PRIMARY 3 SOW

WEEK: LESSON: 110 (Writing 21) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play Thief! game from Warm up, Teacher’s
Writing 4.3 Writing 4.3.2
Communicate Spell an increased suitable activity to review animal vocabulary
with appropriate range of familiar
language form high frequency Lesson delivery
and style for a words accurately in 2. Follow the instructions for Activity 1, Teache
range of purposes guided writing
in print and digital in pairs on this activity.
media Complementary
Skill 3. Use the picture copies to elicit the names of
Complementary Listening 1.2.2 Student’s Book p.74).
Skill Understand with
Listening 1.2 support specific 4. Give each place a number/letter, or assign a
Understand information and around the room. Say a rule and pupils have
meaning in a details of short refers to by saying the number/letter, doing
variety of familiar simple texts up/sit down/turn around), or touching the re
contexts
Teacher: Turn off your mobile phone

Cinema = A, so pupils say A

Cinema = stand up, so pupils stand up

Cinema = the picture next to the board,
picture and touch it.

Each time, ask the pupils to say the rule
Turn of your mobile phone in the cinem
5. Follow instructions for Activity 2, Teacher’s
6. (If time) Play Hot card (see Optional activity

Post-lesson
7. Learning diaries:

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

THEME: World of self, family and friends

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

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book, p.114 or choose a Get Smart plus 3 Differentiate learning
y taught in the unit. Student’s Book, p.74 according to the needs of
Teacher’s Book, p.114– your pupils and class. Please
er’s Book, p.114. Pupils work 115 see the seven differentiation
strategies listed in the
f the places in Activity 2 (See Animals flashcards introduction. Please also
consider the following:
Copies of pictures of
places from Activity 2 You may need to play a word
game that reviews spellings
a mime, or put the pictures at the beginning of the main
e to say which place(s) it lesson if some of your pupils
the mime (action, e.g. stand often have difficulty with
elevant picture. For example: spelling.

If some pupils have
particular difficulty with the
spelling, they can look back
through the unit to find the
words.

, so pupils all go to that

e again and say where it is:
ma.

Book, p.114.

y, Teacher’s Book, p.115.

o far this week. In their

179

 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
be set for homework.

Primary Year 3 SK Scheme of Work

nglish)

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

180

WEEK: LESSON: 111 (Language Arts 21) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Langua
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review
Express personal Ask and answer
responses to simple questions pupils sing along and/or do the actions.
literary texts about characters,
actions and events of Lesson delivery
Complementary interest in a text
Skill 2. Tell pupils they will read a story called The Secre
Speaking 2.1 Complementary secret and tunnel. Introduce the characters and a
Communicate Skill happen in the story.
simple information Speaking 2.1.4 Ask
intelligibly about, make and 3. Read the story to pupils. As you do that, ask pred
respond to simple
predictions What do you think is going to happen next?

Will they go to the park today?

What will they find in the park?

Do you think the tunnel will be scary/dark/lon

Note that the questions use future will. The pupils
should understand that the questions are predicti
answer in full sentences and do not need to use f

4. Play the recording of the story and ask some que
of it (see Teacher’s Book, p.112 After reading).

5. Talk to pupils about the Values in the story (see P
p.113) and ask them for their reactions to the sto
English, but allow pupils to talk in their first langu
or translate into English.

Post-lesson
6. Play the Line Jumping game (see Optional activit

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 7)

age Arts THEME: World of Stories

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

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

w the directions vocabulary. Have Get Smart plus 3 Differentiate learning
according to the needs
et Tunnel. Check understanding of Student’s Book, of your pupils and class.
ask pupils what they think might p.72–73 (and 65 for Please see the seven
diction questions, e.g. per-lesson) differentiation strategies
listed in the introduction.
ng? Teacher’s Book, Please also consider
s do not need to focus on this, but p.112–113 the following:
ion questions. They do not need to
future forms in their answers. Encourage more
estions to check pupils’ understanding proficient pupils to use a
greater range of
language by asking
them more complex
questions. Try to ask
more open questions to
all pupils. You could
also encourage some
pupils to ask questions.

Post-story activity, Teacher’s Book,
ory. Do this as much as possible in
uage if necessary. You could support

ty on Teacher’s Book, p.113).

181

SCHEME OF WORK: NON-TEXT

LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to
Writing 4.2 Writing your lesson consolidates and extends language
Communicate 4.2.3 pupils. You might consider using some of the ma
basic information Give simple if appropriate.
intelligibly for a directions
range of purposes Pre-lesson
in print and digital Complementary
media Skill 1. Choose an appropriate pre-lesson activity fr
Reading 3.2.2 introduction that suits your pupils’ needs an
Complementary Understand specific prepare pupils for the lesson.
Skill information and
Reading 3.2 details of short Lesson delivery
Understand a simple texts
variety of linear 2. Prepare a map for familiar places. Provide p
and non-linear directions to read. Put the pupils and groups
print and digital try to match directions to places on the map
texts by using map the directions from A to B.
appropriate
reading strategies 3. Prepare a worksheet for the pupils with corr
according to the map. Ask pupils to look at t
worksheet and say if they are True or False

4. Using flashcards of signs, review the directi
turn)… As you review them, put them on the
positives and negatives. Elicit from pupils w
when to use do not.

