PRIMARY 3 SOW

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: questions and statements

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

ing of the words which will be used later in Get Smart plus 3 Differentiate learning
according to the needs
y. Ask them if they keep a diary, what they Student’s Book, of your pupils and
ad a girl’s (Kelly’s) diary about Saturday. p.81 class. Please see the
er’s Book, p.124 (except final step). seven differentiation
t’s Book, p.81. Teacher’s Book, strategies listed in the
p.124–125 introduction. Please
ers to the questions in the blue box on also consider the
pils with ideas and vocabulary. A diary following:

nswers in their notebooks. Worksheet (see Remind pupils that they
below) can use Kelly’s diary
artner, who should read and check their (Student’s Book, p.81)
c). They should also find one thing they like as a model.
y to make sure this peer feedback is
at pupils suggest are correct. Fast finishers could
answer the questions
low), ask pupils to focus on making their about more than one
ary in the space at the bottom of the page, or day of the week.
s extra time.

al classroom-based assessment. Note
nty of positive feedback.

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

204

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 126

My Diary

My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

205

WEEK: LESSON: 127 (Language Arts 24) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Langua
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts
Express personal 5.2.1 1. Choose an appropriate pre-lesson activity fr
responses to Ask and answer your pupils’ needs and interests and that wi
literary texts simple questions the lesson.
about characters,
Complementary actions and events Lesson delivery
Skill of interest in a text
Reading 3.2 2. Play a word categorisation game (e.g. a min
Understand a Complementary the topics: circus / restaurant / cinema. Inclu
variety of linear Skill fast food / cheeseburger / chips / delicious /
and non-linear Reading 3.2.3
print and digital Guess the meaning 3. Tell pupils they will read a story. Ask them t
texts by using of unfamiliar words weekend sounds best. Take a vote on the a
appropriate from clues provided meaning of the word hospital from the pictu
reading strategies by visuals and the
topic 4. Ask pupils to read the story again and to ch
lesson are in the story. You could have them
stage. Consider asking the While reading q

5. Ask the After reading questions (Teacher’s
(See Post-story activity, Teacher’s Book, p.

6. Play the Press conference game (Teacher’s

Post-lesson

7. Have a set of pupils act out the text for the c
positive and constructive feedback.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 8)

age Arts THEME: World of Stories

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs of
rom the list in the introduction that suits Student’s Book, your pupils and class.
ill review language to prepare pupils for p.82–83 Please see the seven
differentiation strategies
nd-mapping activity or a board race) for Teacher’s Book, listed in the introduction.
ude the words: funny / elephants / lions / p.126–127 Please also consider the
/ film / popcorn / boring. following:

to read the story and to tell you whose Ask different pupils
answer. Encourage pupils to guess the different questions about
ures and the context. the story, and ask for
volunteers for other
heck to see which words from step 2 of the questions. Ask some
m listen to the story on the CD at this pupils for their opinions of
questions (see Teacher’s Book, p.126). the story, and ask
comprehension questions
Book, p.126) and focus on the Value using some of the
.126). language from the unit, or
different language for
s Book, p.127). more proficient pupils.

class and ask the audience to offer some

206

SCHEME OF WORK: NON-TEXT

LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading

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

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to ada
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. Y
Understand a Understand as a homework task, if appropriate.
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 Book p.128–129) and/or consider offering pupils a ch
texts by using simple texts
appropriate Pre-lesson
reading Complementary
strategies Skill 1. Choose an appropriate pre-lesson activity from t
Listening 1.2.5 needs and interests and that will prepare pupils f
Complementary Understand a
Skill wide range of Lesson delivery
Listening 1.2 short supported
Understand questions 2. Pre-teach key vocabulary for the texts about hom
meaning in a 3. Give half of the class the past text (A1) and half
variety of familiar
contexts tell you which one they have, to check they know
4. Give pupils the gapped texts (A2, B2, so that pup

should fill in the texts with the correct form of be.
pupils what to do.
5. Pair pupils, A with B, and ask them to check thei
show each other the answers.
6. With their new partner, pupils write at least two q
forms before they begin as necessary, e.g.

Was there internet?
Were there any computers?
Were there any books?

Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less c
pupils may be able to work on questions for the p

7. Pairs ask another pair their questions.
Post-lesson

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 8)

g THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
apt this plan so that your lesson consolidates Depending on
You might consider using some of the material your focus: Differentiate learning
according to the
es in Revision (Student’s Book p.84 / Teacher’s Get Smart plus 3 needs of your pupils
hoice of activities. and class. Please see
Student’s Book the seven
the list in the introduction that suits your pupils’ p.84 differentiation
for the lesson. strategies listed in the
Teacher’s Book introduction. Please
mework (see below). p.128–129 also consider the
of the class the present text (B1). Ask pupils to following:
w whether they are A or B. Texts (see
pils have A1 and B1 OR A2 and B2). Pupils below), You could offer pupils
. Model an example on the board to show colour a choice of these
pencils/pens activities or you could
ir answers. They should do this orally, not ask different pupils to
Self-assessment do different activities
questions about the texts. Review question worksheets depending on their
individual needs,
based on formative
assessment in this
unit.

