PRIMARY 3 SOW

Primary Year 3 SK Scheme of Work

They find and tell their
three differences between

oliday.

ailed a boat.

Australia.
anything.
d didn’t see a shark. (we
d one difference on the
ese to review pupils’

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

231

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 141

1. Read the email.

To: [email protected]
From: [email protected]
Date: 21st January, 2019

Dear Ahmad,

How are you?

Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It

was summer in Australia and it was very hot! We went to Sydney and I went shopping. We
visited a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then

we went to the beach. We sailed a boat and went swimming. My dad saw two sharks but they
didn’t eat us! It was a really great holiday!

Please tell me about your holiday.
Love,
James

2. Find and answer the questions.

1. _______________________________________________________________
2. _______________________________________________________________
3.________________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
3. What’s the same? What’s different?

The same (and):
_________________________________________________________________

Different (but):
_________________________________________________________________

Questions for Lesson 141
1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?

232

WEEK: LESSON: 142 (Writing 27) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.5
Communicate Connect sentences 1. Choose an appropriate pre-lesson activity fr
basic information using basic your pupils’ needs and interests and that wil
intelligibly for a coordinating the lesson.
range of purposes conjunctions
in print and digital Lesson delivery
media Complementary
Skill 2. Do the Revision activity (See Teacher’s Boo
Complementary Writing 4.3.1 Use
Skill capital letters, full 3. Ask pupils what they remember about Tim’s
Writing 4.3 stops and question in Australia, and ask them to re-read the tex
Communicate marks appropriately
with appropriate in guided writing at 4. Introduce any vocabulary that you think will
language form sentence level holidays.
and style for a
range of purposes 5. Draw attention to the questions in the blue b
in print and digital to write their answers to these questions in t
media at this stage. Note that it can be any holiday
closely and help with extra vocabulary as ne

6. Follow instructions for Writing Tip on Teache

7. Ask pupils to write an email to James to tell
James’s email as a model. Remind pupils to
and to pay attention to punctuation, using Ja
email set up, pupils could use computers for

Monitor and help pupils, asking questions to
and providing feedback on their language as

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

THEME: World of self, family and friends

MENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction that suits Get Smart plus 3 Differentiate learning
ll review language to prepare pupils for according to the needs of
Student’s Book, your pupils and class. Please
ok, p.138) as a lesson warmer. p.91 see the seven differentiation
s holiday in Mexico and James’s holiday strategies listed in the
xt on Student’s Book, p.91 to check. Teacher’s Book, introduction. Please also
p.138–9 consider the following:
be useful to pupils talking about their
Pupils can add information
box on Student’s Book, p.91. Ask pupils about their holidays, with
their notebooks. Short answers are ok more proficient pupils adding
y, not just a summer one! Monitor more than less proficient
ecessary. pupils.
er’s Book, p.138.
You may need to focus
him about their holiday. They can use attention on features of the
o use connecting words and and but, model email before pupils
ames’s email as a model. If you have begin to write.
r this activity.

o elicit as much language as possible
s well as the content.

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

233

WEEK: LESSON: 143 (Language Arts 27) SCHEME OF WORK: TEXTBO
TOPIC: On holiday
MAIN SKILL FOCUS: Langua

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts Language Arts
5.2 5.2.1 1. Choose an appropriate pre-lesson activity from
Express Ask and answer your pupils’ needs and interests and that will int
personal simple questions prepare pupils for the lesson.
responses to about characters,
literary texts actions and Lesson delivery
events of interest
Complementary in a text 2. Show the picture of the bear cub and ask pupils
Skill bears.
Reading 3.3 Complementary
Read Skill 3. Tell pupils they will read a story about a bear cu
independently Reading 3.3.1 if it has a happy ending. Have pupils quietly rea
for information Read and enjoy
and enjoyment A1 fiction/non- 4. Ask pupils to read the story again and circle an
fiction print and They should then write the words in their noteb
digital texts of
interest 5. Ask pupils to work with a partner and to decide
on the pictures in the story. They could draw a
notebooks.

6. Ask pupils what they think of the story. You cou
to check their basic understanding of the story,
pleasure, not for complete understanding.

