PRIMARY 3 SOW

open questions. Sometimes there are also good reasons for asking more pro
the pace of the lesson.

Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act o
tried hard and produces work with a number of misspellings, feedback can
important words highlighted. The pupil should respond to this feedback beca
writes well and makes 2 misspellings, the teacher can tell them the lines in w
should be able to respond to the extra challenge built in to this feedback. The

Primary Year 3 SK Scheme of Work
oficient pupils easier questions, as this involves them in the lesson and helps
on the feedback. For example, if a pupil who is less proficient at Writing has
be given on what they did well, and only 2 or 3 misspellings of common or
ause the suggested improvement is achievable for them. If a stronger pupil
which the misspellings are, and ask them to find and correct them. The pupil
e same principle applies to giving feedback on pupils’ spoken language.

24

5. Glossary

Each lesson in the Scheme of Work includes a Learning Outline with guidanc
of important terms used in Learning Outlines.

Term in Year 3 This is when pupils work with one or more other pupils to put all
Scheme of Work accuracy. It may be listing, categorising etc.

brainstorm

circle game In this kind of whole-class activity, pupils sit (or stand, if space is
everyone else.

drill Drilling is where the pupils hear a word, phrase or sentence and
may be recorded and pupils may repeat more/fewer times, indivi
can be done in different fun ways.

elicit This technique is where the teacher gets the information, answe
know and makes pupils more active in their learning and languag

fast finishers Pupils who are able to work at a faster pace on a specific task th
sooner than the majority of pupils because they finish earlier tha

gapped text This is a text which has missing words or phrases. Pupils should
the blanks’ activity.

monitor Teachers monitor when they walk around the classroom to see a
should be doing, to answer any questions and, importantly, to ch

peer-assessment This is when pupils give feedback to other pupils on specific asp
feedback can take the form of two things that were good (stars)

post-lesson Activity at the end of a lesson to review and consolidate the learn

pre-lesson Activity at the beginning of a lesson to activate pupils’ prior know

prior knowledge Knowledge and skills which pupils already have. Pupils possibly

scaffolding Teaching strategies that aim to support pupils’ learning to help th
asking questions, giving examples or using pictures.

Primary Year 3 SK Scheme of Work

of terms in Year 3

ce for delivering a lesson. Teachers may find useful the following explanations

Meaning

their ideas together. They should be able to give all their ideas without worrying about

s limited) in one large circle, including the teacher. Everyone can see and interact with

d repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
idually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It

er, language from pupils, rather than telling them. It will help the teacher see what pupils
ge use.
han the majority of pupils in a class. They are therefore ready to move on to the next task
an the others.
d read and decide which words or phrases to complete the text. This is also known as ‘fill in

and watch pupils. This is to check that they know what to do, that they are doing what they
heck their work and give individual support and feedback.
pects of their learning, such as a specific aspect of the quality of their speaking. The
and one area for improvement (wish).
ning.
wledge.
y acquired from previous lessons or previous years.
hem to reach a higher level of understanding, thinking or language use. These may be

25

Term in Year 3 This is when pupils are asked to assess themselves on specific
Scheme of Work need clarification or specific skills that need further development

self-assessment TPR = Total Physical Response. This is a way of teaching which
check understanding. Pupils listen and mime only, or they can m
TPR activity

Each lesson in the Scheme of Work contains specific Content and Learning S
the terms used.

Term in Year 3 Curriculum
Framework

Lis

Listening 1.1.1 a range of target languag
Recognise and reproduce with support a range of Phonemes are the sounds tha
target language phonemes to hear and say most of the ph

Listening 1.2 a variety of familiar cont
Understand meaning in a variety of familiar Familiar contexts are ones whi
contexts schemes of work and textbook
topics.

Listening 1.2.1 Pupils in rural or remote areas
Understand with support the main idea of short consider your local context to d
simple texts
short simple texts
See also: Short simple texts are those w
paragraph. They should be ea
 Listening 1.2.2
short simple narratives
 Reading 3.2.1 Short narratives are stories wh
Simple narratives contain lang
 Reading 3.2.2
Listening 1.2.3
Understand with support short simple narratives

Please use your own judgeme
pupils you teach.

Primary Year 3 SK Scheme of Work

Meaning

aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
t.

h combines movement and language to help pupils learn more deeply. It also lets teachers
mime and repeat at the same time.

Standards. Teachers may find useful the following explanations of some of

Meaning

stening

ge phonemes
at make up words in spoken language. By the end of Year 3, pupils should be able
honemes, including some of the less common ones.
texts
ich pupils know. Examples include contexts linked to topics covered in the
k, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2

s and pupils who live in cities may be familiar with different contexts. Please
decide what is familiar to your pupils.

with two sentences and more. They do not usually contain more than one
asy for pupils to understand.

hich are more than 10 lines long, up to around 10–12 pages if in storybook form.
guage and ideas that pupils can understand and which are familiar.
ent on very short simple narratives, based on the level, context and interest of the

26

Term in Year 3 Curriculum wide range
Framework The limit of the range is indica

Listening 1.2.4 short basic supported cl
Understand a wide range of short basic Short and basic instructions at
supported classroom instructions throughout the year. For exam
Supporting classroom instructi
See also: that pupils can understand wh
 Listening 1.2.5 language.

