Primary Year 3 SK Scheme of Work
UNIT 2
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s Book according to the needs of
1.2 1.2.2 words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have p.15 your pupils and class. Please
Understand Understand with pupils sit or stand in a circle from this stage of the lesson. see the seven differentiation
meaning in a support specific Lesson delivery Teacher’s Book strategies listed in the
variety of familiar information and p.32 introduction. Please also
contexts details of short 2. Introduce the flashcards and play a circle game to have pupils practise the phrases. Flashcards of the consider the following:
simple texts 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the new vocabulary You could introduce one or
class what is on their card. (at least one card two more daily routine
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up per pupil) expressions at this time, if
Complementary Complementary their card when they hear their action. Play the recording once. you think your pupils may
Skill Skill already know this vocabulary.
Listening Listening 5. Play the recording again. This time, all pupils should mime all the actions as they hear
1.3 Use 1.3.1 them. Do not insist that all pupils do
appropriate Guess the 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the every action as they listen to
listening strategies meaning of words before drawing a line to match the pictures, as shown in the example on p.15. the song. Some pupils may
in a variety of unfamiliar words Watch pupils carefully during these activities to see how well they have understood the just do one or two because it
contexts by using visual new vocabulary. can be difficult to hear,
clues when a understand and mime
teacher or 7. Follow the guidelines for Grammar Box in Teacher’s Book p.32. quickly. If this is too
classmate is Post-lesson challenging, then ask pupils
speaking 8. Have pupils play a mime game in pairs or small groups. Alternatively, you could to mime just the action they
have on their card.
choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
50
Primary Year 3 SK Scheme of Work
UNIT 2
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s Book according to the needs of
1.2 1.2.2 words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have p.15 your pupils and class. Please
Understand Understand with pupils sit or stand in a circle from this stage of the lesson. see the seven differentiation
meaning in a support specific Lesson delivery Teacher’s Book strategies listed in the
variety of familiar information and p.32 introduction. Please also
contexts details of short 2. Introduce the flashcards and play a circle game to have pupils practise the phrases. Flashcards of the consider the following:
simple texts 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the new vocabulary You could introduce one or
class what is on their card. (at least one card two more daily routine
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up per pupil) expressions at this time, if
Complementary Complementary their card when they hear their action. Play the recording once. you think your pupils may
Skill Skill already know this vocabulary.
Listening Listening 5. Play the recording again. This time, all pupils should mime all the actions as they hear
1.3 Use 1.3.1 them. Do not insist that all pupils do
appropriate Guess the 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the every action as they listen to
listening strategies meaning of words before drawing a line to match the pictures, as shown in the example on p.15. the song. Some pupils may
in a variety of unfamiliar words Watch pupils carefully during these activities to see how well they have understood the just do one or two because it
contexts by using visual new vocabulary. can be difficult to hear,
clues when a understand and mime
teacher or 7. Follow the guidelines for Grammar Box in Teacher’s Book p.32. quickly. If this is too
classmate is Post-lesson challenging, then ask pupils
speaking 8. Have pupils play a mime game in pairs or small groups. Alternatively, you could to mime just the action they
have on their card.
choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
50
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for routines
TOPIC: Every day
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3 Differentiate learning
Main Skill Main Skill according to the
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Student’s Book needs of your pupils
2.1 2.1.2 Lesson delivery p.15 Activity 1 and class. Please see
Communicate Find out about and the seven
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing Teacher’s Book p. differentiation
intelligibly everyday routines game (see, for example Pre-lesson task 4). Introduce the word cards as you do this. 32–33 strategies listed in the
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word introduction. Please
Complementary cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to Vocabulary also consider the
Complementary Skill find a picture + a word that matches. flashcards and following:
Skill Writing 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily word cards (1 set
Writing 4.3.2 routines. per pair or small You could put large-
4.3 Spell an increased group) size words cards on
Communicate with range of familiar 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. the board or leave
appropriate high frequency 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle sets with pupils so
language form and words accurately in (move around the classroom and choose who to speak to, not stay with their regular partner) they can copy the
style for a range of guided writing to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to spelling for the main
purposes in print simply show each other their books. Monitor closely to see which pupils can use the full activity if they need to.
and digital media sentences here; support those who can’t.
Post-lesson You could ask pupils
to leave their books
7. Play a word game to review the spelling of a few words the pupils have found challenging to on their desks while
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in they do the Speaking
the introduction that suits your pupils’ needs and interests. activity. They will
need then to
remember the details
to write afterwards.