Have pupils do more
activities and/or make
their own activities.

confusing for your pupils, but more proficient
present text too.

207

8. Ask pupils to think about what they have learned
language now. They should complete a How did
worksheet (design this section with questions rel
Collect the worksheets from pupils and review th
any areas of concern, prepare a review of these

Text A1:

When I was a child, we were often at the library to find out information for homework.
quiet there and we were very quiet, too.
Text B1:

Now, sometimes there are children at the library. They are there at the weekends. Bu
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s no

Text A2:

Now, sometimes there _______ children at the library. They _______ there at the we
Children do their homework at home. Sometimes at home it _______ quiet, but some
Text B2:

When I _______ a child, we _______ often at the library to find out information for ho
library. It _______ quiet there and we _______ very quiet, too.

Self-assessment worksheet
How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous

Primary Year 3 SK Scheme of Work

d in Unit 8 and how well they feel they know the
d I do in Unit 8? self-assessment section of the
lated to the learning in this unit).

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

. There weren’t any computers but there were lots of books in the library. It was

ut now, there is the internet to find out information for homework. Children do their
oisy.

eekends. But now, there _______ the internet to find out information for homework.
etimes it _______ quiet, it _______ noisy.

omework. There _______ any computers but there _______ lots of books in the

units)

208

UNIT 9WEEK: SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 129 (Listening 25) CROSS-CURRICULAR ELEM
TOPIC: On holiday

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.1
Understand Understand with 1. Choose an appropriate pre-lesson activity f
meaning in a support the main your pupils’ needs and interests and that wi
variety of familiar idea of short simple prepare pupils for the lesson.
contexts texts
Lesson delivery
Complementary Complementary 2. Use a set of the pictures from Activity 1 (Se
Skill Skill
Speaking 2.1 Speaking 2.1.5 language about the topic. Show the pictures
Communicate Describe people about their experiences. Use the key vocab
simple information and objects using pupils to guess what it means, based on the
intelligibly suitable words and 3. Follow instructions for Vocabulary on Teach
phrases
4. Hand out the pictures, one per pupil (try to g
one another for the next stage of the lesson
When they hear the part about their picture

5. Put pupils in groups of four so there is one
pupils to try to remember the song (they sh
put their pictures in the order they appear in

6. Play the song again so pupils can check the
along to some or all of the song if they wan
confident at this stage, and which are less c

7. Ask pupils to complete the answers in Activ

Post-lesson

8. Ask pupils to tell you if they did any of those
a review of the key vocabulary.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)
ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):

statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits Get Smart plus 3
ill introduce the topic of holidays to Differentiate learning
Student’s Book, according to the needs of your
ee Student’s Book, p.85) to elicit p.85 pupils and class. Please see
s and ask pupils what they can see, the seven differentiation
bulary in your questions and encourage Teacher’s Book, strategies listed in the
e pictures you are showing them. p.130 introduction. Please also
her’s Book, p.130. consider the following:
give each one of a set to pupils next to Copies of the
n). Tell pupils they will listen to a song. pictures from Some pupils will be better able
e, they should hold it up. Play the CD. Activity 1, one to sing along than others,
pupil with each picture in a group. Ask picture per pupil some pupils may want to sing,
hould have their books closed), and to but others may not want to.
n the song. Don’t insist that all pupils sing.
eir answers. Encourage pupils to sing Focus on enjoyment rather
nt. Watch pupils to see which pupils are than accuracy.
confident.
vity 1 (Student’s Book, p.85). Encourage as much language
as possible at stage 2 and the
e things on their last holiday. Encourage post-lesson stage, but do not
insist on full or accurate
sentences – different pupils
will be able to produce
different amounts of language.
Ask different questions and/or
give different prompts to
different pupils to push them
within their ability.

209

WEEK: LESSON: 130 (Speaking 25) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.3.1
Communicate Narrate very short 1. Review the pictures and vocabulary from St
appropriately to a basic stories and
small or large events Lesson delivery
audience
Complementary 2. Ask pupils to work in pairs to match the cut-
Complementary Skill below).
Skill Reading 3.2.2
Reading 3.2 Understand specific 3. Feed back and ask pupils if they did these t
Understand a information and what they did on their holiday and put some
variety of linear details of short activities in Activity 2 (Student’s Book, p.85)
and non-linear simple texts they did on their holiday.
print and digital
texts by using 4. Follow instructions for Activity 2 on Teacher
appropriate about their pictures and choose some pupils
reading strategies present to the class. Allow pupils to practise
necessary, and offer plenty of praise. Collec
them safe for a later lesson.