Listening 1.2.5 short supported questio
Understand a wide range of short supported Supporting questions involves
questions and objects to visually support
Listening 1.3.1
Guess the meaning of unfamiliar words by using unfamiliar words
visual clues when a teacher or classmate is These are words pupils do not
speaking
Spe
Speaking 2.1
Communicate simple information intelligibly simple information
Simple information is frequent,
Speaking 2.1.1 about themselves, giving perso
Ask about and express basic opinions
basic opinions
Speaking 2.1.2 Basic everyday routines Basic opinions are expressed
for example I like/do not like …
Speaking 2.1.3
Give a short sequence of basic directions basic everyday routines
Basic routines are those expre
Speaking 2.2.1
Keep interaction going in short exchanges by short sequence of basic
repeating key words from the other speaker Basic directions are short, ofte
Two or three of these together
Speaking 2.3.1
Narrate very short basic stories and events short exchanges
An exchange is a dialogue – th
exchange will usually include t
word/phrase). The turns may b

short basic events
These may be something that
birthday party or at the weeken
sentences. Often the narration

Primary Year 3 SK Scheme of Work

Meaning

ated in the schemes of work, where suggestions are made for classroom language.
lassroom instructions
t the Year 3 pupil age should contain a few clear words, and are repeated

mple, Stand up in a circle.
ions involves, for example, using mime, demonstration, modelling and routines so
hat the teacher would like them to do, without the teacher having to use first

ons
s using mime and gesture, modelling and routines. This also includes using pictures
t meaning.

t already understand or produce in English.

eaking

, everyday information which is simple cognitively. Examples include pupils talking
onal information or saying what they like.

in simple language and are simple in both the meaning and the thinking behind it,
… or giving an opinion about a film (e.g. It was good.)

essed in simple language, which are very relevant to pupils’ lives.
directions

en two or three words long and use imperative verb forms, for example ‘Turn left’.
r make a short sequence of basic directions.

hat is, when there are two people communicating (or more than two). A short
two turns but could include up to three or four turns if they are very short (e.g. one
be just one word or phrase, a fixed expression, or may be short simple sentences.

a pupil has experienced, such as something that happened during holidays, a
nd. They are personal and will be very short, for example up to three or four
n will be prepared in advance if it is this long. It will be in very simple language.

27

Term in Year 3 Curriculum Re
Framework
key features of a sim
Reading 3.2.4 A monolingual dictionary is one
Recognise and use with support key features of available specifically for childre
a simple monolingual dictionary
Reading 3.3.1 A1 fiction/non-fiction pri
Read and enjoy A1 fiction/non-fiction print and These are reading texts for you
digital texts of interest emails, etc.

Writing 4.1.2 W
Begin to use cursive handwriting in a limited
range of written work cursive writing
Writing 4.1.2 This is where a writer joins lett
Begin to use cursive handwriting in a limited process of writing faster and is
range of written work
a limited range of written
Writing 4.2 Pupils can be encouraged to u
Communicate basic information intelligibly for a number is required). When pup
range of purposes in print and digital media their cursive handwriting as we
write quickly, for example in a
Writing 4.2.1
Express simple opinions basic information
Basic information means the s
Writing 4.3.1
Use capital letters, full stops and question marks a range of purposes
appropriately in guided writing at sentence level The range of purposes is desc
about and giving personal deta

simple opinions
These are the expression of op
an idea or some unusual food
level. Pupils do not need to jus

guided writing
Pupils may follow models for w
language.

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency w
Spell an increased range of familiar high High frequency words are wor
frequency words accurately in guided writing week, and classroom objects.
words pupils write often in you

Primary Year 3 SK Scheme of Work

Meaning

eading

mple monolingual dictionary
e which has only English (the words and the definitions). Various titles are
en learning English or for CEFR A1 level learners.
int and digital texts
ung learners of English at CEFR A1 level. Examples include stories, quizzes,

Writing

ters together in a word (also known as joined-up writing or longhand). It makes the
s used by native writers of alphabetic scripts.
n work
use cursive writing where it is appropriate (i.e. where more than just a letter or
pils work on drafts of their writing, the teacher should encouraged them to work on
ell as on their language in a final version in particular. However, if pupils are to
Listening task or a brainstorming activity, then they needn’t use cursive writing.

same as simple information (see Speaking 2.1 above).

cribed in the Learning Standards for Years 1-6. These purposes involve finding out
ails and opinions.

pinions such as what pupils like, dislike, prefer, or what they think of, for example,
or clothes. The language used here will be very simple and the opinions at a basic
stify their opinion, but could begin to be asked for this in a basic way.

writing, or the teacher will give other support with content, vocabulary and

words
rds which pupils use often in Year 3 writing, such as colours, numbers, days of the
Please use your own judgement on familiar high frequency words, according to
ur lessons.

28

UNIT 1WEEK: __ 6. Scheme of W

LESSON: 1 (Listening 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome! MAIN SKILL FOCUS: Listening
CROSS-CURRICULAR ELEMEN
Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening 1. Pupils sit in circle to introduce themselves My
1.3 1.3.1 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils
Use appropriate Guess the meaning
listening of unfamiliar words their right/left in the circle.
strategies in a by using visual
variety of contexts clues when a 3. Play memory game in the circle to remember n
teacher or
classmate is Lesson delivery
speaking
4. Introduce/review adjectives (p.5) using flashca
Complementary Complementary examples if appropriate.
Skill Skill
Speaking Speaking 5. Follow with Student’s Book p.5 Vocabulary an
2.1 2.1.5 Vocabulary, Activity 1, TPR Activity.
Communicate Describe people
simple information and objects using Monitor pupils carefully as they listen to the so
intelligibly suitable words and Listening skills. Review vocabulary next lesson
phrases
Post-lesson

6. Use flashcards with the whole class to play a g
again. You could choose an appropriate post-
introduction that suits your pupils’ needs and i
areas covered in the lesson.

Primary Year 3 SK Scheme of Work

Work: Lessons 1–160

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language; LANGUAGE/GRAMMAR FOCUS:
Possessive pronouns His / Her + name + ‘s (contraction)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

name’s [Amir]. Get Smart plus Differentiate learning
s introduce themselves and the pupil to 3 according to the needs of your
pupils and class. Please see
names. Student’s Book the seven differentiation
p.5 Activity 1 strategies listed in the
ards, drawings and/or pupils as introduction. Please also
Teacher’s Book consider the following:
nd Activity 1. See Teacher’s Book p.18: p.18
Use a written model of
ong to evaluate their vocabulary and Adjectives language on the board to
n as necessary. flashcards support less proficient pupils.

guessing game to review the adjectives Ask pupils to write name cards
-lesson activity from the list in the if necessary to show during
interests and that will review the main memory game.

