PRIMARY 3 SOW

WEEK: LESSON: 156 (Speaking 30) 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 f
simple information and objects using your pupils’ needs and interests and that wi
intelligibly suitable words and for the lesson.
phrases
Complementary Lesson delivery
Skill Complementary
Reading 3.2 Skill 2. Show the picture of the family and tell pupil
Understand a Reading 3.2.2 Introduce and include the adjectives old an
variety of linear Understand specific families.
and non-linear information and
print and digital details of short 3. Follow instructions for the Optional activity o
texts by using simple texts prepare a worksheet for this, or have pupils
appropriate pupils do this activity and check their use of
reading strategies
4. Tell pupils they are going to play a game. T
can use some paper, a rubber, pencil sharp
Activity 1 on Teacher’s Book, p.150. Pupils
pupils.

5. Ask pupils to think about what they have lea
they know the language now. They should c
self-assessment worksheet (see below).

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 10)

ng THEME: World of Knowledge

MENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

from the list in the introduction that suits Get Smart plus 3 Differentiate learning
ill review adjectives to prepare pupils according to the needs of
Student’s Book, your pupils and class. Please
ls about it using superlative adjectives. p.100 see the seven differentiation
nd young. Ask some pupils about their strategies listed in the
Teacher’s Book, introduction. Please also
on Teacher’s Book, p.151. You could p.150–151 consider the following:
s do it in their notebooks. Monitor as
f superlative adjectives in particular. Picture of a/your Some pupils may need
They will need dice and a counter (they family support with the Speaking
pener etc). Follow instructions for activity. You could model the
Dice, one per activity as a class and
play the game in groups of about four group consider providing a written
model on the board.
arned in Unit 10 and how well they feel Self-assessment
complete the How did I do in Unit 10? worksheet (see If you have groups that finish
below) the game quickly, they could
write some new questions to
make it longer.

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

257

Worksheet for Lesson 156 Great! [ ] OK
Great! [ ] OK
Self-Assessment worksheet Great! [ ] OK
How did I do in Unit 10? Great! [ ] OK
In English, I know how to: Great! [ ] OK
 talk about different animals
 talk about endangered Malaysian animals
 compare different animals
 compare people
 talk about the Solar System

Primary Year 3 SK Scheme of Work

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

258

WEEK: LESSON: 157 (Reading 30) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.3 7. Choose an appropriate pre-lesson activity f
Understand a Guess the meaning your pupils’ needs and interests and that wi
variety of linear of unfamiliar words pupils for the lesson.
and non-linear from clues provided
print and digital by visuals and the Lesson delivery
texts by using topic
appropriate 1. Tell pupils they will make models of the Sol
reading strategies Complementary lesson, but first they need to know how to d
Skill pictures and texts from Student’s Book, p.1
Complementary Listening 1.2.4 for making the model of the Solar System. W
Skill Understand a wide match the text to the correct picture, then p
Listening 1.2 range of short basic the model instructions. Remind them they c
Understand supported them.
meaning in a classroom
variety of familiar instructions 2. Read the instructions in order and pupils lis
contexts instructions by having one or two pupils say
pupils’ understanding of the instructions.

3. Follow instructions for Activity 1 on Teache
Monitor carefully to make sure pupils are w
follow the instructions.

4. Follow instructions for Activity 2 on Teacher

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

g THEME: World of Knowledge

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits
ill review planet names to prepare Get Smart plus 3 Differentiate learning
according to the needs of
lar System and talk about them in this Student’s Book, your pupils and class.
do it. Give each pair a set of cut-up p.101 Please see the seven
101. Tell them these are the instructions differentiation strategies
With their partner, they should read and Teacher’s Book, listed in the introduction.
put the texts + pictures in order to make p.152-153 Please also consider the
can use clues from the pictures to help following:
Cut-up copies of
sten to check their answers. Check the the pictures and Pupils may need support in
y them again. Ask questions to check texts 1–4 preparing for the show and
(Student’s Book, tell activity (step 4). You
er’s Book, p.151 for the main activity. p.101), one copy could provide a model and
working well together and are able to per pair let pupils prepare their
presentation by writing it
Various first if you think they will
resources (see need this support.
Teacher’s Book,
p.152)

r’s Book, p.152.

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

259

WEEK: LESSON: 158 (Writing 30) SCHEME OF WORK: NON-TEXTB
TOPIC: The world around us
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
Imagination

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play Missing Planets (see Teacher’s Book,
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an Lesson delivery
appropriate increased range of
language form and simple sentences 2. Talk to pupils about the universe, telling the
style for a range of systems in the universe, but we don’t know
purposes in print Complementary systems. Tell pupils they will imagine a sola
and digital media Skill example of another solar system, an imagin
Writing 4.2.4 research this, if you have time.
Complementary Describe people
Skill and objects using 3. Ask pupils to work in groups of three or four
Writing 4.2 suitable words and notebooks the basic information about the p
Communicate phrases system, e.g. how many planets there are, w
basic information big/hot/cold they are etc. Monitor carefully a
intelligibly for a language at this planning stage.
range of purposes
in print and digital 4. Each group makes a poster. They should d
media and who will manage the group. The writer(
on the poster, the artist(s) should plan and
poster, the manager should make sure that
between the artwork and the text.

5. When the writer(s) has finished the first dra
help review it and check the language and c
pupils do this.

6. Pupils finish their posters by adding the tex

7. Display the posters in the classroom.

Post-lesson

8. Ask pupils to look at the posters and comm
feedback on the content, design and on how
together as a team to produce the posters.