5. (If time) Play the miming game (Teacher’s Bo
pictures or cut-up sentences from this lesso
mentioned in the instructions.

Post-lesson
6. Learning diaries:

Ask pupils to think back on their learning so
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)

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
tudent’s Book, p.85 with a game.
Get Smart plus 3 Differentiate learning
-up sentences (see sentence cards according to the needs
Student’s Book, p.85 of your pupils and
things on their holiday. Ask some pupils class. Please see the
e ideas on the board. Try to include the Teacher’s Book, seven differentiation
). Ask pupils to tell their partner what p.130 –131 strategies listed in the
introduction. Please
r’s Book, p.130. Monitor as pupils talk Sentence cards (see also consider the
s who have made a good effort, to below, cut up, one set following:
e first before presenting to the class if per pair or small
ct pupils’ pictures or ask them to keep group) You could ask pupils to
present to each other in
ook, p.131, Optional activity) using the Colour pens or groups if you have
on instead of more strips of paper as pencils some very shy pupils in
your class. This will
give more pupils a
chance to present.

o far this week. In their learning diary,

210

 Something I feel proud of (about my En
Encourage pupils to reflect more deeply and
be more able to do this than others. Suppor
encourage everyone to complete their diarie
activity in your lesson plan. It could be set fo

Sentence cards to cut up for Lesson 130

We were on an island.
We packed our bags.
We jumped on a plane.
We played
on the beach.
It was really fun!
We sailed a boat.

Primary Year 3 SK Scheme of Work

nglish)

d using more English. Some pupils will
rt pupils who may need some help and
es. Ensure you allocate time for this
or homework.

211

WEEK: LESSON: 131 (Reading 25) SCHEME OF WORK: TEXTBO
TOPIC: On holiday
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity fro
Understand a Guess the pupils’ needs and interests and that will revie
variety of linear meaning of lesson.
and non-linear unfamiliar words
print and digital from clues Lesson delivery
texts by using provided by
appropriate visuals and the 2. Tell pupils they will read a story about a trip t
reading strategies topic elicit some differences between the forest an
pupils what they might do in a forest (and/or
Complementary Complementary board.
Skill Skill
Reading 3.2 Reading 3.2.4 3. Ask pupils to look at the pictures in the story
Understand a Recognise and in the story did any of the same things.
variety of linear use with support
and non-linear key features of a 4. Give pairs of pupils the A or B worksheets (s
print and digital simple on their worksheet. Hand out dictionaries and
texts by using monolingual words in the dictionary. They should draw a p
appropriate dictionary Pupils can work in pairs for this activity.
reading strategies
5. For the second part of the worksheet, pupils
worksheet. Then they work in their pairs to g
show their understanding. Ask them to cover
page.

6. Change pupil pairs so that A and A / B and B
pictures to see if they drew the same things.

7. Play the CD of the story and ask pupils to rea
pupils to check that they have understood the
have experience of doing these things.

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

g THEME: World of self, family and friends

MENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular
verbs): Questions & statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs
om the list in the introduction that suits your Student’s Book, of your pupils and
ew language to prepare pupils for the class. Please see the
p.86 seven differentiation
strategies listed in the
to the forest. Show a picture of a forest and Teacher’s Book, introduction. Please
nd forests/jungles in your local area. Ask p.132 also consider the
a jungle). Write some of their ideas on the Pictures of forest following:

(Student’s Book, p.86) to see if the children Worksheets A & B Some pupils may know
(see below) the vocabulary already.
see below). Ask them to look at the words If that is the case, plan
d ask pupils to check the meaning of the Dictionaries a different activity for
picture to show what each one means. them so they can work
Colour pens and towards the Learning
pencils (optional) Standards of this
lesson.
read the story to find the words on their
guess the meaning and draw a picture to
r the vocabulary section at the top of the

B are together. Have them compare their

ad along. Ask some questions to different
e story. You could ask them whether they

rom the list in the introduction that suits
l review the main areas covered in the