For fast finishers or more
proficient pupils you could
extend introductions to include
descriptions.

29

WEEK: __ LESSON: 2 (Speaking 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play a game to review vocabulary and languag
Speaking Speaking
2.1 2.1.5 Lesson delivery
Communicate Describe people 2. Use flashcards of characters from the textbook
simple information and objects using
intelligibly suitable words and has got brown hair / I have got brown hair. Se
phrases Grammar Box
3. Follow with Activity 2 and Optional activity (Te
Complementary Complementary pupils of the importance of being sensitive whe
Skill Skill adjective ugly).
Listening Listening Continue to monitor pupils as they work in pair
1.2 1.2.2 difficulties or seem to find the activity easy. Th
Understand Understand with grouping pupils in future lessons.
meaning in a support specific
variety of familiar information and Post-lesson
contexts details of short 4. See Before leaving activity (Teacher’s Book p.
simple texts

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Values LANGUAGE/GRAMMAR FOCUS:
have got (1st & 3rd person statements)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ge from previous lesson. Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
k to introduce language, e.g. He/She Student’s Book class. Please see the seven
ee also Teacher’s Book p.18: p.5 Activity 2 differentiation strategies listed in
the introduction. Please also
Teacher’s Book consider the following:
p.18–19
Ask some pupils for complete
eacher’s Book p.18–19). Remind Textbook sentences, while others may
en describing people (e.g. for the character form incomplete sentences at
flashcards this stage.

rs. Note which pupils are having Set different targets for the
his will be useful for pairing and number of pupils they describe.

.18). For more proficient
pupils/classes, you could
introduce a few more adjectives
for describing people’s
appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).

30

WEEK: LESSON: 3 (Reading 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.2 1. Review previous learning by playing a Guess
Understand a Understand specific
variety of linear information and Lesson delivery
and non-linear details of short 2. Follow with Warm up activity (See Teacher’s B
print and digital simple texts
texts by using 3. Extend with a numbers game to consolidate n
appropriate Complementary closely to see whether pupils are comfortable
reading strategies Skill having difficulty, build in extra practice in this l
Reading few lessons. Consider setting a homework tas
Complementary 3.2.3
Skill Guess the meaning 4. Follow with Activity 1 (Teacher’s Book p.20). P
Reading of unfamiliar words tracking the words on the page with their finge
3.2 from clues provided
Understand a by visuals and the 5. Then follow Teacher’s Book p.20 for Activity 2
variety of linear topic the story to guess the meaning of the words th
and non-linear
print and digital Post-lesson
texts by using 6. Play a Stand up if it’s true – sit down if it’s fals
appropriate
reading strategies

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS:
Numbers up to 100 / have got question and Yes/No answer

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

who game as a whole class. Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
Book, p.20). Student’s Book class. Please see the seven
numbers 1–100 if necessary. Monitor p.6 Activity 1, differentiation strategies listed in
p.7 Activity 2 the introduction. Please also
with numbers up to 100. If some are consider the following:
lesson (see step 2) and in the next Teacher’s Book
sk related to this. p.20 Pupils may need more time to
Pupils read the text as they listen by review numbers (see step 2).
er as they listen to the recording. Numbers
2. Ask pupils to use the pictures in flashcards Fast finishers could ask each
hey don’t know in Activity 2. other how many shells they
For next lesson, have.
se game using have/has got. make sure pupils
bring their
notebooks to
create their
learning diaries

31

WEEK: LESSON: 4 (Writing 1) SCHEME OF WORK: NON-TEXT
TOPIC: Welcome!
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.2 4.2.4 1. Play a word game to review family words (e.g.
Communicate Describe people You could choose an appropriate pre-lesson a
basic information and objects using that suits your pupils’ needs and interests and
intelligibly for a suitable words and vocabulary and prepare the pupils for the less
range of purposes phrases
in print and digital Lesson delivery
media Complementary 2. Build model sentences on the board about pup
Skill
Complementary Writing name’s Hana. I’ve got three sisters and two br
Skill 4.1.2 from pupils as possible rather than giving them
Writing Begin to use cursive
4.1 handwriting in a 3. Pupils complete worksheet by drawing a pictu
Form letters and limited range of under the picture. Tell pupils that the work will
words in neat written work care with handwriting and neatness. Go aroun
legible print using writing. If some pupils are finding writing certa
cursive writing either show on the whiteboard how to write it,
you would write it. If they are still finding it cha
dotted line and ask the pupil to trach them. Dis

4. Review questions Has he/she got a brother? H
some pupils. You could also follow Teacher’s

5. Pupils move to the classroom display. Play a g
displayed:

P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.

Post-lesson

6. Ask pupils some general questions about the d
find a well-drawn picture or some neat handwr

7. Learning diaries:

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

. brother, sister, aunt, uncle, cousin). Get Smart plus 3 Differentiate learning
activity from the list in the introduction according to the needs of your
d that will review language and/or Teacher’s Book pupils and class. Please see
son. p.20 the seven differentiation
strategies listed in the
pils’ families/your own family: My Family flashcards introduction. Please also
rothers. Try to elicit as much language consider the following:
m the language directly. Worksheet for
drawing and Provide a gapped text (‘fill in
ure of their family and writing about it writing (see the blanks’) on the worksheet
l be displayed so they should take suggestion below) for pupils to complete, or
nd the classroom and check the pupils’ provide/hide model sentences
ain letters within a word challenging, on the board. For example,
or show them on a blank page how pupils need only write family
allenging, you could write that word in description words and phrases
splay the pictures in the classroom. to complete the sentences
provided on the
How many has he/she got? by asking worksheet/board.
Book p.20 Grammar Box here.
Some pupils could write more
guessing game using the worksheets detail about themselves on the
worksheet or ask more
questions in the guessing
game, e.g. about appearance.

display of their work, for example to
riting.

