesson.
contexts details of short
simple texts Lesson delivery
Complementary
Skill Complementary 2. Play a whole class Listening and/or Speaki
Listening 1.2 Skill flashcards from previous lessons.
Understand Listening 1.2.1
meaning in a Understand with 3. Follow instructions for Activity 2 (Teacher’s
variety of familiar support the main
contexts idea of short simple 4. Ask pupils to look at their answers to Activit
texts (or pair by pair), to read out one of their clas
and put a cross next to the rule if they have
gets a point if no other pupil has the same r
points at the end for their originality, effort a
winning the competition.

5. Tell pupils they will make a classroom rules
group of six to decide on at least three rules
one rule from each pair. Follow instructions
Book, p.107). Remind pupils to spend time
including using cursive writing.

Post-lesson

6. Have pupils look at the posters and say wh
could have them decide which poster will b
book’, and display that poster.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that Get Smart plus 3 Differentiate learning
hat will review language to prepare according to the needs
Student’s Book, p.69 of your pupils and
ing game using the rules class. Please see the
Teacher’s Book, p.106– seven differentiation
s Book, p.106–7). 7 strategies listed in the
ty 4 (p.69). Ask pupils, one by one introduction. Please
assroom rules. Other pupils listen Poster paper per group, also consider the
e it too. The pupil reading the rule coloured pens and following:
rule as them. Praise pupils with pencils
and language, rather than for If some of your pupils
don’t like working in
s poster. They should work in a large groups, you could
s for their poster, taking at least make smaller ones.
s for Optional activity (Teacher’s However, this may be a
making the posters look nice, good chance to help
them get used to
hich rules they agree with. You working with more
be used as their classroom ‘rule pupils. Be clear about
how many rules each
pair gives to the group
so that there is a fair
contribution. This also
ensures less proficient
or quieter pupils have a
chance to contribute.

176

WEEK: LESSON: 108 (Speaking 21) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and 1. Choose an appropriate pre-lesson flashcard
simple information describe everyday in the introduction that suits your pupils’ nee
intelligibly routines review places vocabulary to prepare pupils

Complementary Complementary Lesson delivery
Skill Skill
Listening 1.2 Listening 1.2.5 2. Draw a clock on the board and ask pupils w
Understand Understand a wide clock). Draw various times on the board (on
meaning in a range of short time taught so far.
variety of familiar supported questions
contexts 3. Follow instructions for Warm up and Vocab
4. Have pupils cut out the cards on Student’s

Snap in pairs – pupils each put their cards i
time, they turn over the top card and say wh
also have to say Snap (or ‘Same’). The first
Continue until one pupil has no more cards
5. Follow instructions for Activity 1 on Teache
pair to model the activity for the class.

Monitor and support pupils as they play the
some of the language on the board to supp
past…and quarter to.. If there are persisten
down and return to them later for whole clas

Make sure that pupils keep the cards safe,
be used in later lessons.

Post-lesson
6. Play the Optional game on Teacher’s Book

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

d or word-based activity from the list Get Smart plus 3 Differentiate learning
eds and interests and that will Student’s Book, p.70 according to the needs of
for the lesson. Teacher’s Book, your pupils and class.
p.108–109 Please see the seven
what it is (or you could use a toy differentiation strategies
n the hour and half past) to review Toy clock (optional) listed in the introduction.
Please also consider the
bulary on Teacher’s Book, p.108. Scissors following:
Book, p.131, and play a game of
in a pile face down. At the same Avoid pairing more
hat it is. If the cards match, they talkative pupils with quieter
t pupil to say it wins all the cards. ones. Instead, try to pair
quieter/shier pupils with
s. those who will support
er’s Book, p.108, choosing a strong them, especially at stage 3.

ese games. You may want to write If you have very high
port them, especially quarter proficiency pupils in your
nt or common problems, note them class, you could pair them
ss feedback. together. Then at stage 4,
encourage them to ask
or collect them in so that they can more questions, e.g. What
are you doing? Pupils
could imagine an answer
and mime.

k, p.109.

177

WEEK: LESSON: 109 (Reading 21) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Understand a Understand the 1. Choose an appropriate pre-lesson activity fr
variety of linear main idea of short that suits your pupils’ needs and interests a
and non-linear simple texts flashcards from Lesson 96.
print and digital
texts by using Complementary Lesson delivery
appropriate Skill
reading strategies Reading 3.2.3 2. Tell pupils they will make road signs. Show
Guess the meaning made. Elicit from the pupils what the signs s
Complementary of unfamiliar words Traffic lights, Stop).
Skill from clues provided
Reading 3.2 by visuals and the 3. Give pupils the worksheet with the three set
Understand a topic 3 from Student’s Book, p.71). Ask them to re
variety of linear decide which sign they are for making. (Ans
and non-linear traffic lights; 3 = Stop sign). Ask them to loo
print and digital to check their own answer before checking
texts by using
appropriate 4. Follow instructions for Activity 1 (Teacher’s
reading strategies make each sign as you read the instructions
of first language.

5. Have pupils choose one sign to make and m
6. Follow instructions for Activity 2, Teacher’s

Post-lesson
7. Follow instructions for Optional activity, Tea

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

g THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction Get Smart plus 3 Differentiate learning
and that will review the signs according to the needs of
Student’s Book, p.71 your pupils and class. Please
them the signs you have see the seven differentiation
show them (Turn left/right, Teacher’s Book, p.110 strategies listed in the
introduction. Please also
ts of instructions (texts 1, 2 & Flashcards of signs from consider the following:
ead the instructions and Lesson 96.
swer: 1 = Turn left/right; 2 = If you have fast finishers in
ok in the book at the pictures One example of each the class, they could help
as a whole class. sign made up for this with those who find it more
Book, p.110). Show how to lesson challenging to understand
s aloud. If possible, avoid use the instructions. If possible,
Worksheet with texts 1, 2 avoid translation.
& 3 from Student’s Book
p.71

make it in pairs. Materials for making
Book, p.110. signs (see Teacher’s

acher’s Book, p.110. Book, p. 110)

178