212

Primary Year 3 SK Scheme of Work

Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest

fish

bee

lunch

2. Find the words in the story. Look at the pictures and draw.
flower

river

fire

picture

213

Primary Year 3 SK Scheme of Work

Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower

river

fire

picture

2. Find the words in the story. Look at the pictures and draw.
forest

fish

bee

lunch

214

WEEK: LESSON: 132 (Writing 25) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an 1. Choose an appropriate pre-lesson activity fr
appropriate increased range of your pupils’ needs and interests and that wi
language form and simple sentences the lesson.
style for a range of
purposes in print Complementary Lesson delivery
and digital media Skill 2. Review the story on Student’s Book p.86 by
Reading 3.2.2
Complementary Understand specific could play the CD if necessary to remind the
Skill information and 3. Follow instructions for Grammar Box, Teach
Reading 3.2 details of short
Understand a simple texts understanding that this is talking about the p
variety of linear 4. Follow the instructions for Activity 2, Teache
and non-linear
print and digital 5. Ask pupils to use the holiday pictures they d
texts by using a prompt, ask pupils to draft sentences in th
appropriate on holiday.
reading strategies
Make sure you monitor carefully and suppor
work and helping them with vocabulary and

6. Pupils exchange their notebooks with a part
Encourage pupils to talk to each other abou
feedback about it. This might be about conte
pupils work on peer feedback and help with

7. Ask pupils to write their final draft on a piece

8. Depending on time available, you could hav
directly, or you could mix them up and have
which pictures. This would provide extra rea

Post-lesson

9. Put up the pictures on the noticeboard if pos
telling you what they like about them. Encou
and/or ask them about their holidays.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

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 needs of
Student’s Book, your pupils and class.
y asking pupils what they remember. You p.87 Please see the seven
em. differentiation strategies
her’s Book, p.132. Check pupils’ Teacher’s Book, listed in the introduction.
past by eliciting the date of the weekend. p.132–133 Please also consider the
er’s Book, p.133. following:
drew in Lesson 130. Using the pictures as Pictures from
heir notebooks to describe what they did Lesson 130 Fast finishers or more
proficient pupils could
rt pupils, giving them feedback on their Glue draw another picture about
d form. what they did at the
tner, who checks the work for them. weekend and write about
ut their writing and to give positive that as well.

ent or language. Monitor to see how Encourage some pupils to
h any problems or corrections. ask each other questions
e of paper. about their holidays,
ve pupils stick their writing to the picture especially if they finish
e pupils guess which sentences belong to quickly.
ading practice.

ssible and have pupils look at them all,
urage them to ask each other questions

215

WEEK: LESSON: 133 (Language Arts 25) SCHEME OF WORK: NON-TEXT
TOPIC: On holiday MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
In this lesson, pupils will learn a poem, suggest an
Main Skill Main Skill finished poem with classmates.
Language Arts 5.1 Language Arts
Enjoy and 5.1.2 Pre-lesson
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use di
rhymes, poems 2 text types:
and songs simple poems. characters if preferred) and tell pupils that the
forest. Put the flashcard/drawing of the forest
Complementary Complementary
Skill Skill Lesson delivery
Speaking 2.3 Speaking 2.3.1 2. Ask pupils to guess things which Sasha and J
Communicate Narrate very short
appropriately to a basic stories and their suggestions, and then tell them that they
small or large events picture of the castle to the board.
group 3. Show pupils the picture of the castle. Ask them
castle, and again, elicit their suggestions. Do
in the castle.
4. Tell pupils that now they’ll find out what Sasha
castle.
5. Start by saying the first two lines of the poem,
the board as you do so.
6. Put the picture of a room on the board, elicit w
next, and say the next line of the poem.
7. Continue to build up the poem in this way for
8. Now say the whole poem again, this time gett
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupi
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a cop
into pairs and ask them to agree what Sasha
door. Tell them to practise saying their poem

Post-lesson
11. Put pupils into groups of 6 or 8 and ask them

each other. Pupils can mime and use body la
poems, if they want to.
12. Ask the class to tell you their ideas about wha

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

ge Arts THEME: World of Stories

NT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

E MATERIALS / DIFFERENTIATION STRATEGIES
n ending, and share their REFERENCES

ifferent names for the Flashcards or Differentiate learning according to
ey went on holiday in a big drawings of a boy the needs of your pupils and class.
and a girl, a Please see the seven differentiation
on the board. forest, castle, strategies listed in the introduction
room, box, key,
door.

Jason saw in the forest. Elicit Copy of Sasha
y saw a castle. Add your and Jason went
on holiday poem
m to guess what was in the
on’t tell pupils what was really

a and Jason really saw in the

, pointing to the pictures on

what Sasha and Jason saw

each new line until the end.
ting pupils to join in. Point to

ils say the poem, Continue
e
py on the board. Put pupils

and Jason saw behind the
together.

to perform their poems to
anguage as they perform their

at Sasha and Jason saw.

216

Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….