5. As pupils to write the direction between two
Remind them to use positive and negative s
to write up to three sentences.

Monitor and support pupils as required.

Post-lesson

6. Ask pupils to think about what they have lea
well they feel they know the language now.
How did I do in Unit 7? self-assessment sec
Collect worksheets from pupils and review t
performance. If there are any areas of conc
these in upcoming lessons.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 7)

THEME: World of self, family and friends

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

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

o adapt this plan so that Simple map with familiar Differentiate learning
areas needed by your places (e.g. school, according to the needs of
aterial as a homework task, home, shop, etc.) your pupils and class. Please
see the seven differentiation
rom the list in the Places cards cut up from strategies listed in the
nd interests and that will Student’s Book p.131 introduction. Please also
(Lesson 108) consider the following:
pupils with simple written
s and get them to read and Self-assessment You could offer pupils a
p. Pupils can trace on the worksheet choice of these activities or
you could ask different pupils
rect and incorrect directions to do different activities
the sentences on the depending on their individual
e. needs, based on formative
ions, including Do not (go / assessment in this unit
e board in two columns,
what the difference is and Have pupils do more
activities and/or make their
own activities.

o new places on the map.
sentences. Give them time

arned in Unit 7 and how
They should complete the
ction of the worksheet.

them to note pupils’
cern, prepare a review of

182

Self-assessment worksheet Great! [ ] OK
How did I do in Unit 7? Great! [ ] OK
In English, I know how to: Great! [ ] OK
 give directions Great! [ ] OK
 talk about animals (one and many) Great! [ ] OK
 talk about places in the town
 say some rules for different places
 tell the time

Primary Year 3 SK Scheme of Work

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

183

WEEK:UNIT 8 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 113 (Listening 22) CROSS-CURRICULAR ELEM
TOPIC: Where were you yesterday?

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2 1. Play a word game to elicit what yesterday’s
Understand Understand with
meaning in a support specific familiar with this). Use this to teach the wor
variety of familiar information and understanding with some Yes/No questions
contexts details of short were, what happened, what the day/date w
simple texts
Complementary Lesson delivery
Skill Complementary
Listening 1.2 Skill 2. Introduce the new vocabulary by following t
Understand Listening 1.2.5 Vocabulary (Teacher’s Book, p.116). Put th
meaning in a Understand a wide randomly.
variety of familiar range of short
contexts supported questions 3. Tell pupils they will listen to a song. Play the
song to tell you which order the flashcards s
in the morning, then the afternoon, then the
matching activity with the times of day flash

4. Follow instructions for Activity 1 from step 3
Book, p.116).

5. Ask pupils to tell you where they were yeste
Pupils needn’t use full sentences – they can
Give pupils vocabulary as they need it.

Post-lesson

6. 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 8)
ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past

simple statements (was/were)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s day was (and date if pupils are Get Smart plus 3
rd yesterday. Check pupils’ Differentiate learning
s about yesterday (where they Student’s Book, p.75 according to the needs
was). of your pupils and
Teacher’s Book, p.116 class. Please see the
the instructions for Warm up and seven differentiation
he places flashcards on the board, Vocabulary flashcards strategies listed in the
(places and time-of-day introduction. Please
he CD and ask pupils to listen to the expressions) also consider the
should go in (first the place visited following:
e evening). You could do this as a
hcards if it is simpler. You could encourage
3 and then TPR activity (Teacher’s more proficient pupils to
use longer phrases or
erday at different times of day. full sentences when
n just answer with the place name. asking about where
pupils were yesterday,
but do not insist on it.

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

184

WEEK: LESSON: 114 (Speaking 22) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat
Communicate Narrate very short
appropriately to a basic stories and Lesson delivery
small or large events
group 2. Put the places cards on the board. Point to
Complementary if they were there yesterday. Give support t
Complementary Skill sentences e.g. I was at the shopping centre
Skill Speaking 2.2.2 yesterday? to elicit He/She was… Repeat a
Speaking 2.2 Ask for attention or choosing different pupils.
Use appropriate help from a teacher
communication or classmate by 3. Follow the instructions for Grammar Box on
strategies using suitable 4. Have pupils do Activity 2 in pairs (see Teac
questions
real (not imagined) answers, and should as
them how to ask for help, e.g. Can you help
English?

Monitor carefully as pupils do Activity 2. Su
note what kinds of problems pupils have. D
any problem areas at the end of the activity
vocabulary that comes up in the Speaking a
at the end.