7. Have pupils sit in a circle (or they can stand if s
instructions for Post-story activity on Teacher’s

8. Ask pupils what they know about bears in Mala
about the Malaysian sun bear or another endan
environment. Show a picture of a sun bear. You
pupils online, for example, in English:

www.wonderfulmalaysia.com/attractions/borneo
nationalzoo.com.au/animal/malaysian-sun-bear

Post-lesson

9. Play the Say if it’s true game (See Teacher’s Bo

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 9)

age Arts THEME: World of Stories
MENT: LANGUAGE/GRAMMAR FOCUS: Past simple review

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m the list in the introduction that suits
troduce the words bear and cub to Get Smart plus 3 Differentiate learning
according to the needs
s to tell you what they know about Student’s Book, p.92– of your pupils and
93 class. Please see the
ub. They should read the story and say seven differentiation
ad the story about the bears. Teacher’s Book, strategies listed in the
ny new words/words they do not know. p.140–141 introduction. Please
book. also consider the
Flashcard/picture of a following:
the meaning of the new words, based bear cub
picture or write the meaning in their Different pupils will be
Pictures of Malaysian able to give you a
uld ask a few comprehension questions bears (e.g. sun bear) different response to
but the aim of this reading is more for your questions about
the story and in the
space is a problem). Follow the discussion about
Book, p.141. protecting animals.
Keep the focus on
aysia and guide them towards talking fluency, and try to ask
ngered bear species in their questions to stretch
u can find information to share with the each pupil to their own
limit.

o-sun-bear-conservation-centre.htm or
r/

ook, p.141).

234

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing

TOPIC: On holiday CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Use your notes made on pupils during this unit to
Main Skill Main Skill consolidates and extends language areas needed
Writing 4.2 Writing 4.2.4 using some of the material as a homework task, if
Communicate Describe people
basic information and objects using Note: You could also make use of the review activ
intelligibly for a suitable words and p.94 / Teacher’s Book p.142–143) and/or consider
range of phrases activities.
purposes in print
and digital media Complementary Pre-lesson
Skill
Complementary Listening 1.2.5 1. Choose an appropriate pre-lesson activity from
Skill Understand a wide suits your pupils’ needs and interests and tha
Listening 1.2 range of short
Understand supported Lesson delivery
meaning in a questions
variety of familiar 2. Use the flashcards to review key verbs in pres
contexts
3. Hand out sets of blank cards to pupils. Show
to write the verb on a blank card (present tens

4. Write sentences on the board to show both pr

I go to school at 8 o’clock every day.

Yesterday, I went to school at 8 o’clock.

Hana doesn’t like cheese.

Ali didn’t like the film at the cinema last w

5. Ask pupils why we use go and went in these s
like ‘past’ or ‘present’, but can say because it’
yesterday. Explain that it’s in the past.

6. Ask pupils in their pairs to write the past form
card. Monitor and help pupils, making sure th
each other if necessary and/or check the verb

7. Pairs play a game with their cards. They spre
present form up. In turns, they should say a s
verb they can see. Then they check the unde

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 9)

MENT: Language THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Past simple review

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

adapt this plan so that your lesson Depending on your focus: Differentiate learning
d by your pupils. You might consider according to the
f appropriate. Get Smart plus 3 needs of your pupils
vities in Revision (Student’s Book Student’s Book p.85, p.87, and class. Please see
r offering pupils a choice of p.91, p.94 the seven
Teacher’s Book p.142–143 differentiation
m the list in the introduction that strategies listed in the
at will prepare pupils for the lesson. Blank cards introduction. Please
also consider the
sent form. Verb flashcards from this following:
a verb card, and ask pupils, in pairs, unit
se). Repeat for all verbs. When pupils are
resent and past forms, e.g. Self-assessment making the word
worksheet cards, you could
week. provide the verbs on
sentences. They needn’t use words the board to copy. Or
’s every day or because it was you could say the
words, then elicit the
of the verb on the back of each spelling from some
hey are accurate. Ask pairs to help pupils so that others
bs with the whole class. can listen and write on
ead the cards on the table with the the cards.
sentence using the past tense of a
erside of the card – if they used the Pupils can use the
Student’s Book (p.85
and p.87) to find the
past tense forms of
the verbs if they need
to, or they could use
this to check them.

You could provide a
gapped text on a
worksheet to support

235

past tense correctly in a sentence, they keep
rules if you wish, for example, they should alte
negative verbs.

8. Ask some pupils questions about their weeke
in their notebooks, pupils write at least two se
weekend.

9. On the board, write some jumbled-up questio
unjumble them to make questions. They could
you could nominate pupils to come and write
example:

did / Where / go / you / ? (Where did you

watch / you / a / film / Did / ? (Did you wa

10. Elicit the difference between Yes/No question
Highlight the use of did and that the past tens
Avoid using grammatical words, but show pup

11. Pupils work in small groups. One pupil reads
Then each group member has to ask a questi
can think of no more questions to ask. Each p
sentences.