Primary Year 3 SK Scheme of Work

217

WEEK: LESSON: 134 (Listening 26) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity fr
Understand Understand with your pupils’ needs and interests and that wi
meaning in a support specific the lesson. Choose an activity to use the ve
variety of familiar information and (pictures) / eat / see / pick / go / play / listen
contexts details of short
simple texts Lesson delivery

Complementary Complementary 2. Review past tense verb forms. You could do
Skill Skill pupils mime what they did at the weekend.
Speaking 2.1 Speaking 2.1.5 pupil to mime and the class to say You xxx
Communicate Describe people small groups. Write the date of the weekend
simple information and objects using pupils’ minds.
intelligibly suitable words and
phrases 3. Follow instructions for Activity 3, Teacher’s

4. In pairs or small groups, pupils play a True/
Activity 3. In turns, a pupil says a True or Fa
to the forest, and their classmate(s) should

Monitor carefully and listen for accurate use
of praise but also give feedback and correc

5. Play Hot card pantomime using the verb fla
Teacher’s Book, p.133).

Post-lesson

6. 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 9)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

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
erb flashcards (e.g swim / catch / take Student’s Book, according to the needs of
n). p.87 your pupils and class. Please
see the seven differentiation
o this by playing a mime game, where Teacher’s Book, strategies listed in the
First play as a whole class, choosing a p.133 introduction. Please also
at the weekend, then play in pairs or consider the following:
d on the board to keep the past in Verb flashcards
Fast finishers could do
another round of this activity
using the story on Student’s
Book, p.87

Book, p.133.

/False game based on the pictures in
alse sentence about Bob & Lucy’s trip
say whether it is True or False.

e of past tense verb forms. Offer plenty
ction on past tense form as necessary.

ashcards (see Optional activity,

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

218

WEEK: LESSON: 135 (Speaking 26) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.2 Use Speaking 2.2.1
appropriate Keep interaction 1. Choose an appropriate pre-lesson activity fr
communication going in short your pupils’ needs and interests and that wi
strategies exchanges by lesson.
repeating key words
Complementary from the other Lesson delivery
Skill speaker
Writing 4.3 2. Using the verb flashcards, model the questi
Communicate Complementary
with appropriate Skill Question: What did you do at the week
language form Writing 4.3.3
and style for a Plan, draft and write Answer: At the weekend? I xxx.
range of purposes an increased range
in print and digital of simple sentences 3. Use the verb flashcards to have pupils prac
media pupils are repeating the time expression in t
and interaction skills (see Learning Standar

4. Follow instructions for Activity 4, Teacher’s
table on Student’s Book, p.87, or you could
is a little more pupil-friendly. They can also
there is time.

Monitor carefully as pupils do this and make
class and focus on the common mistakes to

5. To follow up, ask pupils to write one or more
classmate(s) did at the weekend in their not

6. Ask pupils to check their partner’s work and
stage and the previous one to check pupils’
and praise where needed.

7. If you are using the worksheet, pupils can w
worksheet. If not, pupils can write it in their n
can review their progress in use of past sim
causing problems.

Post-lesson

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

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 the according to the needs of
Student’s Book, your pupils and class.
ion and answer: p.87 Please see the seven
kend? differentiation strategies
Teacher’s Book, listed in the introduction.
ctise the question and answers. Note that p.133 Please also consider the
the answer as a way to practise discourse following:
rd, Main Skill). Verb flashcards
Book, p.133. You could have pupils use the Depending on your class
use a worksheet like the one below, which Worksheet (see and/or individual pupils,
ask more classmates for their answers if below, optional) you could extend the
dialogue so pupils ask a
second question: How
was it? This would review
language from lessons in
Unit 8.

e a note of mistakes. Feed back as a whole
ogether.

e sentences about what they and/or their
tebooks.

d provide some feedback. Monitor at this
’ use of past tense forms, giving support

write the final draft of their sentences on the
notebooks. Collect pupils’ work so that you

mple and identify any other areas that are

219

8. Learning diaries:
Ask pupils to think back on their learning so
can write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my En

Encourage pupils to reflect more deeply and
more able to do this than others. Support pu
encourage everyone to complete their diarie
in your lesson plan. It shouldn’t be set for ho

Primary Year 3 SK Scheme of Work

o far this week. In their learning diary, they

nglish)

d using more English. Some pupils will be
upils who may need some help and
es. Ensure you allocate time for this activity
omework.