32

Tell pupils that they are going to create their o
The diary can be a small section in their noteb
learning so far this week. In their learning diary

 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

Pupils may begin the year reflecting in their fir
(simple words). Encourage pupils to begin to r
English as the year goes on. Some pupils will
Support pupils who may need some help and
diaries. Ensure you allocate time for this activi

Suggested material for Lesson 4:

Develop a worksheet that gives space for pupils to draw a picture of their family. Add lines und

Name: _______________ Class: _____

A picture of my fam

About my family:
__________________________________
__________________________________
__________________________________
__________________________________

Primary Year 3 SK Scheme of Work

own diaries to write their thoughts in.
books. Ask pupils to think back on their
y, they can write:

nglish)
rst language and at a very basic level
reflect more deeply and using more
be more able to do this than others.
encourage everyone to complete their
ity in your lesson plan.

der the picture so pupils can write sentences about their families. For example:

____ Date: __________

mily

______________________
______________________
______________________
______________________

33

WEEK: LESSON: 5 (Language Arts 1) SCHEME OF WORK: NON-TEXT
TOPIC: Welcome!
MAIN SKILL FOCUS: Language A
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
In this lesson, pupils will make a class year book i
Main Skill Main Skill together as a book, which can be copied for each
Language Arts Language Arts open book, displayed on the wall. Pupils will descr
5.3 5.3.1 peers appearance, therefore responding creatively
Express an Respond
imaginative imaginatively and Pre-lesson
response to intelligibly through
literary texts creating simple 1. Distribute the sentence papers, one to each pup
action songs on guess who it is about. They should find that pup
Complementary familiar topics. pupils to read the sentence to the class.
Skill Other imaginative
Writing responses as Lesson delivery
4.3 appropriate.
Communicate 2. Put pupils in groups of 5–6 pupils. Give each pu
with appropriate Complementary
language form Skill Pupil A, B, C, etc. Ask pupils to write two senten
and style for a Writing appearance in the group (Pupil A about pupil B,
range of purposes 4.3.3 write their sentences in their notebook. For exam
in print and digital Plan, draft and green colour.
media write an increased
range of simple Monitor as pupils write and support them as nec
sentences each other in their groups. As you monitor, you
groups are finished, they can help you to upload
3. Ask each group to check each other’s sentence
needed before writing a final version.

For a wall display:
Pupils write on a small piece of paper. They then p
papers around it and a piece of string connecting i
For a class book:
Pupils stick the photo in the middle of the page an
connecting them to the pupil in the photo with a lin

Post-lesson

4. Encourage pupils to look at the display/book by
them to tell you what they like about the descrip
Alternatively, you could play a Find someone wh
curly hair / Which group has two pupils who hav

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

Arts THEME: World of Self, Family and Friends
NT: Language; ICT
LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has
contraction

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
in groups. This can either be put
pupil to take home, or it could be an Prepare and write Differentiate learning
ribe something interesting about their a sentence (using according to the needs of
y in writing. the lesson your pupils and class. Please
grammar focus) see the seven differentiation
pil. Pupils read their sentence and try to about each pupil strategies listed in the
pil and check. Feed back by asking on a strip of paper introduction. Please also
consider the following:
upil in the group a number or letter, e.g. A digital camera
nces that describe another pupil’s and computer to Ask pupils to write two or
, pupil B about pupil C, etc.). They can upload and print more sentences about the
mple, Amir has a green hat. He likes out photos pupil in the group.

cessary. Encourage pupils to support Plain paper, string You could ask more
could take a photo of each group. When and scissors (if proficient pupils or groups to
d and print out the photo of their group. making a wall write some questions for
es and to discuss any changes that are display) their classmates about the
photos.
Plain paper, glue
and ruler (if
making a class
book)

put up the photo on the display with the
it to the picture of the pupil it describes.

nd write the descriptions around it,
ne.

asking them questions. You could ask
ption of the pupils in each group.
ho... game (e.g. Find someone who has
ve long hair, etc).

34

WEEK: LESSON: 6 (Listening 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Listening
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Using flashcards, review key vocabulary and q
Listening Listening
1.2 1.2.2 deliver an appropriate pre-lesson activity that s
Understand Understand with that will review language and/or vocabulary an
meaning in a support specific
variety of familiar information and Lesson delivery
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Ac
simple texts
3. Using the word and punctuation cards, work w
Complementary Complementary the board.
Skill Skill
Writing Writing 4. In their notebooks, pupils write a sentence abo
4.3 4.3.1
Communicate Use capital letters, 5. Partners read each other’s sentences to guess
with appropriate full stops and their partner’s work for correct punctuation (us
language form question marks apostrophes).
and style for a appropriately in
range of purposes guided writing at 6. Pupils rewrite their sentence based on their pa
in print and digital sentence level
media 7. Review and give feedback on pupils’ written w
well as the peer’s feedback. Make a note of co

Post-lesson
8. Play a word & punctuation un-jumble game on

sentence on the board and pupils put the word
to make a sentence. Play as a whole class an

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

NT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

questions. Alternatively, choose to Get Smart plus 3 Differentiate learning
suits your pupils’ needs/interests and according to the needs of your
nd prepare the pupils for the lesson. Student’s Book pupils and class. Please see
p.7 Activity 3 the seven differentiation
ctivity 3. strategies listed in the
with pupils to build a model sentence on Teacher’s Book introduction. Please also
p.21 consider the following:
out one of the people in Activity 3.
s who it is. Encourage them to check Vocabulary Pupils can write about one, or
se of capitals, full stops and flashcards more than one, of the people
in Activity 3.
artner’s feedback. Word &
work for both first and second drafts as punctuation cards Fast finishers could talk or
ommon problems to review next lesson. write about something that
they collect or that someone
they know collects.

n the board, where you write a mixed-up
ds and punctuation in the correct order
nd then in groups if time allows.