Monitor very carefully during this activity to m
appropriate questions. Give some corrective f
and past tense forms and make a note of com

12. If you have time, you could write sentences/q
mistakes with on the board for class correctio

Post-lesson

13. Ask pupils to think about what they have learn
they know the language now. They should co
self-assessment worksheet (see below).

Collect the worksheets/notebooks from pupils
performance. If there are any areas of concer
upcoming lessons.

the card. You can introduce other Primary Year 3 SK Scheme of Work
ernate between positive and
pupils when they are
end (see Student’s Book, p.91). Then writing the sentences.
entences about what they did at the
You could give the
ons on the board. Ask pupils to jumbled up questions
d write them in their notebooks or on a worksheet if you
on the board, or do this orally. For think pupils will work
better individually than
u go?) as a whole class.
atch a film?)
ns and those with question words. You could offer pupils
se is not used in the main verb. a choice of these
pils what you mean. activities or you could
ask different pupils to
their sentences about the weekend. do different activities
ion about the weekend until pupils depending on their
pupil takes a turn to read their individual needs,
based on formative
make sure pupils are asking assessment in this
feedback and support with question unit.
mmon problems to feed back on.
Have pupils do more
questions you heard pupils making activities and/or make
on. their own activities.

ned in Unit 9 and how well they feel
omplete the How did I do in Unit 9?

s and review them to note pupils’
rn, prepare a review of these in

236

Worksheet for Lesson 144 Great! [ ] OK [ ] A littl
Self-assessment worksheet Great! [ ] OK [ ] A littl
How did I do in Unit 9? Great! [ ] OK [ ] A littl
In English, I know how to: Great! [ ] OK [ ] A littl
 talk about last weekend
 talk about my holiday
 ask and answer questions about holidays
 ask and answer questions about last weekend

Primary Year 3 SK Scheme of Work

le [ ]
le [ ]
le [ ]
le [ ]

237

WEEK:UNIT 10 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listenin
LESSON: 145 (Listening 28) CROSS-CURRICULAR ELEM
TOPIC: The world around us

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Play a mime or guessing game to review an
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
contexts details of short 2. Use animal flashcards to further review anim
simple texts then introduce new animal vocabulary.
Complementary
Skill Complementary 3. Follow instructions for Warm up (Teacher’s
Listening 1.1 Skill pupils what they can tell you about the anim
Recognise and Listening 1.1.1
reproduce target Recognise and 4. Play a guessing game as a class.
language sounds reproduce with
support a range of You say: This animal is tall/small/thin e
target language Pupils guess: It’s the giraffe/rat etc.
phonemes
Have pupils play the game in pairs. Monitor
activity and note down any common problem
could ask one or two pairs to present in fron
5. Follow the instructions for Activity 1 in Teac

6. Give out the animal flashcards, one per pup
again and identify their partner from the com
Pupil with lion flashcard + pupil with tiger fla
Partners join together and try to remember t
the animals in the song, e.g. horse + cheeta

Feed back without insisting on a comparativ

Post-lesson
7. Learning diaries:

Ask pupils to think back on their learning so
and 10. In their learning diary, they can write

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)
ng THEME: World of Knowledge
MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
nimal vocabulary.
Get Smart plus 3 Differentiate learning
mal words pupils know and to according to the needs of
Student’s Book, p.95 your pupils and class.
Book, p.144) and then ask Please see the seven
mals. Teacher’s Book, p.144 differentiation strategies
listed in the introduction.
etc. Animal flashcards (enough Please also consider the
for one per pupil, to include following:
r carefully as pupils do this all the animals in the song)
ms to return to later on. You You could try to elicit the
nt of the class. comparative sentence from
cher’s Book, p.144. some pupils in this lesson,
pil. Pupils listen to the song although do not insist on it
mparisons in the song (e.g. from all pupils.
ashcard; horse + cheetah).
the adjective used to compare
ah: fast.
ve sentence at this stage.

o far this week, in both units 9
e:

238

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my En

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

Primary Year 3 SK Scheme of Work

nglish)

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

239

WEEK: LESSON: 146 (Speaking 28) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity fr
Communicate Describe people your pupils’ needs and interests and that wi
simple information and objects using pupils for the lesson.
intelligibly suitable words and
phrases Lesson delivery

Complementary Complementary 2. Using the animal flashcards, play a game to
Skill Skill for your class, for example memory matchin
Listening 1.2 Listening 1.2.2 the cards spread around the room or on the
Understand Understand with says a word and pupils race to grab the righ
meaning in a support specific
variety of familiar information and 3. Re-introduce the comparative form using th
contexts details of short instructions for Grammar Box on Teacher’s
simple texts
4. Using the flashcards again, elicit some more
a flashcard and asking pupils to tell their pa
using adjective + -er + than.