220

Primary Year 3 SK Scheme of Work

Alternative worksheet for Lesson 135

At the weekend

1. Ask about the weekend and note or draw.

Me My friend: My friend: My friend:

__________________ __________________ __________________

2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

221

WEEK: LESSON: 136 (Reading 26) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Readin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
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 t
variety of linear specific pupils’ needs and interests. Ask pupils if they ke
and non-linear information and
print and digital details of short Lesson delivery
texts by using simple texts 2. Tell pupils they will read Katie’s diary about a ho
appropriate
reading strategies Complementary might hear. In pairs, they write three or four word
Skill worry about spelling at this stage, and allow pup
Complementary Reading 3.2.4 words they want to include.
Skill Recognise and
Reading 3.2 use with support 3. Introduce the new vocabulary (see Warm up an
Understand a key features of a 4. Play the CD. Ask pupils to read silently (text on
variety of linear simple
and non-linear monolingual CD. They should check to see if their predictions
print and digital dictionary
texts by using 5. Ask pupils to read the text again and to find and
appropriate / museum (if they are new to your pupils).
reading strategies
6. Ask pupils to tell a partner what they think these
text (they can use their first language if necessa
the dictionary to see if they were correct. Feed b

7. Follow instructions for Grammar Box in Teacher
8. Follow instructions for Activity 2 in Teacher’s Bo

activity and help as necessary. Some pupils ma
pictures and they need to understand a lot of de
not.

Post-lesson

9. Choose an appropriate post-lesson activity from
pupils’ needs and interests and that will review t

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple
(regular and irregular verbs): positive & negative
statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
the list in the introduction that suits your Get Smart plus 3
eep a diary. Differentiate learning
Student’s Book, according to the
oliday. Ask pupils to predict some words they p.88–89 needs of your pupils
ds on paper or in their notebooks (do not and class. Please see
pils to ask you for English vocabulary for Teacher’s Book, the seven
p.133–134 differentiation
nd Vocabulary, Teacher’s Book, p.134). strategies listed in the
Student’s Book, p.88) while listening to the introduction. Please
s were correct. Give feedback. also consider the
d underline the words: shell / shark / lifeguard following:

e words mean, based on the content of the If your pupils need
ary). Then ask them to check all the words in extra support, you
back by asking if they had guessed correctly. could give a sentence
r’s Book, p.134. for each picture in
ook, p.134. Monitor as pupils work on this Activity 2, and ask
ay find this activity difficult as there are a lot of them to decide Yes or
etails in the text to decide if they are right or No for each one as
you say them.

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

222

WEEK: LESSON: 137 (Writing 26) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Writin
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate Plan, draft and 1. Choose an appropriate pre-lesson act
with appropriate write an suits your pupils’ needs and interests a
language form increased range to prepare pupils for the lesson.
and style for a of simple
range of sentences Lesson delivery
purposes in print
and digital Complementary 2. Play a word game to practise irregular
media Skill search (see worksheet below. Note: a
Writing 4.3.2 and white).
Complementary Spell an
Skill increased range 3. Ask pupils to remember what they can
Writing 4.3 of familiar high and answers to Activity 2 on Student’s
Communicate frequency words
with appropriate accurately in 4. Follow instructions for Activity 3, Teac
language form guided writing
and style for a 5. Follow instructions for write, fold and p
range of Book, p.135). Pupils play this in group
purposes in print carefully at the beginning of the activit
and digital write. Note that the focus isn’t on accu
media pupils write just notes on the papers a

6. At the end of the activity, pupils/pairs t
should read through the paper and che
sentences. They should ask for help if
who wrote the line of the story. Monito
to help them develop a more accurate

7. Collect pupils’ papers at the end of the
mistakes to show pupils where they ar
can correct them themselves, or if they
corrections for a small number of othe
correct themselves. Limit the number o
their writing (depending on the proficie
corrections). They will work on this wri

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of self, family and friends
EMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
tivity from the list in the introduction that Get Smart plus
and that will review language from this unit 3 Differentiate
learning according
r past tense forms, for example a word Student’s to the needs of your
answers are in red for you, print in black Book, p.89 pupils and class.
Please see the
n about Katie’s diary. Review the pictures Teacher’s seven differentiation
s Book, p.89. Book, p.135 strategies listed in
cher’s Book, p.135. the introduction.
pass (see Optional activity, Teacher’s Worksheet Please also
ps of six. Dictate the first line to pupils (see below) consider the
ty and be ready to help pupils as they following:
uracy at this stage. If necessary, have
at this stage. Pupils could work in
take the paper that they started. They pairs (i.e. three
eck the language and/or develop the pairs in a group of
f they need it, from you or from the pupil(s) six pupils) for the
or closely and support pupils at this stage write, fold and pass
e piece of writing. activity. This would
e lesson and provide some feedback. Mark allow more
re (e.g. by circling them) if you think they proficient pupils to
y are past verb forms. You could give support lower
er mistakes that you think pupils cannot proficiency pupils in
of corrections pupils will need to make to Writing.
ency of the pupils, between 3 and 6
iting again in Lesson 139.