35

WEEK: LESSON: 7 (Speaking 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.5 1. Play a game to review key vocabulary. Alterna
Communicate Describe people another appropriate pre-lesson activity that be
simple information and objects using and that will review language and/or vocabula
intelligibly suitable words and
phrases Lesson delivery
Complementary 2. Review the answers to Activity 3 (Student’s Bo
Skill Complementary
Listening Skill pupils about the people and what they have go
1.2 Listening
Understand 1.2.5 3. Follow the guidelines in Teacher’s Book p.21 f
meaning in a Understand a wide
variety of familiar range of short 4. Give pupils a strip of paper. Ask them to write
contexts supported questions how many they’ve got (e.g. I have got 15 book
1st person) as necessary. Point out the comm
for third person.

5. Put pupils in large groups. One pupil collects t
redistributes them.

6. Pupils read the strips and take turns to ask the
find out whose paper it is. At the end, pupils re
books.

Post-lesson

7. Ask pupils to tell you something interesting the

8. Ask pupils to reflect on their own performance
spoke clearly …if you understood your friends
loudly… You could do this in their first langua

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

atively, you could choose to deliver Get Smart plus 3 Differentiate learning
etter suits your pupils’ needs/interests according to the needs of your
ary and prepare the pupils for the lesson. Student’s Book pupils and class. Please see
p.7 Activity 4 the seven differentiation
ook p.7, from last lesson) by asking strategies listed in the
ot. Teacher’s Book introduction. Please also
for Activity 4 p.21 consider the following:
something they have got lots of and
ks.). Model the change of form (3rd to Strips of paper for You could offer the choice of
mon contraction ‘ve and contrast it with ‘s pupils to write a writing a full sentence, a
phrase on phrase or drawing a picture +
the papers, mixes them and a number.

e group members Have you got…? to Pupils may need extra support
eport to the group: Aiman has got 15 in changing the form from 3rd
to 1st person.

You could ask more proficient
pupils to try to find something
they have got in common with
a classmate at the post-lesson
stage.

ey found out about a friend.

e by asking for hands up, e.g. …if you
s well… if you want to speak more
age if necessary.

36

WEEK: LESSON: 8 (Reading 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading 1. Play an action or miming game to review key s
3.2 3.2.1
Understand a Understand the Lesson delivery
variety of linear main idea of short 2. Begin the main lesson by following Teacher’s
and non-linear simple texts 3. Hand out the sets of cut up pictures from copie
print and digital
texts by using Complementary group). Follow with Vocabulary and Step 1 of
appropriate Skill pupils talk about the pictures).
reading strategies Reading 4. Hand out the cut-up texts from copies of Stude
3.2.3 pupils to read them and match to the correct p
Complementary Guess the meaning
Skill of unfamiliar words 5. Follow with the remaining steps of Activity 1 (S
Reading from clues provided
3.2 by visuals and the 6. End the main lesson with Grammar box and A
Understand a topic
variety of linear Post-lesson
and non-linear 7. Ask pupils to put up their hands if they can pa
print and digital
texts by using 8. Monitor as pupils work on the activities in the l
appropriate can. Use this to decide how much to review an
reading strategies next few lessons.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
sports vocabulary.
Get Smart plus 3 Differentiate learning
Book p.22 Warm up according to the needs of your
es of Student’s Book p.8 (one set per Student’s Book pupils and class. Please see
Activity 1 (see Teacher’s Book p.22 – p.8 Activity 1; the seven differentiation
p.9 Activity 2 strategies listed in the
ent’s Book p.8 (one set per group). Ask introduction. Please also
pictures (which they already have). Teacher’s Book consider the following:
See Teacher’s Book p.22). p.22
Activity 2 (See Teacher’s Book p.22). Step 4 could be group reading;
Sets of texts and or each pupil in a group could
aint/do karate etc. pictures on have one or more of the texts
lesson to assess their understanding of Student’s Book to read or match;
nd extend the language focus in the p.8 cut up for or some pupils could have a
matching text, others a picture to match.

You could ask various
questions about the pictures of
the children to extend the
activity (e.g. what they look
like or, to more proficient
pupils, questions about how
they feel when they do the
activities).

37

WEEK: LESSON: 9 (Writing 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 4.3.2 1. Use sports flashcards to play a vocabulary review ga
Communicate with Spell an
appropriate increased range Lesson delivery
language form of familiar high
and style for a frequency words 2. Play a miming/TPR game to review and practise can
range of purposes accurately in he/she X? Pupils reply Yes, he/she can or No, he/she
in print and digital guided writing
media 3. Follow on with Activity 3 (Teacher’s Book, p.23).
Complementary Monitor pupils’ use of vocabulary. You could introduc
Complementary Skill pupils are ready for it. This would be a chance to intro
Skill Listening popular with children at the moment in Malaysia.
Listening 1.2.1
1.2 Understand with 4. Play a letter/word scramble game to check the written
Understand support the main letters/words and ask pupils to rearrange them correc
meaning in a idea of short
variety of familiar simple texts 5. Follow on with Activity 4 (Teacher’s Book p.23).
contexts
Post-lesson

6. If time allows, play a spelling game with sports words

7. Learning diaries:
Ask pupils to think back on their learning so far this w
write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my English)

Remember that as it is still the beginning of the school
first language and at a very basic level (simple words).
deeply and using more English as the year goes on. So
than others. Support pupils who may need some help a
diaries. Ensure you allocate time for this activity in your
homework.

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

NT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ame.
Get Smart plus Differentiate learning
n and can’t. Extend by asking pupils Can 3 according to the needs of your
e can’t. pupils and class. Please see
ce more vocabulary in this lesson, if your Student’s Book the seven differentiation
oduce some sports or hobbies that are p.9 Activity 3 & 4 strategies listed in the
n form of the Yes/No answer (mix up the introduction. Please also
ctly). Teacher’s Book consider the following:
p.23
s and pictures. Vary the type of activity to
week. In their learning diary, they can Sports include movement and visuals
flashcards to support understanding and
help pupils remember
language according to the
needs of your own pupils.