5. Follow the instructions for Activity 2, Teache
pictures. They should present their pictures
pupils to present to the class.

Monitor as pupils work in groups to decide w
effort either with language or with their pictu
praise, especially for those who may norma
6. Do the Optional Who’s Taller? activity (see

Post-lesson

7. Play the song again and encourage pupils t
comparative sections of the song.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the introduction that suits Get Smart plus 3
ill review animal vocabulary to prepare Differentiate learning
Student’s Book, according to the needs of
o review the adjectives that is suitable p.95 your pupils and class. Please
ng or listen and grab, where pupils have see the seven differentiation
e table in front of a group. The teacher Teacher’s Book, strategies listed in the
ht card. p.144–145 introduction. Please also
he animal flashcards and then follow consider the following:
s Book, p.144. Animal
e sentences about animals by showing flashcards Ask different pupils to write
artner a sentence about the animal different words/
phrases/sentences on their
er’s Book, p.95. Have pupils label their pictures, ranging from a full
s in small groups before choosing some comparative sentence for fast
finishers/ more proficient
pupils to single animal words
and/or adjectives for others.

which pupils have made a particular
ures to show the class. Offer plenty of
ally be a bit shy.

Teacher’s Book, p.145).

to sing along, in particular to the

240

WEEK: LESSON: 147 (Reading 28) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

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 f
variety of linear information and suits your pupils’ needs and interests and th
and non-linear details of short pupils for the lesson.
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Show the flashcard of the shark and elicit/te
Reading 3.2.3 they have seen a shark. Ask them what the
Complementary Guess the meaning scary. Ask if they think sharks are scary. Do
Skill of unfamiliar words animals and elicit adjectives for each.
Reading 3.2 from clues provided
Understand a by visuals and the 3. Show pupils the worksheet (see below) and
variety of linear topic circling it. They may not know the answer, b
and non-linear
print and digital 4. Play the CD and have pupils read along sile
texts by using the worksheet.
appropriate
reading strategies 5. Ask pupils to circle the words science and p
work out what the words mean from the con
especially picture 6. They should tell their p
class.

6. Follow instructions for Grammar Box on Te

7. Follow instructions for Activity 2 on Teache

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)
g THEME: World of Knowledge
MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that Get Smart plus 3 Differentiate learning
hat will review language to prepare according to the needs of
Student’s Book, your pupils and class. Please
each the word shark. Ask pupils if p.96–97 see the seven differentiation
ey think of sharks. Elicit or teach strategies listed in the
o the same with the other sea Teacher’s Book, introduction. Please also
p.146–147 consider the following:
d ask them to guess which animal by
but they can guess. Sea animals If some pupils read much
ently. They check their answers to flashcards faster than others, avoid
rushing the slower readers.
project. Encourage pupils to try to Worksheet (see You could ask faster pupils to
ntext and from the pictures, below) make a note in their
partner before checking as a whole notebooks of what they know
about sharks / blue whales /
dolphins, and then ask them
to tell the class when suitable.

eacher’s Book, p.147.
er’s Book, p.147.

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

241

Worksheet for Lesson 147

Sea animals

Guess and circle.
Which one is…?

Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark

Now read and check.

Primary Year 3 SK Scheme of Work

242

WEEK: LESSON: 148 (Writing 28) SCHEME OF WORK: NON-TEXTB
TOPIC: The world around us
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Environmental Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4
Communicate Describe people 1. Play a game to brainstorm animals found in Mala
basic information and objects this, but you can help them to translate the words
intelligibly for a using suitable activity, depending on the kind of game they are
range of words and
purposes in print phrases Lesson delivery
and digital media
Complementary 2. Show the Malaysian animals flashcards and put
Complementary Skill with these if you have time, for example a mimin
Skill Writing 4.3.2 word endangered.
Writing 4.3 Spell an
Communicate increased range 3. Give pupils the worksheet to do in pairs. They un
with appropriate of familiar high animal in Malaysia. They then draw a picture.
language form frequency words
and style for a accurately in Key: turtle; pangolin; tiger; orangutan; rhino
range of guided writing
purposes in print 4. Say some sentences about one of the animals. P
and digital media you are talking about. Talk a little about these an
reasons for this and some of the ways we can he
first language. For example:

This animal is big but it is smaller than a wha
It is endangered. – (hawksbill) turtle

5. Ask pupils to write in their notebooks at least two
the worksheet. Pupils can work in pairs.

Monitor and help pupils with their writing so they
animals. Support pupils, especially with the use o

6. Collect the notebooks from pupils. They will use
Review it before then and give some guidance o
made without correcting them.