Post-lesson

5. Play the Where was I? game (see Optional

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

TPR activity (Teacher’s Book, p.116). Get Smart plus 3 Differentiate learning
according to the needs of
a place, ask pupils to raise their hand Student’s Book, your pupils and class.
to pupils as you elicit full past simple p.75 Please see the seven
e. Ask pupils Where was he/she differentiation strategies
a few times with different places, Teacher’s Book, listed in the introduction.
p.116–117 Please also consider the
n Teacher’s Book, p. 116–7. following:
cher’s Book, p.117). They should give Places cards from
sk for your help in English. Remind Lesson 112 Choose more proficient or
p me, please? How do I say xxx in confident pupils first for
the beginning stage of the
upport pupils where necessary and lesson delivery.
Do whole class feedback and return to
y. You could also note useful Some pupils may be able
to say more than one
activity and teach it to the whole class place they were at
yesterday.

l activity, Teacher’s Book, p.117).

185

WEEK: LESSON: 115 (Reading 22) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
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 introduction that suits your pupils’ needs an
and non-linear simple texts will review language to prepare pupils for th
print and digital
texts by using Lesson delivery
appropriate
reading strategies Complementary 2. Introduce the vocabulary using the adjective

Complementary Skill mime your reaction to the things in the flash
Skill
Listening 1.2 Listening 1.2.5 meaning of the adjective. Take care that the
Understand
meaning in a Understand a wide the subject of the sentence (i.e. the clown is
variety of familiar
contexts range of short person laughing). You could use the sugges

supported questions (Teacher’s Book, p.118). Ask pupils for mor

boring/funny/scary etc. to check understand

3. Tell pupils they will read a story about going
Elicit the words film and popcorn if possible
word/flashcards on the board. Ask pupils wh
(adjectives) they think will go with film & pop
take a vote and put the most popular answe

4. Ask pupils to read the story quietly to thems
Book, p.76) to see if they were right.

5. Follow instructions for Activity 1, asking pup
check understanding. Do the final acting an
stages if you have time.

6. Draw pupils’ attention to the grammar sectio
Book, p.77 and follow instructions for Gramm
Teacher’s Book, p.119.

Post-lesson
7. Learning diaries:

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)

MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the Get Smart plus 3 Differentiate learning according to the
nd interests and that needs of your pupils and class.
he lesson. Student’s Book, p.76– Please see the seven differentiation
77 strategies listed in the introduction.
e flashcards; also, Please also consider the following:
hcards to show the Teacher’s Book, p.118–
e pupils understand 119 If you think the key vocabulary is
s funny, not the familiar to pupils, you could use word
stions in Warm up Adjectives flashcards: cards. If it is new, then use picture
re things they find something that is: scary flashcards. If pupils are not familiar
ding). (e.g. an old house), with popcorn, you may need to
funny (e.g. a clown), explain that people often eat this at
g to the cinema. delicious (e.g. a cake), the cinema in some countries.
, and put the boring (e.g. a person
hich words looking bored in front of Ask different pupils different questions
pcorn. You could the TV – note it is the to check understanding. Try to ask all
er on the board. TV that is boring) pupils at least one question, if
possible with your class size.
selves (Student’s Flashcards or word
cards of film and
popcorn

pils questions to
nd performance

on on Student’s
mar Box on

186

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

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud (about my Engli

Encourage pupils to reflect more deeply and
English. Some pupils will be more able to do
Support pupils who may need some help an
everyone to complete their diaries. Ensure y
this activity in your lesson plan. It shouldn’t
homework.

Primary Year 3 SK Scheme of Work

o far this week. In

ish)
d using more
o this than others.
nd encourage
you allocate time for
be set for

187

WEEK: LESSON: 116 (Writing 22) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.2
Communicate Spell an increased 1. Choose an appropriate pre-lesson activity fro
with appropriate range of familiar your pupils’ needs and interests and that will
language form high frequency lesson.
and style for a words accurately in
range of purposes guided writing Lesson delivery
in print and digital
media Complementary 2. Divide pupils into small groups. Give each gr
Skill same number of papers for each adjective. T
Complementary Reading 3.2.2 something (one word or picture) that they thi
Skill Understand specific (adjective). They can use the picture dictiona
Reading 3.2 information and help them if necessary or they can ask for yo
Understand a details of short groups pass the paper to the next group, rec
variety of linear simple texts with a different adjective (the other group’s w
and non-linear new to put on each paper. Continue with the
print and digital
texts by using Monitor and provide support as pupils work a
appropriate
reading strategies 3. Feed back on the final papers and provide a
Note down this vocabulary so that you can re
words that are important to the pupils and ha