Primary Year 3 SK Scheme of Work

BOOK BASED LESSON (Unit 10)

THEME: World of Knowledge

MENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives
& comparatives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

, p.153). Get Smart plus 3 Differentiate learning
Teacher’s Book, p.153 according to the needs of
em that there are many solar your pupils and class.
w very much about the other solar Poster paper Please see the seven
ar system. You could give an differentiation strategies
nary one, or even have pupils Colour pens and listed in the introduction.
pencils Please also consider the
r. First they note in their following:
planets in their imaginary solar
what they are called, how More proficient
and help pupils with ideas and groups/pupils can include
different information about
decide who will write, who will draw their solar system, for
(s) should draft the text that will go example whether the
draw the solar system on the planets have life on them,
t the information is correct moons around them etc.

aft, all the group members should
content. Monitor and help as

xt to them.

ment positively on them. Give some
w well groups have worked

260

WEEK: LESSON: 159 (Language Arts 30) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Langua
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts
Express personal 5.2.1 1. Choose an appropriate pre-lesson activity fro
responses to Ask and answer suits your pupils’ needs and interests and tha
literary texts simple questions pupils for the lesson.
about characters,
Complementary actions and events Lesson delivery
Skill of interest in a text
Reading 3.3 Read 2. Tell pupils they are going to read a fairy story
independently for Complementary any other fairy stories (e.g. Sleeping Beauty)
information and Skill into films by Disney, so pupils may know them
enjoyment Reading 3.3.1
Read and enjoy 3. Show pupils the picture of the princess. Elicit
A1 fiction/non- Tell pupils that many men in the land want to
fiction print and some competitions. Hand out the character s
digital texts of picture 2, the three jokers in picture 3, the thr
interest elicit some adjectives to describe them. Ask
strong/funny/fast they are.

4. Ask pupils to read the story on Student’s Boo
whether they were right. Remind them that th
every word and can use the pictures to help

5. Play the CD and have pupils follow along. Fo
reading on Teacher’s Book, p.154–155.

6. Follow instructions for After reading on Teach

7. Elicit and discuss the Value in the story (see
Book, p.155).

Post-lesson

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

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

age Arts THEME: World of Stories

MENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that Get Smart plus 3 Differentiate learning
at will review adjectives to prepare according to the needs of
Student’s Book, p.102– your pupils and class.
y. Ask them whether they know 103 Please see the seven
). Note that many have been made differentiation strategies
m. Teacher’s Book, p.154– listed in the introduction.
t some adjectives to describe her. 155 Please also consider the
o marry the princess, so they have following:
sets (the three strong men in Copies of cut-outs of the
ree running men in picture 4) and sets of characters in the Ask different kinds of
pupils to put them in order of how story (one per pair/small questions to different
group) pupils so that you are
ok, p.102–103 to check to see challenging them to a
hey do not need to understand Picture of the princess level where they can still
them understand the storyline. from the story reply. This may be
ollow the instructions for While related to the type of
(You could choose a question (higher/lower-
different story if it is more level thinking) or the
appropriate to your local language.
culture)

her’s Book, p.155.
Post-story activity, Teacher’s

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

261

SCHEME OF WORK: TEXTBO

LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: The world around us CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate draft and write an 1. Choose an appropriate pre-lesson activity from
with appropriate increased range of pupils’ needs and interests and that will introd
language form simple sentences animals from Lesson 148.
and style for a
range of purposes Complementary Lesson delivery
in print and digital Skill
media Reading 3.2.2 2. Show the pictures of the two types of camel a
Understand
Complementary specific 3. Follow instructions for Vocabulary on Teache
Skill information and
Reading 3.2 details of short 4. Follow instructions for Activity 1 and Activity 2
Understand a simple texts
variety of linear 5. Ask pupils if they remember finding out about
and non-linear 148. Return their sentences to them from that
print and digital if possible. Ask pupils to look at their sentence
texts by using information further, using some superlative ad
appropriate animal itself. Encourage pupils to add some in
reading strategies
6. Ask pupils to draw their animal in large size o

7. At the same time, have different pupils in the
of paper.

8. Organise the class so that they all stick their p
They also stick the sentences, separately, aw
supervise this and to write a title for the displa
Endangered animals around us).

9. Pairs could connect their sentences to their p
you ask pupils to match each other’s sentenc

Post-lesson

10. Talk to pupils about what they have learned in
about how we can help protect our natural wo

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 10)

g THEME: World of Knowledge
EMENT: Global
LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that suits your Get Smart plus 3 Differentiate learning
duce the word camel and review Malaysian according to the
Student’s Book, needs of your pupils
and elicit some differences between them. p.119 and class. Please see
er’s Book, p.182. the seven
2 on Teacher’s Book, p.182. Teacher’s Book, differentiation
t endangered Malaysian animals in Lesson p.182 strategies listed in the
t lesson, having pupils work in the same pairs introduction. Please
es, to check them and to develop the Pictures of also consider the
djectives if possible. This will depend on the camels from following:
nformation anyway. Student’s Book,
on paper and cut it out. p.119 If you have little time
in this lesson, focus
group write the sentences on separate pieces Malaysian on the second part of
animals the lesson, which is
pictures on the display board/very large paper. flashcards about Malaysian
way from the pictures. Ask one or two pupils to animals.
ay (e.g. Malaysian animals in danger! or Pupils’
sentences from
pictures using the string/thread themselves, or Lesson 148
ces and pictures if you have time.
Paper, scissors,
glue,
string/thread

Very large
poster paper /
display board

n this lesson about endangered animals and
orld.

262





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