Post-lesson

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

Primary Year 3 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

THEME: World of Knowledge

MENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

aysia. Pupils may use their first language for Flashcards of Differentiate learning
s after the activity has finished or during the Malaysian animals according to the
playing. that are on the needs of your pupils
worksheet (see and class. Please see
below) the seven
differentiation
them on the board. You could play a game Worksheet (see strategies listed in the
introduction. Please
ng game or a guessing game. Teach the below) also consider the
following:
nscramble the words to find an endangered
More proficient pupils
Pupils should listen and guess which animal can write more than
nimals being endangered including the others in their
elp to protect them. This could be done in notebooks.

ale. It lives in the sea. It has a brown shell.

o sentences about at least one animal from

y can say what they want to say about the
of the comparative forms.
it again later in the unit (Lesson 160).
on some of the important mistakes they have

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

243

Worksheet for Lesson 148
Animals in dang

What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u

3. r – t – g – e – i

4. r – o – g – n – g – u – n – a – t – a

Primary Year 3 SK Scheme of Work

ger in Malaysia!

2. l – p – n – a – n – g – i – o

5. o – n – h – i – r

244

WEEK: LESSON: 149 (Language Arts 28) SCHEME OF WORK: NON-TEXTB
TOPIC: The world around us MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
In this lesson, pupils will write and share puzzle se
Main Skill Main Skill classmates to solve.
Language Arts Language Arts
5.3 5.3.1 Pre-lesson
Express an Respond 1. Choose an appropriate pre-lesson activity from
imaginative imaginatively and
response to intelligibly through your pupils’ needs and interests and that revie
literary texts creating simple
action songs on Lesson delivery
Complementary familiar topics. 2. Read out the first pair of your five pairs of anim
Skill Other imaginative
Writing 4.2 responses as in groups to suggest possible animals, and eli
Communicate appropriate. than one answer is possible. Accept different
basic information 3. Repeat step 2 for your other four pairs of anim
intelligibly for a Complementary 4. Elicit from pupils that the first sentence is a fa
range of purposes Skill sentence compares it with another animal. Pu
in print and digital Writing 4.2.4 but may find other ways to convey its meaning
media Describe people 5. Choose an animal, and ask the whole class to
and objects using (e.g. if pupils choose a cat, possible sentence
suitable words than a giraffe.). Ask pupils to sing their senten
and phrases 6. Divide pupils into pairs. Ask them to choose tw
of sentences following the pattern identified. W
pupils if necessary.

Post-lesson
7. Put pupils into larger groups of 6 or 8. Ask the

classmates to guess.
8. If there is time, ask a few pairs to read out the

guess.

Primary Year 3 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

ge Arts THEME: World of Knowledge

NT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
entences about animals for their
Five pairs of sentences Differentiate
m the list in the introduction that suits which describe an animal: learning according
ews animals and adjectives. to the needs of your
1. They live in the sea. pupils and class.
mal description sentences. Ask pupils They’re bigger than Please see the
icit their suggestions. Sometimes more dolphins. seven differentiation
t answers. strategies listed in
mal sentences. 2. They’ve got four legs. the introduction.
act about the animal, and the second They’re faster than dogs.
upils may not use the word ‘compare’
g. 3. They like cheese. They
o suggest two possible sentences for it are smaller than rats.
es might be: It likes milk. It’s shorter
nces and mime. 4. They are black and
wo different animals and to write pairs white. They are bigger
Write the patterns on the board to help than rats.

em to read out their sentences for their 5. They are grey. They are
fatter than cats.

Possible answers include

1. Blue whales
2. Lions, tigers, cheetahs
3. Mice
4. Zebras
5. Hippos

eir sentences for the whole class to

245

WEEK: LESSON: 150 (Listening 29) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Listenin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUT
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 suits your pupils’ needs and interests and th
meaning in a support specific pupils for the lesson.
variety of familiar information and
contexts details of short Lesson delivery
simple texts
2. Review the comparative adjectives using th
Complementary Complementary
Skill Skill 3. Give out blank cards to pairs or small group
Speaking 2.1 Speaking 2.1.5 class or individuals in the class, you could g
Communicate Describe people more). Ask pupils to write different animals o
simple information and objects using they will use them to compare).
intelligibly suitable words and
phrases Monitor and check spelling as pupils write. Y
the Student’s Book, worksheets from previo
check spelling.

4. Say an adjective. In pairs/small groups, pup
in order, e.g:

Small: mouse – cat – panda – whale.

Get the pupils to verbally compare the size
smaller than a whale.