4. Remind pupils of the story on Student’s Boo
Book, p.119). Remind pupils to take care wit

5. Pupils choose words from the papers from s
notebooks starting with I think…. They could
they finish quickly.

Post-lesson
6. Play Hot card pantomime (See Optional acti

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

THEME: World of self, family and friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits
l review the adjectives from the previous Get Smart plus Differentiate learning
3 according to the needs of
roup a paper, so that you have about the your pupils and class.
Tell pupils they should write or draw Student’s Please see the seven
ink about when they hear the word Book, p.77 differentiation strategies
ary at the back of the Student’s Book to (and 76 to listed in the introduction.
our help. Set a short time limit, then the remind of Please also consider the
ceiving a new paper from another group story) following:
word). Pupils should think of something
e new adjective for at least four rounds. Teacher’s If some pupils dominate
and check they are working as a team. Book, p.119 group work, then tell them
any relevant new vocabulary in English. they each get to write/draw
eturn to it in later lessons. These are Papers with one word/picture. Then
ave been thought up by them. one of the make sure they change
ok, p.76 before doing Activity 2 (Teacher’s headings: papers at least once for the
th spelling and handwriting. scary, number of pupils in the
step 2 to write sentences in their delicious, groups so that they all have
d draw a picture to go with their writing if boring, funny a turn to write.
(one paper per
ivity, Teacher’s Book, p.119). group) Note that this task becomes
more difficult as more words
are on the paper. Try to
have more proficient pupils
go last. Pupils should help
each other with ideas in the
groups.

188

SCHEME OF WORK: NON-TEXT

LESSON: 117 (Language Arts 22) MAIN SKILL(S) FOCUS: Languag

WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will practise describing where th
Language Arts Language Arts to a farm. They should use the past simple.
5.2 5.2.1
Express Ask and answer Pre-lesson
personal simple questions 1. Give each pair of pupils a pair of scissors and th
responses to about
literary texts characters, this will take too much time, prepare the cut-outs
actions and pair of pupils.
Complementary events of 2. Give pupils the picture of Nur and Imran’s farm. T
Skill interest in a text names and barn, tractor, fence and gate.
Writing 4.2
Communicate Complementary Lesson delivery
basic information Skill 3. Give instructions to practise the prepositions of p
intelligibly for a Writing 4.2.4
range of Describe people example, Put the cow behind the barn. Check an
purposes in print and objects 4. Give pupils the text Where were the animals on N
and digital media using suitable 5. Ask pupils to read the text and place the animals
words and 6. Check answers with the whole class.
phrases 7. Tell pupils that the animals were in new positions

turn worksheet (see below). Ask them to work in
a new text on the worksheet.

Post-lesson
8. Ask pairs to swap texts and to place their animal

text.
9. Ask pupils to check their answers in groups of fo

Worksheet for Lesson 117

Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was

Now it’s your turn
The next day, the horse……..

The cow….

The goat….

The duck….

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

ge Arts THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
he animals were during Nur and Imran’s past visit
Text of Where Differentiate
he worksheet of the animals to cut out. If you think were the learning according
s yourself and give one set of animals to each animals on Nur to the needs of your
Teach or check the vocabulary of the animal and Imran’s pupils and class.
farm? (see Please see the
place: next to, in front of, behind, between. For below) seven differentiation
nswers with the whole class. strategies listed in
Nur and Imran’s farm? Worksheet of the introduction.
s in the correct position. animals to cut
s the next day, and give them the Now it’s your out (see below
n pairs to decide these new positions, and to write or choose your
own)

Scissors, one
per pair of pupils

ls according to the description in their partner’s
our.

s in front of the gate. The duck was behind the fence.

189

Animals to cut out

Primary Year 3 SK Scheme of Work

190

WEEK: LESSON: 118 (Listening 23) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities
Understand Understand with could choose an appropriate pre-lesson act
meaning in a support specific suits your pupils’ needs and interests.
variety of familiar information and
contexts details of short Lesson delivery
simple texts
2. In small groups, pupils divide up the word c
Complementary Complementary words from the pre-lesson task, one on eac
Skill Skill etc. // the film / shopping / the food (popcorn
Speaking 2.1 Speaking 2.1.1 Teach and include quiet/noisy, and ask pup
Communicate Ask about and
simple information express basic 3. Play a word association game with the word
intelligibly opinions into sets (places/activities/adjectives), shuff
pupils turn over the top card of each pile an
group if the sentence makes sense or not. F

I was at home. The film (It) was scary.

I was at the cinema. Shopping (It) was
silly.

Ask pupils to remember some of the funny
activity. Monitor and help pupils with senten
not. Keep the cards in groups’ sets for next
4. Follow instructions for Activity 3 in Teacher’

Post-lesson

5. 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 8)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
s and adjectives from the unit so far. You Get Smart plus 3
tivity from the list in the introduction that Differentiate learning
Student’s Book, according to the needs of
cards. Tell them they should write the p.77 your pupils and class.
ch card: home / shopping centre / cinema, Please see the seven
n) / It // funny / boring / scary / delicious. Teacher’s Book, differentiation strategies
pils to add more words if they can. p.119 listed in the introduction.
d cards in groups of four: Divide the cards Please also consider the
fle the sets and place face down. In turns, Blank word following:
nd make a sentence. They then decide as a cards (one set
For example.: per group) You could write and leave
= I think this is ok. the words on the board
from the pre-lesson task
funny. = I think this isn’t ok/I think this is for pupils to copy later if
you think they will need
answers and feed back on those after the this. Or you could
nces and to decide whether they are ok or encourage them to find
t lesson. the words in the textbook
’s Book, p.119. to check their spelling.