223

Post-lesson

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

Worksheet for Lesson 137

Look, find and write. TIF
E.g. take: took ULD
1. do: ______________ BIH
2. go: ______________ WS R
3. buy: ______________ G QW
4. is: ______________ SCA
5. eat: ______________ YPS
6. swim: ______________ F TO
7. are: ______________
8. find: ______________

Primary Year 3 SK Scheme of Work

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

COD SWA A
I DANEAT
MF B J NME
GBOR T A D
OS UU K CW
A VGBN Z E
EMH DOD R
OK TWU R E

224

WEEK: LESSON: 138 (Language Arts 26) SCHEME OF WORK: NON-TEXT
TOPIC: On holiday MAIN SKILL(S) FOCUS: Language
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will sing a song.
Language Arts Language Arts
5.1 5.1.2 Pre-lesson
Enjoy and In addition to 1. Write the title of the song on the board. Tell pupils
appreciate Year 2 text
rhymes, poems types: simple and ask them to guess some of the things she saw
and songs poems. on the board.

Complementary Complementary Lesson delivery
Skill Skill 2. Tell pupils that now they can check their guesses.
Speaking 2.1 Speaking 2.1.5
Communicate Describe people song and remember two animals or more which th
simple and objects 3. Play (or sing) the song. Pupils can join in if they lik
information using suitable 4. Elicit answers from pupils. If they tell you the nam
intelligibly words and
phrases own language, accept their answers, and write the
on the board.
5. Show pupils an animal flashcard/drawing and ask
the picture goes with. Continue in this way for the
song.
6. Ask pupils to make a note of the animals in their b
7. Play (or sing) the song again and ask pupils to sin

Post-lesson
8. Rub out the animals’ names on the board, but kee

song with pupils, pointing to the flashcards on the
their memory as they sing.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

e Arts THEME: World of Stories
T: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.

MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES

s that the sailor is a woman, Flashcards or drawings of a sea Differentiate
w. Write their suggestions horse, jellyfish, turtle, octopus, baby learning according
shark and blue whale. to the needs of your
. Ask them to listen to the pupils and class.
he sailor saw. Super simple songs video of : A Please see the
ke. sailor went to sea, sea, sea: seven differentiation
mes of the animals in their www.youtube.com/watch? strategies listed in
e animal names in English v=DX2Er--LYmQ the introduction.

k them to say which word You can download the video by
other five animals in the typing in ss before YouTube i.e
www.ssyoutube.com/watch?
books. v=DX2Er--LYmQ
ng along with the song.
If you cannot play the video in class,
ep the flashcards. Sing the sing the song yourself. The lyrics
e board as you do so, to help and music notes are on the next
page. (The lyrics to the music notes
are slightly different to the lyrics of
the song we have chosen: we
suggest that you stay with our
words.)

225

Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html

A sailor went to sea, sea, sea

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was the bottom of the sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a sea horse swimming sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a turtle swimming and a jellyfish swimming and a sea horse swimming in
the sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!

Primary Year 3 SK Scheme of Work

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a baby shark swimming and an octopus swimming and a turtle
swimming and a jellyfish swimming and a sea horse swimming in the sea,
sea, sea!
A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a blue whale swimming and a baby shark swimming and an octopus
swimming and a turtle swimming and a jellyfish swimming and a sea horse
swimming in the sea, sea, sea!

226

WEEK: LESSON: 139 (Listening 27) SCHEME OF WORK: NON-TEXT
TOPIC: On holiday MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.3
Understand Understand with 1. Choose an appropriate pre-lesson activity f
meaning in a support short simple your pupils’ needs and interests and that wi
variety of familiar narratives the lesson.
contexts
Complementary Lesson delivery
Complementary Skill 2. Return pupils’ writing to them from Lesson 1
Skill Writing 4.3.3 Plan,
Writing 4.3 draft and write an your feedback on it. Pupils work in their pai
Communicate with increased range of feedback on their draft. They should write o
appropriate simple sentences
language form and 3. Ask pairs to join another pair, so that they a
style for a range of (2 + 2). In turns, pairs read their story to ea
purposes in print story and draw (sketch if time is short) the s
and digital media worksheet (see below). If necessary, show
(She didn’t xxx) by drawing the picture and

4. Spread the picture worksheets and the fina
table. Ask pupils to look at the pictures and
You could do this as a whole class or it cou
your class size and set up.

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

TBOOK BASED LESSON (Unit 9)

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

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from 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
137. It should now have peers’ and p.89 your pupils and class. Please
irs to write a final draft, based on the see the seven differentiation
on paper. Pupils’ shared strategies listed in the
are working in groups of four writing from introduction. Please also
ach other. They listen to the other pair’s Lesson 137 consider the following:
six stages of the story onto the
pupils how they can draw a negative Coloured pencils If there are some common
putting a line through it. mistakes pupils have made in
al stories around the room or on a big Worksheets their writing, you could cover
d read the stories to try to match them. (marked) from these as a whole class at the
uld be in large groups, depending on Lesson 137 beginning of the lesson.
Monitor carefully and help
Worksheet (see lower proficiency pupils with
below) corrections. You can ask fast
finishers to help you with this.