If you have proficient pupils,
you could focus on adverbs
(e.g. very well) from Activity 4.
Include an extension activity to
practise these in writing.

year, pupils may begin reflecting in their

Encourage pupils to begin to reflect more

ome pupils will be more able to do this

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

38

WEEK: LESSON: 10 (Language Arts 2) SCHEME OF WORK: NON-TEXT
TOPIC: Welcome!
MAIN SKILL FOCUS: Language A

CROSS-CURRICULAR ELEMEN
Imagination

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts Language Arts
5.3 5.3.1 1. Play a game to review vocabulary and the form
Express an Respond cards. Make sure to include the verbs from the
imaginative imaginatively and may need to pre-teach some of these words if
response to intelligibly through so check first.
literary texts creating simple
action songs on 2. Give each pupil a card. They look at the card a
Complementary familiar topics. can’t (E.g. play chess – pupil mimes someone
Skill Other imaginative Other pupils should say either She/He can …
Language Arts responses as She can’t play chess.). Pupils keep the cards.
5.1 appropriate
Enjoy and Lesson delivery
appreciate Complementary
rhymes, poems Skill 3. Ask pupils to watch the video of the song. The
and songs Language Arts lesson stage). If they hear their word, they sho
5.1.1 http://learnenglishkids.britishcouncil.org/en/son
In addition to Year 2
text types: simple 4. Ask pupils to listen to the song again and copy
poems again.

5. Put pupils into groups of five. Give each group
They divide the lines between them, one each
lines as they hear them.

6. Feed back by having groups sing the song in t
video playing).

7. Use two action cards to show pupils how to cr
group time to create a new verse using differe

8. Groups perform their verses. Provide plenty of

Post-lesson

9. Play the song video again and encourage pup

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

Arts THEME: World of Self, Family and Friends
NT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m I can/can’t… Can you? using action Action flash cards Differentiate learning
e song: run, jump, swim, hop, skip. You (picture or words) according to the needs of your
f your pupils are not familiar with them pupils and class. Please see
Online song (see the seven differentiation
and mime the action, either as I can or I Learning Outline) strategies listed in the
e trying to play but looking confused). introduction. Please also
or He/She can’t … (Same example: Lines of the song consider the following:
. cut up (in verses)
Plan how to group pupils for
ey should check their cards (from pre- this task. If your class has
ould hold up their card. Play the song: mixed levels of proficiency,
ngs/i-can-run then try to group pupils so
y the actions they hear. Play the song there is a range of proficiency
in each group. However,
p a verse of the cut up lines of the song. encourage all pupils to
h. Play the song again. Pupils order the participate equally by sharing
out the lines of the song at the
the order of verses (with or without the performance stage.

For fast finishing groups, ask
them to write a second verse.

reate new verses of the song. Give each
ent action words.

f positive feedback on their efforts.

pils to sing along and mime.

39

WEEK: LESSON: 11 (Listening 3) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Listening
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening 1. Play a word game such as Word Ladder (you
1.2 1.2.5
Understand Understand a wide games.org/word-games/word-ladder/word-lad
meaning in a range of short activity in groups. Pupils write vocabulary relat
variety of familiar supported questions
contexts Lesson delivery
Complementary 2. Return to some difficult or new words from the
Complementary Skill
Skill Speaking spellings/vocabulary as a whole class. Introdu
Speaking 2.2.2 and personal interests of your pupils.
2.2 Ask for attention or
Use appropriate help from a teacher 3. Ask questions to pupils, moving from Can he/s
communication or classmate by
strategies using suitable Tell pupils to ask for help if they need it when
questions some phrases for this such as Can you help m

4. Follow the Teacher’s Book p.22 instructions fo

Monitor as pupils do Activity 5 and make notes
notes to help plan upcoming lessons.

Post-lesson
5. Design a closing Listening activity to review an

TPR (listen and mime), e.g.

- Teacher/another pupil says Can you xx?

- Pupils say Yes, I can and mime the action if
can’t do the action. Those who sit down, ask th

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
can create it online: www.edu-
dder-download.php) or a brainstorming Get Smart plus 3 Differentiate learning
according to the needs of your
ted to the activities topic. Student’s Book p.9 pupils and class. Please see
Activity 5 the seven differentiation
e pre-lesson activity and check Teacher’s Book strategies listed in the
uce new words according to the needs p.22 introduction. Please also
consider the following:
she..? to Can you…? Action flashcards
they are working in pairs. Pre-teach from last lesson Extend vocabulary according
me/us, please? to the needs and interests of
or Activity 5. Word Ladder game your class.
s on individuals if possible. Use the
If you have extra time, pupils
could write about themselves
and/or their partner in their
notebooks, based on their
findings.

nd evaluate learning. This may involve

they can do it, or they sit down if they
hem another Can you xx?

40

WEEK: LESSON: 12 (Speaking 3) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.2 1. Play a circle game (a whole class activity whe
Communicate Find out about and to review numbers up to twelve. Teacher can c
simple information describe basic from the list provided in the introduction.
intelligibly everyday routines
Lesson delivery
Complementary Complementary
Skill Skill 2. Introduce telling the time (on the hour and half
Listening Listening available. See Teacher’s Book p.24, Warm up
1.2 1.2.5 stage.
Understand Understand a wide
meaning in a range of short 3. Continue the lesson with Vocabulary and Gram
variety of familiar supported questions
contexts 4. Next, ask pupils to play the game in Activity 1
as pupils work on this activity. Depending on t
pupils to repeat Activity 1 with new partners.