Ask pupils to add at least
one or at least two words,
depending on your class.

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

191

WEEK: LESSON: 119 (Speaking 23) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLIN
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 from
simple information express basic that suits your pupils’ needs and interests and
intelligibly opinions prepare pupils for the lesson.

Complementary Complementary Lesson delivery
Skill Skill
Speaking 2.3 Speaking 2.3.1 2. Draw pupils’ attention to the pictures on Stude
Communicate Narrate very short the Listening activity.
appropriately to a basic stories and
small or large events 3. Follow instructions for Activity 4, Teacher’s Bo
group
4. Using the pupil-made cards from the last less
same groups as in Lesson 118. Give the grou
Pupils divide the cards into sets, as before. D
they take either the places set of cards OR th
and use them to play a guessing game:

Places: Pupil A takes a card, pupil B has to gu
B: Were you at …?
A: Yes, I was. / No, I wasn’t.

Activities + adjectives: Pupil A turns over and
the film), then takes an adjectives card. Pupil

B: Was the film funny?
A: Yes, it was./No, it wasn’t.

Or:

B: How was it?

A: It was xxx.

5. When pupils are finished, they exchange the
group and play again.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m the list in the introduction
d that will review language to Get Smart plus 3 Differentiate learning
Student’s Book, p.77 according to the needs of your
ent’s Book, p.77, and review Teacher’s Book, p.119 pupils and class. Please see
the seven differentiation
ook, p.119. Pupil-made word cards strategies listed in the
son, ask pupils to work in the from Lesson 118 introduction. Please also
ups back their same cards. consider the following:
Divide groups in pairs of pupils,
he activities + adjectives set If some stages of the lesson
are too difficult for some of
uess where the pupil was: your pupils, or if they can’t
think of anything to write, they
can choose some words from
earlier in the lesson or could
make it up.

More proficient pupils could
write in full sentences.

d shows the activity card (e.g.
B has to guess the adjective:

sets with the other pair in their

192

6. In notebooks, pupils write down where they w
their opinions of what they were doing. Pupils
single words at this point. Monitor and help pu
write by supplying them with the vocabulary. R
help in English.

7. Pupils use their notes to tell their partner whe
(adjective). Monitor and help pupils use as mu
to. Some pupils may have difficulty using com
Focus on communication rather than accurac
Speaking. You could correct some common m
vocabulary at the end of the activity.

Post-lesson

8. Choose a few pupils to tell the class about the
to ask the speakers questions if they can. Aga
than accuracy and allow single words or phra

Primary Year 3 SK Scheme of Work

were at the weekend. They write
s need only write in note form,
upils write what they want to
Remind them to ask for your

ere they were and their opinion
uch language as they are able
mplete and accurate sentences.
cy to help build confidence in
mistakes and useful new

eir weekend. Encourage pupils
ain, focus on fluency rather
ases at this stage.

193

WEEK: LESSON: 120 (Reading 23) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand 1. Choose an appropriate pre-lesson activity from
variety of linear specific suits your pupils’ needs and interests and that w
and non-linear information and previous lesson, leaving the words on the boar
print and digital details of short
texts by using simple texts Lesson delivery
appropriate
reading strategies Complementary 2. Show the pictures from Student’s Book, p.78 an
Skill is in Malaysia [No]. Ask them where they think
Complementary Writing 4.2.2 Find out if pupils know this city or have been th
Skill Make and give when they think the pictures were taken [in the
Writing 4.2 reasons for
Communicate simple 3. Write key words in a list on the board, and ask
basic information predictions not already there from pre-lesson stage): cinem
intelligibly for a Add cars / horses / carriages (show flashcards
range of purposes words to elicit some sentences from more profi
in print and digital wasn’t/weren’t.
media
4. Ask pupils to put the vocabulary in their notebo
these words). Ask pupils which of these things
1900 – they should tick what was and cross wh
Pupils work in pairs to make predictions and wr
e.g. There weren’t any cars in New York City in

5. Have pupils read the texts and check their pred
answers with their partner. Check answers as a

6. Ask pupils to work on their own on Activity 2, T
use this as a classroom-based informal assess
books after the activity to review and make a no

Post-lesson

7. Learning diaries:

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that Get Smart plus 3 Differentiate learning
will review vocabulary from the according to the needs of
rd for later in this lesson. Student’s Book, p.78– your pupils and class.
79 Please see the seven
nd ask pupils if they think this city differentiation strategies
it might be [USA, New York City]. Teacher’s Book, p.120– listed in the introduction.
here, as appropriate. Ask them 121 Please also consider the
past, 1900]. following:
Vocabulary flashcards
pupils to read them as you write (if Consider pairing more and
mas / theatres / shopping centres. less proficient pupils
together, so the more
to explain) / quiet / noisy. Use the proficient pupil can support
icient pupils, introduce negative the less proficient one in
the prediction activity.
ooks (or create a worksheet with
were found in New York City in Some pupils may write full
hat wasn’t found (in their opinion). prediction sentences,
rite their answers in full sentences, others shorter ones (see
n 1900 or No, there weren’t. example). Some may not
write anything, just put a
dictions. Pupils check their tick or a cross.
a class.