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

227

Worksheet for Lesson 139 2.
Listen and draw.

1.

4. 5.

Primary Year 3 SK Scheme of Work
3.
6.

228

WEEK: LESSON: 140 (Speaking 27) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Choose one of the games in Revision (See
Speaking 2.1 Speaking 2.1.5
Communicate Describe people Lesson delivery
simple information and objects using 2. Based on the stories pupils wrote together i
intelligibly suitable words and
phrases experiences, ask questions in the past (Did
answers from Yes/No to Yes, I did. / No, I d
Complementary Complementary for this.
Skill Skill 3. Focus on the Grammar Box at the top of the
Listening 1.2 Listening 1.2.5 4. Follow instructions for Activity 1 on Teacher
Understand Understand a wide 5. Model and play a game of Snap (See Optio
meaning in a range of short Pupils could use their cut-ups from Activity 1
variety of familiar supported
contexts questions Post-lesson
6. Learning diaries:

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

ng THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Teacher’s Book, p.136). Get Smart plus 3
Differentiate learning
in the previous lessons, or on their real Student’s Book, according to the needs of
d you/he/she xxx?) Extend pupils’ p.90 your pupils and class. Please
didn’t. You could use the verb flashcards see the seven differentiation
Teacher’s Book, strategies listed in the
e page of Teacher’s Book, p.136. p.136–137 introduction. Please also
r’s Book, p.136. consider the following:
onal activity, Teacher’s Book, p.137). Verb flashcards
1 for this game. If you have extra time in this
Scissors lesson, or if you have fast
finishers, you could extend
step 2 (or repeat it later) into
a guessing game in pairs,
also based on the stories
pupils wrote before.

o far this week. In their learning diary,

nglish)

d using more English. Some pupils will
rt pupils who may need some help and
es. Ensure you allocate time for this
set for homework.

229

WEEK: LESSON: 141 (Reading 27) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand specific 1. Choose an appropriate pre-lesson activity fr
variety of linear information and introduction that suits your pupils’ needs an
and non-linear details of short review language to prepare pupils for the le
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Tell pupils they will read an email about a h
Writing 4.2.5 worksheet (see below, one per pair) and as
Complementary Connect sentences went on holiday [James]. You could ask the
Skill using basic (To/From/Date).
Writing 4.2 coordinating
Communicate conjunctions 3. Tell pupils they will answer some questions
basic information There are 5 questions around the room (rem
intelligibly for a before the lesson). Pupils, in pairs, should ta
range of purposes the question, read and remember it, return t
in print and digital partner. Together they should find the answ
media writes the answer. Then they swap roles for
pupil writing must be sitting at the desk and
question cannot take the question off the wa
partner – they must remember it and tell it to
answers as a class after having pairs check

Monitor carefully during this activity to mana
as well as to evaluate pupils’ Reading, mem
Speaking/communication and Writing skills.

4. Have pupils look at the picture on Student’s
tell you about the boy in the picture and whe
the CD and ask pupils to read along with it.

5. Draw pupils’ attention to Writing Tip (Studen
follow the teacher’s guide for this stage from

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

g THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular): Negatives & questions

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the
nd interests and that will Get Smart plus 3 Differentiate learning
esson. Student’s Book, p.91 according to the needs of your
Teacher’s Book, p.138 pupils and class. Please see
oliday. Give pupils a the seven differentiation
sk pupils to tell you who Worksheets (see below) strategies listed in the
em about the email introduction. Please also
Questions (cut up and consider the following:
stuck around the room
before the lesson) In the email Reading activity
pupils could write short
about James’s email. answers or full sentences,
member to stick these up depending on their proficiency
ake it in turns to go and find level.
to their partner and tell the
wer in the text. The partner
r the next question. The

the pupil reading the
all or shout it to their
o the partner. Check the
k with another pair.

age behaviour and pairwork
mory,
.

s Book, p.91. Ask them to
ere they think he is. Play

nt’s Book, p.91). Do not
m Teacher’s Book, p.138.

230

6. Ask pupils to look again at James’s email. T
partner two or three similarities and two or t
his holiday and Tim’s holiday.

Some suggestions:

Similarities:

It was hot in Australia and Mexico.

Tim and James took pictures.

Tim and James enjoyed (liked) their ho

Tim and James were at the beach.

Tim and James went swimming and sa

Differences:

Tim was in Mexico but James was in A
Tim bought a hat but James didn’t buy
James’s dad saw a shark but Tim’s dad
think)

7. Ask pupils to write at least one similarity and
worksheet individually. You could collect the
progress.

Post-lesson

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