Get feedback on their answers and then rep
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s

6. Have pupils tell their partner the sentences
the picture as part of checking their answers
class.

Post-lesson
7. Learning diaries:

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

rom the list in the introduction that Get Smart plus 3 Differentiate learning
hat will review language to prepare Student’s Book, p.97 according to the needs of
Teacher’s Book, p.147 your pupils and class.
he animals flashcards. Please see the seven
ps of pupils. Depending on your Animals flashcards differentiation strategies
give them five or six cards (or listed in the introduction.
on each card (in plural form as Blank cards (five or six Please also consider the
per pair/small group) following:

You could encourage them to use You could have pupils
ous lessons, or a dictionary to make more or fewer
cards. This would give
more/fewer words to spell
and write, and also make
the ordering task
more/less challenging.

pils listen and arrange their animals

of the animals: e.g. a panda is

peat. You could ask some pupils to

Book, p.147.
to describe the people/animals in
s together. Then check as a whole

246

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

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my En

Encourage pupils to reflect more deeply and
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

o far this week. In their learning

nglish)

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

247

WEEK: LESSON: 151 (Speaking 29) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Choose an appropriate pre-lesson activity from
simple and objects pupils’ needs and interests and that will review
information using suitable lesson.
intelligibly words and
phrases Lesson delivery
Complementary
Skill Complementary 2. Ask two confident pupils to come to the front of
Listening 1.2 Skill them (e.g. Marwa is taller than Irene.) Be sensit
Understand Listening 1.2.4 pupils to do different actions, e.g.
meaning in a Understand a
variety of familiar wide range of Marwa is taller than Irene. Stand up if you a
contexts short basic Saha’s hair is longer than my hair. Run and
supported Saha’s.
classroom
instructions 3. Tell pupils they are going to do a class quiz. Th
note their answers in their notebooks. You will s
True or False. Read your sentences – these sh
sentences and should be sensitive to pupils. Pu
True or False.

4. Check the answers with the class and elicit full
5. Follow instructions for Activity 4 on Teacher’s B

6. If you have time, pupils could play the True/Fals
Make sure you monitor closely to listen for lang
are being sensitive and respectful of each other

Post-lesson

7. Talk to pupils about the importance of accepting
who they are. Explain that we are comparing pu
everybody is different, but those differences do
others. You may want or need to do this in pupi
value from pupils as much as telling them.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Knowledge

MENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

the list in the introduction that suits your Get Smart plus 3 Differentiate learning
adjectives to prepare pupils for the according to the needs of
Student’s Book, your pupils and class.
the class. Say a sentence to compare p.97 Please see the seven
tive to pupils as necessary. Then ask differentiation strategies
Teacher’s Book, listed in the introduction.
are taller than Marwa p.147 Please also consider the
d touch the door if your hair is longer than following:
Prepare 5–6
hey should listen to the quiz questions and sentences to Depending on your class
say a sentence and they should write compare pupils you could have pupils work
hould be a mixture of True and False in the class in pairs for the quiz. It
upils listen and decide whether they are might be more fun if they
work with a friend.

sentences from pupils.
Book, p.147.

se quiz (see stage 3) in small groups.
guage problems and to make sure pupils
r.

g everybody as individuals and valuing

upils as part of our English class; that

not make us better or worse than the
ils’ first language. Try to elicit this kind of

248

WEEK: LESSON: 152 (Reading 29) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
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 1. Choose an appropriate pre-lesson activity from the l
Understand a Understand
variety of linear specific pupils’ needs and interests and that will introduce the
and non-linear information and pupils for the lesson.
print and digital details of short
texts by using simple texts Lesson delivery
appropriate 2. Using the picture of the Solar System, find out what
reading Complementary
strategies Skill may know a lot but others may not, or they may know
Reading 3.2.3 English.
Complementary Guess the
Skill meaning of 3. Introduce the names of the planets. Write them in a
Reading 3.2 unfamiliar words which ofder they think they come in (in terms of their
Understand a from clues sizes). They write their idea in their notebooks, starti
variety of linear provided by know a lot about this topic, ask them to let the others
and non-linear visuals and the set them a task to prepare an interesting fact about t
print and digital topic class later.
texts by using
appropriate 4. Follow instructions for Warm up and Vocabulary on
reading
strategies 5. Tell pupils they will read about the Solar System. As
Book, p.98 or other Solar System picture) and to gue

6. Ask pupils to read the text to find out whether their a
Note that the answer is in the first paragraph. You co
perhaps.