Teacher’s Book, p.121. You could
sment of Reading. Collect the
ote of pupils’ performance.

r this week. In their learning diary,

194

 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 Englis

Encourage pupils to reflect more deeply and us
be more able to do this than others. Support pu
encourage everyone to complete their diaries. E
activity in your lesson plan. It shouldn’t be set fo

Primary Year 3 SK Scheme of Work

sh)

sing more English. Some pupils will
upils who may need some help and
Ensure you allocate time for this
for homework.

195

WEEK: LESSON: 121 (Writing 23) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4
Communicate Describe people 1. Choose an appropriate pre-lesson activity from
basic information and objects pupils’ needs and interests and that will review
intelligibly for a using suitable
range of purposes words and Lesson delivery
in print and digital phrases
media 2. Play a True/False game to review the content o
Complementary sentence and pupils tell you if it is True or Fals
Complementary Skill by standing up/sitting down, raising right/left ha
Skill Writing 4.3.1 Change the focus to your hometown. For exam
Writing 4.3 Use capital town name] in 1900. / It was very quiet in [your
Communicate with letters, full stops date and add key vocabulary for talking about
appropriate and question range of language from the Grammar Box (Tea
language form and marks
style for a range of appropriately in 3. Draw attention to the Grammar Box (see Teac
purposes in print guided writing at Include There weren’t any…+ plural.
and digital media sentence level
4. Follow instructions for Activity 3, Teacher’s Boo
5. Follow instructions for Activity 4, Teacher’s Boo

work in pairs to talk about and complete the tab
to write two or more sentences in their noteboo
punctuation and spelling, and the apostrophe f
writing in to review, as informal, classroom-bas

Post-lesson
6. Play the Whispers game (Teacher’s Book, p.12

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

THEME: World of self, family and friends

MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
(n’t)) + determiners (many/a/any)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m the list in the introduction that suits your Get Smart plus 3
w language to prepare pupils for the lesson. Differentiate learning
Student’s Book, according to the needs
of the text on Student’s Book p.78 – say a p.78-79 of your pupils and
se. They can do this in an interesting way e.g. class. Please see the
and, moving to the left/right of the classroom). Teacher’s Book, seven differentiation
mple: There weren’t any motorbikes in [your p.120–121 strategies listed in the
r town name] in 1900. You could change the introduction. Please
your town as appropriate. Make sure to use a also consider the
acher’s Book, p.120). following:
cher’s Book, p.120) and review the forms.
You could have pupils
ok, p.121 work in pairs to help
ok, p.121, as an in-class activity. Pupils can each other write
ble in Activity 4. Then they use their answers sentences.
oks. Remind pupils to take care with Alternatively, you could
for n’t in particular. You could collect this ask pupils to write
sed writing assessment. individually (for
example, two or more
sentences) and to then
peer assess each
other’s writing.

21, Optional activity).

196

WEEK: LESSON: 122 (Language Arts 23) SCHEME OF WORK: NON-TEXT
TOPIC: Where were you yesterday?
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
education

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will create a puzzle story for a cla
Language Arts Language Arts
5.3 5.3.1 Pre-lesson
Express an Respond 1. Show pupils a flashcard of Damia, or draw a stick
imaginative imaginatively and
response to intelligibly through the supermarket, and ask them to suggest things
literary texts creating simple
action songs on Lesson delivery
Complementary familiar topics. 2. Give pupils the worksheet (see below). Ask them
Skill Other imaginative
Reading 3.2 responses as their suggestions were right.
Understand a appropriate. 3. Went, bought and How much did she spend may
variety of linear
and non-linear Complementary words, pupils can guess their meaning from conte
print and digital Skill necessary.
texts by using Reading 3.2.2 4. Ask pupils to read the story again and to solve th
appropriate Understand 5. Check the answer with the whole class and ask th
reading specific Reward pupils for their effort to find the correct an
strategies information and (because doing maths in English may be harder t
details of short 6. Give pupils the Alvin story (see below). Ask them
simple texts use their own ideas for this. You can encourage t
you think is appropriate.
7. Tell pupils to swap their Alvin puzzle stories and

Post-lesson
8. Share any well-written or interesting stories with t

Worksheet for Lesson 122

Damia went to the supermarket

Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was R
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bo
How much did she spend?

Alvin went to the supermarket
Alvin went to the supermarket. He bought _____________________________________. Eac

He bought ______________________________________________________________. Eac

He bought ______________________________________________________________. Eac
How much did he spend?