5. Follow with Optional 1 or Optional 2 (Teacher’
performance and interests.

Post-lesson
6. Play What’s the time, Mr. Wolf. For instruction

Book p.25 or www.youtube.com/watch?v=_63

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ere pupils sit or stand in a large circle) Get Smart plus 3 Differentiate learning
choose another pre-lesson activity according to the needs of your
Student’s Book p.10 pupils and class. Please see
f past) using the board or toy clocks if Activity 1 the seven differentiation
p. Pupils can stay in a circle for this strategies listed in the
Teacher’s Book introduction. Please also
mmar box (See Teacher’s Book p.24). p.24–25 consider the following:
(See Teacher’s Book p.24). Monitor
their performance, you could ask Toy clock(s) It may be helpful for some
pupils to have and use toy
’s Book, p.25), depending on pupils’ YouTube game clocks instead of / as well as
suggestion for post- the pictures in the book (p.24).
ns, see Optional 2 activity in Teacher’s lesson
3i8r_wW5Y For more proficient classes,
Small pieces of you could introduce and
paper scrunched up practise more times (e.g. 3.15
(pupils can make / quarter past three)
these for
themselves)

Note: for next
lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.

41

WEEK: LESSON: 13 (Reading 3) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading 1. Follow instructions for Teacher’s Book p.26 W
3.2 3.2.2
Understand a Understand specific Lesson delivery
variety of linear information and 2. Tell pupils they will read about a girl called Fay
and non-linear details of short
print and digital simple texts p.11. Ask pupils to show you who Fay is. Ask
texts by using they will read.
appropriate Complementary 3. Hand out the questions (See Teacher’s Book p
reading strategies Skill pupil, or on a worksheet). Ask pupils to read th
Speaking 4. Ask pupils to read the text on Student’s Book p
Complementary 2.1.5 question. They could write their answer on the
Skill Describe people 5. Monitor as pupils work on the Reading activity
Speaking and objects using skills. Use questions to support or extend their
2.1 suitable words and as necessary.
Communicate phrases
simple information 6. Feed back as a whole class. Ask pupils to rea
intelligibly Pupils can then check each other’s answers a

7. Follow instructions for Optional 1 activity (Tea

Post-lesson

8. Play a True/False game based on the informa
why something is False. Repeat correct answe
not ask pupils to answer in full short sentence
their memories the correct complete answers

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Warm up. Get Smart plus 3 Differentiate learning
according to the needs of your
y. Show the picture on Student’s Book Student’s Book p.11 pupils and class. Please see
questions to help pupils predict what Activity 1 the seven differentiation
strategies listed in the
p.26) cut into strips, one for each Teacher’s Book introduction. Please also
heir question. p.26–7 consider the following:
p.11 and find the answer to their
e paper or in their notebook. Family photos (from Ask different prediction
y to get an idea of individuals’ Reading you and your pupils) questions to different pupils,
r understanding. Make notes on pupils depending on their level of
Questions proficiency. Some may be
ad their question then give the answer. worksheet/strips, closed questions, others open
as they listen. from Teacher’s questions.
cher’s Book p.27). Book p.26
You could give more than one
ation in the text. Ask pupils to explain question to some pupils to
ers in complete short sentences. Do answer.
es; at this point, just let them register in
from you. Plan which pupils will answer
questions during feedback to
help showcase pupils who
have worked hard.

42

WEEK: LESSON: 14 (Writing 3) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing 1. Review the topic of families. You could play
4.3 4.3.1
Communicate with Use capital letters, Lesson delivery
appropriate full stops and 2. Review the model text from the last lesson b
language form and question marks
style for a range of appropriately in p.11) while pupils read along.
purposes in print guided writing at
and digital media sentence level 3. Pupils use the sentence beginnings to tell th
sentences). This is to review the language a
Complementary Complementary
Skill Skill 4. Follow on with the Writing Tip (Teacher’s Bo
Writing Writing
4.3 4.3.3 5. Have pupils write two or more sentences ab
Communicate with Plan, draft and write classroom display. They could add the family
appropriate an increased range valuable to them.
language form and of simple sentences
style for a range of 6. Collect the writing and use it to informally as
purposes in print constructive feedback to pupils using your n
and digital media a basic marking key to show pupils where th
own work. See this link for ideas on basic ma
www.teacherspayteachers.com/Product/Fre
This could be done in the next lesson(s) or a

Post-lesson
7. (If time) Review key language by following T

8. Learning diaries:
Ask pupils to think back on their learning so
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 in my Engli
Remember that as it is still the beginning of t
their first language and at a very basic level

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

NT: Language THEME: World of Self, Family and Friends
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

a vocabulary game based on Lesson 13. Get Smart plus 3 Differentiate
learning according
by playing the audio for the text (Student’s Book Student’s Book to the needs of your
p.11 Activity 1 pupils and class.
heir partner about their family (two or more Please see the
and help with oral planning. Teacher’s Book seven differentiation
ook p.27). p.27 strategies listed in
bout their family in their notebooks or for the introduction.
y photos they brought if they are not too Family photos Please also
consider the
ssess learning in this unit. Give positive and following:
otes on their performance during this unit. Use
heir mistakes are so that they can correct their Provide
arking key: individualised
ee-Editing-Marks-3172480 feedback on pupils’
as homework. Writing.

Teacher’s Book p.27 Optional 2. You could set
different Writing
far this week. In their learning diary, they can targets for different
pupils depending on
your pupils’ levels.

If you have extra
time, pupils could
play a guessing
game where they
read each other’s
work and guess
whose family it is.

W)

ish

the school year, pupils may begin reflecting in
(simple words). Encourage pupils to begin to

43

reflect more deeply and using more English

able to do this than others. Support pupils w

everyone to complete their diaries. Ensure y
plan. It shouldn’t be set for homework.