7. Follow instructions for Activity 1 on Teacher’s Book,

8. If you have pupils who have prepared something to
point. Help those pupils say it in English as far as po
language too so that everyone understands the facts

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

g THEME: World of Knowledge

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives; Statements & questions with which

LINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

list in the introduction that suits your Get Smart plus 3 Differentiate learning
e topic of the Solar System to prepare according to the needs
Student’s Book, of your pupils and class.
pupils know about it already. Some pupils p.98 Please see the seven
w it in their first language, but not in differentiation strategies
Teacher’s Book, listed in the
random order on the board. Ask pupils p.148–9 introduction. Please
r position from the sun or in terms od their also consider the
ing with the un. If you have pupils who Picture of the following:
s in the class give their ideas. You could Solar System
the Solar System or planets to tell the (e.g. Student’s If you have pupils who
Book, p.98) know a lot about the
topic, you could ask
Teacher’s Book, p.148. them to tell the class
more about the Solar
sk them to look at the picture (Student’s System and/or the
ess what Solar System means. different planets.

answers were correct about the order.
ould have them race to find the answer

p.148–9.

teach the class, they can do this at this
ossible, but let them talk in their first
s.

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

249

WEEK: LESSON: 153 (Writing 29) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity fr
Communicate with draft and write an your pupils’ needs and interests and that wi
appropriate increased range of prepare pupils for the lesson.
language form and simple sentences
style for a range of Lesson delivery
purposes in print Complementary
and digital media Skill 2. Introduce the superlative adjectives using p
Writing 4.3.1 with similar caution) as Lesson 151.
Complementary Use capital letters,
Skill full stops and 3. Follow instructions for Grammar Box on Tea
Writing 4.3 question marks 4. Ask pupils to look at the questions on Stude
Communicate with appropriately in
appropriate guided writing at using a short answer (usually one word) fro
language form and sentence level at the text on p.98. Ask pupils to do this in p
style for a range of
purposes in print 5. Pupils now read the text on p.98 again to ch
and digital media full answers (e.g. from Yes to Yes, it is.), ch
spelling etc. Check the answers and focus o
content of the answers.

6. Ask pupils to choose and write about one pl
below). They can use the information in the
using computers, by asking you or by askin

Monitor to help with ideas, support language

Post-lesson
7. Collect the worksheets and have pupils look

some (positive) comments on it. Note that y

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

MENT: Science & THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

rom the list in the introduction that suits Get Smart plus 3 Differentiate learning
ill review the topic of the Solar System to according to the needs
Student’s Book, of your pupils and
pupils as examples in a similar way (and p.99 class. Please see the
seven differentiation
acher’s Book p.149. Teacher’s Book, strategies listed in the
ent’s Book, p.99. They should try to answer p.149 introduction. Please
om memory and knowledge, without looking also consider the
pairs. Worksheet (see following:
heck their answers and extend them into below)
hecking punctuation, use of capitals, Consider using a model
on language accuracy as well as the for writing, for one of
the planets. This could
lanet (or the sun) on the worksheet (see be added to the
e text or they can find out more information worksheet or you could
ng other pupils if appropriate. write it on the board. Or
you could elicit some
e and to check pupils’ progress in Writing. model sentences from
pupils about the
k at each other’s work. Ask them to give different planets before
you will use this work again in Lesson 155. the final Writing activity.

Fast writers could write
about more than one
planet and/or could find
out extra information
about the planet.

250

Worksheet for Lesson 153

Name: _________

The Solar System.

This is
____________________________.

___________________________________

___________________________________

___________________________________

___________________________________

Primary Year 3 SK Scheme of Work

_____________

251

WEEK: LESSON: 154 (Language Arts 29) SCHEME OF WORK: NON-TEXTB
TOPIC: The world around us
MAIN SKILL(S) FOCUS: Languag

CROSS-CURRICULAR ELEMEN
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will write questions about Malaysia u
Language Arts Language Arts
5.2 5.2.1 Pre-lesson
Express Ask and answer 1. Divide pupils into groups of four and ask them to thin
personal simple questions
responses to about ‘The world around us’ unit. Elicit pupils’ suggestions.
literary texts characters, needed below – tallest, longest, highest, etc.
actions and
Complementary events of Lesson delivery
Skill interest in a text 2. Tell pupils that they’ll focus now on superlatives in M
Writing 4.3
Communicate Complementary worksheet. Teach/check new words (e.g. roundabou
with appropriate Skill see in the pictures (e.g. a river, a mountain).
language form Writing 4.3.3 3. Explain that their task is to make superlative questio
and style for a Plan, draft and together with the whole class (Which is the tallest bu
range of write an 106 Building, Kuala Lumpur).
purposes in print increased range 4. Ask pupils to write the questions individually and to c
and digital media of simple 5. Ask four pupils to come to the front of the class, and
sentences on the board. Check their questions with the whole c