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

ge Arts THEME: World of Stories

NT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
How much did she/she spend? Numbers up to 100.

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

assmate to solve (Optional ): Differentiate
flashcards to learning according
k figure on the board. Tell pupils that she went to represent to the needs of your
s she bought. Write five suggestions on the board. Damia and pupils and class.
Alvin Please see the
m to check Damia’s story to see whether any of seven differentiation
Worksheet strategies listed in
y be new language for pupils. If they are new (see below, the introduction.
ext. Briefly elicit their meaning and review if Damia and
Alvin stories) If you have fast
finishers in this
he puzzle. [Answer: RM 55] lesson, they could
hem to explain how they reached the answer. write another or a
nswers, even if they get the maths wrong different puzzle for
than in their first language). their
m to complete it individually or in pairs. They should partners/another
them to think of sensible, funny or crazy ideas, as pair/the class.

solve each other’s puzzles.

the whole class.

RM 21.
ottle was RM 4.50.

ch ________________________ was RM _____.
ch ________________________ was RM _____.
ch ________________________ was RM _____.

197

WEEK: LESSON: 123 (Listening 24) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from t
Understand Understand with
meaning in a support specific needs and interests and that will review languag
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Show the flashcards of circus and amusement p
Skill Complementary of these and ask them how it was. Review some
Speaking 2.2 Skill interesting. Ask pupils for examples of something
Use appropriate Speaking 2.2.1
communication Keep interaction 3. Follow the instructions for Vocabulary on Teache
strategies going in short 4. Use Activity 1, Student’s Book, p.80, as a Listeni
exchanges by
repeating key carefully at the pictures in Activity 1: first ask pup
words from the
other speaker 5. Ask pupils to look at the pictures of the places an
to an adjective each in pencil. They should tell th
exchange, e.g.

Pupil A: I think the circus was noisy.

Pupil B: Noisy? Me too. / I do not think so. I think

6. Tell pupils what the children did and how it was.
or can use:

In the afternoon, Dora was at the shopping c

In the morning, Kevin and Sandra were at th
In the morning, Brad and Cindy weren’t at th
very quiet.

In the evening, Tim was at home. It was bor

7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Studen

information they heard to ask and answer. Pupils

Post-lesson

9. Choose an appropriate post-lesson activity from
pupils’ needs and interests and that will review th

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
the list in the introduction that suits your pupils’ Get Smart plus 3
ge to prepare them for the lesson. Differentiate learning
Student’s Book, according to the
park. Ask pupils if they have ever been to one p.80 needs of your pupils
e adjectives at this point and introduce/review and class. Please see
g they find interesting. Teacher’s Book, the seven
er’s Book, p.122. p.122 differentiation
ing activity in this lesson. Check pupils look strategies listed in the
pils to tell you the names of the characters. Flashcards of introduction. Please
nd to predict how they were by drawing a line lesson also consider the
heir partner their guesses. Model the vocabulary following:

k it was boring. You can use more
You can make up your own sentences here, proficient or confident
pupils to model the
centre. It was noisy. dialogue with you in
he circus. It was funny. step 5 You could write
he theatre. They were at the museum. It was it on the board to
support some pupils,
perhaps erasing it
after some time.

ring.

nt’s Book, p.80. Show pupils how to use the
s work in pairs on this dialogue.

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

198

WEEK: LESSON: 124 (Speaking 24) SCHEME OF WORK: NON-TEXT
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.1
Communicate Ask about and 1. Choose an appropriate pre-lesson activity from
simple information express basic suits your pupils’ needs and interests and that
intelligibly opinions adjectives to prepare pupils for the lesson.

Complementary Complementary Lesson delivery
Skill Skill
Listening 1.2 Listening 1.2.5 2. Using the questions from this lesson (see work
Understand Understand a about yesterday/the weekend/last week:
meaning in a wide range of
variety of familiar short supported Where were you yesterday?
contexts questions
When were you there?

How was it?

Some pupils may not be able to answer in full s
by writing some/all of the questions and possib
short answers at this stage. Note which pupils
give them extra support at the next stage.

3. Give out the worksheets (see below) and ask p
in the left-hand column of the worksheet. Monit
and encourage pupils to help each other too.

4. Show and explain the example answer, and as
in the table. Monitor carefully as before and pro
needed.

5. Ask pupils to talk to at least two friends and ma
should not show each other their worksheets. F

6. Pupils in groups of four play a game with the w
Shuffle the cards all together. Pupil A takes a c
ask Pupil A questions. Pupil A should imagine

Pupil A takes cinema card

Pupil B asks: Where were you? // I was at

Pupil C asks: When were you there? // I w
evening.