Primary Year 3 SK Scheme of Work

as the year goes on. Some pupils will be more
who may need some help and encourage
you allocate time for this activity in your lesson

44

WEEK: LESSON: 15 (Language Arts 3) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Language A
CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play the Who is it? game (see Teacher’s Boo
Language Arts Language Arts
5.2 5.2.1 Lesson delivery
Express personal Ask and answer 2. Introduce the characters of the story using the
responses to simple questions
literary texts about characters, pupils questions about the puppets to review k
actions and events
of interest in a text 3. Follow the Teacher’s Book p.28, Activity 1. Ha
help them act out the story in pairs.
Complementary Complementary
Skill Skill 4. Pupils should practise before performing to the
Speaking Speaking an opportunity for peer feedback, by asking pu
2.3 2.3.1 performances. Make notes, too, on pupils’ per
Communicate Narrate very short particular. Give plenty of positive feedback to e
appropriately to a basic stories and to work on for the whole class after the activity
small or large events
group Post-lesson
5. Talk to pupils about the Value shown in this st

story activity). This could be done in pupils’ firs

Primary Year 3 SK Scheme of Work

OOK BASED LESSON (Unit 1)

Arts THEME: World of Self, Family and Friends
NT: Values
LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ok p.19, activity called Optional). Get Smart plus Differentiate learning according
3 to the needs of your pupils and
e puppets you have prepared. Ask class. Please see the seven
key language and predict the story. Student’s Book differentiation strategies listed in
ave pupils make and use puppets to p.12–13 the introduction. Please also
consider the following:
e whole class. You could use this as Teacher’s Book
upils to comment on each other’s p.19, p.28–29 If you have extra time, you could
rformance related to pronunciation in do the Optional activity (see
each pair/group and summarise areas See materials Teacher’s Book p.29).
y. list on Teacher’s
Book p.28 Give individualised constructive
tory (See Teacher’s Book p.29, Post- feedback to pupils by thinking
st language if necessary. Stick puppets of about the progress each pupil
characters from has made over the unit. You can
story (cut out a use your notes to help.
picture of each
and glue it on to
a stick/straw)

Sticks/straws,
scissors for
pairs/groups

45

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading

TOPIC: Welcome! CROSS-CURRICULAR ELEMEN

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Use the notes you have made on pupils during t
Reading Reading lesson reviews areas needed by your pupils. Yo
3.2 3.2.2 material as a homework task, if appropriate.
Understand a Understand specific
variety of linear information and Plan a Language Awareness lesson which focus
and non-linear details of short the main language points in Unit 1 according to t
print and digital simple texts
texts by using Pre-lesson
appropriate Complementary
reading strategies Skill 1. Choose an appropriate pre-lesson activity from
Writing your pupils’ needs and interests and that will p
Complementary 4.3.1
Skill Use capital letters, Lesson delivery
Writing full stops and Have got:
4.3 question marks
Communicate appropriately in 2. Show flashcards of characters from the textbo
with appropriate guided writing at characters He/She has got... Write the senten
language form sentence level next to them. Ask pupils why we use he or she
and style for a have got with he and she.
range of purposes
in print and digital 3. Next elicit sentences from pupils about themse
media board, write their name and write a sentence a
pupils questions about the form with I (have go

4. Next pupils complete Sections A & B of the wo

5. Feed back on the answers as a whole class. N
mistakes and review as necessary.

Can:

6. Using action cards, model I can/can’t … with t
and repeat) the sentences if necessary. Ask p
they can and can’t do.

7. Model and drill the question and answer Can y
similar way and have pupils ask each other in

8. Next pupils complete Section C of the workshe
expected to review punctuation here.

Primary Year 3 SK Scheme of Work

TBOOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

NT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
this unit to adapt this plan so that your
ou might consider using some of the Depending on Differentiate learning according
your focus: to the needs of your pupils and
ses on consolidating and extending class. Please see the seven
the needs of your pupils. Worksheets differentiation strategies listed in
(see below) the introduction. Please also
m the list in the introduction that suits consider the following:
prepare the pupils for the lesson. Flashcards of
characters from You could offer pupils a choice
ook. Elicit sentences about the Get Smart plus of these activities or you could
nces on the board and put the pictures 3 (Greg & Anna, ask different pupils to do
e. Ask the pupils if we use has got or Student’s Book different activities depending on
p.6) their individual needs, based on
elves. Ask pupils to come to the formative assessment in this
about themselves I have got… Ask Action cards unit.
ot).
orksheet (see below). Toy clocks Have pupils do more activities
Note any common problems or and/or make their own activities.
Get Smart plus
three or four cards. Drill (pupils listen 3
pupils to tell their partners two things
Student’s Book
p.14 Activities 1
and/or 2 and/or
3

Teacher’s Book
p.31

Self-assessment
worksheets

you…? Yes, I can/No, I can’t in a
pairs about two activities.

eet (see below). Pupils are also

46

9. Feed back on the answers as a whole class. N
mistakes and review as necessary.

be + time expression

10. Using the toy clocks, review time expression
x o’clock. / It’s half past x. and write on the board
clock and tell the time to each other.

11. Next pupils complete Section D of the works

Note: You could also make use of the review act
p.14 / Teacher’s Book p.30–31) and/or consider
from the optional activities described on Teache

Post-lesson
12. Ask pupils to think about what they have lear
they know the language now. They should comp
assessment section of the worksheet.

13. Collect the worksheets from pupils and revie
there are any areas of concern, prepare a review

Primary Year 3 SK Scheme of Work

Note any common problems or

ns (on the hour and half past). Elicit It’s
d. Have pupils work in pairs with a

sheet (see below).
tivities in Revision (Student’s Book
r offering pupils a choice of activities
er’s Book p.31.

rned in Unit 1 and how well they feel
plete the How did I do in Unit 1? self-

ew them to note pupils’ performance. If
w of these in upcoming lessons.

47

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 16 (Language Awareness 1)

Unit 1: Welcome!

Language Awareness

Name: _________________________________ Class: ______________

A: Read and draw

Laila is a girl.

She has got long, straight, black hair.

She has big brown eyes.
She’s got a big smile.

B : Read and circle the correct answer

1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.

3. I has got / have got seven shells. 4. You has got / have got two brothers.

C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the
___________________________________________

___________________________________________

2. can / dive / he /
___________________________________________

he / no / can’t
___________________________________________

3. they / can / swim
___________________________________________

can / yes / they
___________________________________________

48

Primary Year 3 SK Scheme of Work

D: Read and draw the time on the clocks.

It’s five o’clock. It’s eleven o’clock.

It’s half past two. It’s half past three.

How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…

say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____

49