Example questions:

Which is the longest river in Malaysia? [ the Raj

Which is the highest mountain in Malaysia? [ Mo

Which is the fastest train in Malaysia? [the Elec

Which is the biggest/largest roundabout in Mala
Abdul Aziz Shah roundabout]

6. Ask pupils to share with the class anything they know
pictures.

Post-lesson
7. Put pupils into pairs. Ask them to create one superla

knowledge about Malaysia or the world (e.g. Which
world?).
8. Ask pupils to share questions and answers with the

Primary Year 3 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

ge Arts THEME: World of Knowledge
NT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
using superlatives.
Copy of the About Differentiate learning
nk of two superlatives they learnt during Malaysia according to the needs of
. Make sure to introduce the ones worksheet on the your pupils and class.
next page Please see the seven
Malaysia. Give them a copy of the differentiation strategies
ut). Ask pupils to tell you what they can If you think that listed in the introduction.
other pupils in
ons. Do the example for picture 1 your school would For step 5, provide
uilding in Malaysia? Answer: Exchange enjoy answering weaker pupils if
questions about necessary with a writing
check their questions with a partner. the world, you can frame:
d to write the questions for pictures the ask pupils to
class and the answer to each questions compile their Which is the __est ___
questions into a in Malaysia?’
jang River] quiz. Your pupils
ount Kinabalu] could share the Fast finishers can use
ctric Train Service (ETS)] quiz with pupils in their own ideas to make
aysia? [the Persiaran Sultan Salahuddin other classes. extra superlatives
questions.

For step 8, weaker pupils
can use ideas on p.98
from the Student’s Book
if necessary

w about the five superlatives in the

atives question from their own general
is the biggest country/animal in the

whole class.

252



Primary Year 3 SK Scheme of Work

253

1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/32

Creative Commons 2.0

3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_v
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/F

Creative Commons 4.0

5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.

Primary Year 3 SK Scheme of Work

e_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
227742999
view_from_kundasan.jpg Creative Commons 3.0
File:ETS_5.jpg
.blogspot.com

254

WEEK: LESSON: 155 (Listening 30) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
MAIN SKILL FOCUS: Listenin

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.5
Understand Understand a wide 1. Choose an appropriate pre-lesson activity fr
meaning in a range of short suits your pupils’ needs and interests and th
variety of familiar supported questions prepare pupils for the lesson.
contexts
Complementary Lesson delivery
Complementary Skill
Skill Reading 3.2.2 2. Ask pupils what they have learned about in
Reading 3.2 Understand specific for Activity 3, Teacher’s Book, p.149.
Understand a information and
variety of linear details of short 3. Show some of the worksheets from Lesson
and non-linear simple texts what they wrote, then give them back to pup
print and digital
texts by using 4. Ask pupils to write one question in their note
appropriate will ask other pupils. They can use the ques
reading strategies models and for ideas.

5. Pupils work in groups. In turns, they ask the
in the group have to try to guess the answer
notebooks.

6. To check the answers, have pupils show ea
Lesson 153. They should read the sentence

Feed back by asking pupils what they learne

Post-lesson

7. Learning diaries:

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

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

ng THEME: World of Knowledge

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rom the list in the introduction that
hat will review adjectives to Get Smart plus 3 Differentiate learning
according to the needs of
the unit so far. Follow instructions Student’s Book, p.99 your pupils and class. Please
Teacher’s Book, see the seven differentiation
153 and ask pupils to remember p.149 strategies listed in the
pils. Pupils’ worksheets introduction. Please also
ebooks about the planet that they from Lesson 153 consider the following:
stions on Student’s Book, p.99 as
If you have pupils who have
a lot of knowledge on this
topic, you could group these
pupils together so that they
challenge each other with
the information they know.

e group their question. The others
r. They should write it in their

ach other their worksheets from
es to find the answers.

ed today about the planets.

o far this week. In their learning

255

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

 Something I feel proud of (about m

8. This is the last time pupils will write in their L
back over the year’s entries in their diary. A
the following questions (on the board or on

What kind of activities did you enjoy mo
them?

Which skills did you do well in this year

Which skill(s) do you want to try hard a

What do you feel most proud of this yea

9. Ensure you allocate time for this activity in y
the post-lesson activity but shouldn’t be set

Primary Year 3 SK Scheme of Work

R/W)

my English)
Learning Diaries. Ask them to look

Ask them to think about and answer
a worksheet):
ost this year? Do you still enjoy

r?
at next year?
ar?
your lesson plan. It could replace

for homework.

256