Pupil D asks: How was it? // It was good.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that Worksheet (see below) Differentiate learning
will review places, activities and according to the needs of
Word cards from Lesson your pupils and class.
118 Please see the seven
differentiation strategies
ksheet below), ask some pupils listed in the introduction.
Please also consider the
sentences. Support these pupils following:
ble answers on the board. Allow
have problems so that you can You may want to ask the
more confident pupils
pupils to write the questions in full questions at first, and
tor carefully and support pupils, others after, supporting
them by putting key
sk pupils to write their own answers words on the board or
ovide relevant vocabulary if asking simpler questions
(e.g. Were you at the
xxx?)

Allow pupils to help each
other when writing the
questions on the
worksheet.

ake a note of their answers. They
Feed back on pupils’ answers.

word cards from Lesson 118.
card. Pupils B, C & D take turns to
their answer. For example:

the cinema.
was at the cinema yesterday

199

Continue until pupils have each had at lea

Post-lesson

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

Worksheet for Lesson 124

A: Complete the questions and your answers

Questions Example Me

Where at the
__________________ ? cinema

When yesterday
___________________? evening

How funny
____________________?

B: Now ask at least two friends

Primary Year 3 SK Scheme of Work

ast two turns at taking a card.

m the list in the introduction that
will review the main areas covered

My friend’s name: My friend’s name:

_______________________ _______________________

200

WEEK: LESSON: 125 (Reading 24) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING OUT
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 suits your pupils’ needs and interests and th
and non-linear details of short transport to prepare pupils for the lesson.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Follow the instructions for Warm up and Vo
Reading 3.2.3 p.181.
Complementary Guess the meaning
Skill of unfamiliar words 3. Hand out the worksheets (see below) and th
Reading 3.2 from clues provided Pupils stick the pictures in the correct squar
Understand a by visuals and the moving on to the next stage of the lesson.
variety of linear topic
and non-linear 4. Ask pupils to look at part 2 of the worksheet
print and digital try to put them in the grid on the worksheet.
texts by using
appropriate 5. Follow instructions for Activity 1 on Teacher
reading strategies to guess meaning from the pictures in the b

6. Ask pupils to read the text again. They shou
worksheet. Note that some of their answers
these with pupils (e.g. a carriage is faster th
have put fast for the carriage).

7. Follow instructions for Activity 2 on Teacher

8. (If time) Play the True or False game (see O
p.181).

Post-lesson
9. 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 8)

g THEME: World of self, family and friends

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
(was/were/n’t) statements

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the introduction that
hat will introduce the topic of Get Smart plus 3 Differentiate learning
according to the needs of
ocabulary on Teacher’s Book, Student’s Book, p.118 your pupils and class.
Please see the seven
he pictures – one set per pair. Teacher’s Book, p.181 differentiation strategies
res. Check the answers before listed in the introduction.
Cut-out copies of car & Please also consider the
t. They should read the words and bicycle pictures from following:
. Student’s Book, p.118
r’s Book, p.181. Encourage pupils (one set per pair) Think about how to pair
book. pupils. Sometimes pupils
uld check their answers to the Glue will work well when they
s may also be true, so discuss are with a friend and they
han an old bicycle, so they may Worksheet (see below), will support each other,
one per pair whatever their
proficiencies.

Plan a task for fast
finishers – for example,
ask them to add more
words they think may be
in the texts.

r’s Book, p.181.
Optional activity, Teacher’s Book,

o far this week. In their learning

201

 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
will be more able to do this than others. Sup
help and encourage everyone to complete t
time for this activity in your lesson plan. It sh

Primary Year 3 SK Scheme of Work

nglish)

d using more English. Some pupils
pport pupils who may need some
their diaries. Ensure you allocate
houldn’t be set for homework.

202

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 125

Our names:

___________________________ and ___________________________

Tansport now and in the past

1. Stick the pictures onto the grid in the right place.

CARS BICYCLES

NOW

IN THE
PAST

2. Now write the words in the grid. Sometimes you can write the words in more than
one square:

small wheel carriage big wheels
fast slow very fast

203

WEEK: LESSON: 126 (Writing 24) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an 1. Play a word game that focuses on the spelli
appropriate language increased range of the lesson.
form and style for a simple sentences
range of purposes in Lesson delivery
print and digital media Complementary
Skill 2. Show pupils a diary and elicit the word diary
Complementary Writing 4.3.2 Spell write/would write in it. Tell them they will rea
Skill an increased range
Writing 4.3 of familiar high 3. Follow the instructions for Activity 1, Teache
Communicate with frequency words
appropriate language accurately in guided 4. Draw attention to the Writing Tip on Studen
form and style for a writing
range of purposes in 5. In their notebooks, pupils write short answe
print and digital media Student’s Book, p.81. Monitor and help pup

Pupils then draft full sentences for these an

6. Ask pupils to exchange their work with a pa
writing (spelling, language, punctuation, etc
about their partner’s writing. Monitor closely
productive, kind and that the corrections tha

7. For the final draft on the worksheet (see bel
diaries look good. They can illustrate the dia
they could write about another day if there i

Collect their writing and review it as informa
common problems and errors, and give plen

Post-lesson

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