51
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for routines
TOPIC: Every day
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3 Differentiate learning
Main Skill Main Skill according to the
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Student’s Book needs of your pupils
2.1 2.1.2 Lesson delivery p.15 Activity 1 and class. Please see
Communicate Find out about and the seven
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing Teacher’s Book p. differentiation
intelligibly everyday routines game (see, for example Pre-lesson task 4). Introduce the word cards as you do this. 32–33 strategies listed in the
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word introduction. Please
Complementary cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to Vocabulary also consider the
Complementary Skill find a picture + a word that matches. flashcards and following:
Skill Writing 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily word cards (1 set
Writing 4.3.2 routines. per pair or small You could put large-
4.3 Spell an increased group) size words cards on
Communicate with range of familiar 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. the board or leave
appropriate high frequency 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle sets with pupils so
language form and words accurately in (move around the classroom and choose who to speak to, not stay with their regular partner) they can copy the
style for a range of guided writing to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to spelling for the main
purposes in print simply show each other their books. Monitor closely to see which pupils can use the full activity if they need to.
and digital media sentences here; support those who can’t.
Post-lesson You could ask pupils
to leave their books
7. Play a word game to review the spelling of a few words the pupils have found challenging to on their desks while
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in they do the Speaking
the introduction that suits your pupils’ needs and interests. activity. They will
need then to
remember the details
to write afterwards.
51
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book to the needs of your pupils and
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or p.16–17 class. Please see the seven
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not differentiation strategies listed in
and non-linear main idea of short much space. Teacher’s Book the introduction. Please also
print and digital simple texts Lesson delivery p34 consider the following:
texts by using You could let pupils have a card
appropriate 2. Introduce and drill the new vocabulary using flashcards and continue the Routine to use as a prompt in the circle
reading strategies circle game using this as well. flashcards of game if they need one.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. vocabulary from
Ask questions about the pictures (see examples in Activity 1, Teacher’s this and previous Vary your questions by asking
Complementary Book p.34). lesson more difficult or complex
Skill 4. Pupils return to their desks. Ask them to read quietly the story on Student’s questions to higher proficiency
Reading Complementary Book p.16 to tell you where the children are going (Answer: to school) and pupils, and simpler questions to
3.2 Understand a Skill why Anna went in the car with Greg’s dad (Answer: because she missed lower proficiency pupils so that
variety of linear the bus). Pupils may not have the language to fully answer the question but they each have a chance to
and non-linear Reading can be encouraged to communicate their meaning in basic English and succeed.
print and digital 3.2.2 mime, perhaps. Encourage pupils not to re-read the whole text or to find
texts by using particular lines in the text to give them the answer. Their answer is based
appropriate Understand specific on their overall understanding of the story. They could use the pictures to
reading strategies information and support their understanding if necessary.
details of short
simple texts 5. When pupils have had a chance to read the text for themselves, ask some
pupils different questions about the story. Allow them to re-read to find the
answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.
52
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book to the needs of your pupils and
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or p.16–17 class. Please see the seven
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not differentiation strategies listed in
and non-linear main idea of short much space. Teacher’s Book the introduction. Please also
print and digital simple texts Lesson delivery p34 consider the following:
texts by using You could let pupils have a card
appropriate 2. Introduce and drill the new vocabulary using flashcards and continue the Routine to use as a prompt in the circle
reading strategies circle game using this as well. flashcards of game if they need one.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. vocabulary from
Ask questions about the pictures (see examples in Activity 1, Teacher’s this and previous Vary your questions by asking
Complementary Book p.34). lesson more difficult or complex
Skill 4. Pupils return to their desks. Ask them to read quietly the story on Student’s questions to higher proficiency
Reading Complementary Book p.16 to tell you where the children are going (Answer: to school) and pupils, and simpler questions to
3.2 Understand a Skill why Anna went in the car with Greg’s dad (Answer: because she missed lower proficiency pupils so that
variety of linear the bus). Pupils may not have the language to fully answer the question but they each have a chance to
and non-linear Reading can be encouraged to communicate their meaning in basic English and succeed.
print and digital 3.2.2 mime, perhaps. Encourage pupils not to re-read the whole text or to find
texts by using particular lines in the text to give them the answer. Their answer is based
appropriate Understand specific on their overall understanding of the story. They could use the pictures to
reading strategies information and support their understanding if necessary.
details of short
simple texts 5. When pupils have had a chance to read the text for themselves, ask some
pupils different questions about the story. Allow them to re-read to find the
answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.
52
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards for Differentiate learning
Writing Writing 1. Choose an appropriate pre-lesson activity from the list in the introduction that daily routine according to the needs of
4.3 Communicate 4.3.3 suits your pupils’ needs and interests and that will review language related to Worksheets, one your pupils and class. Please
with appropriate Plan, draft and write routines and prepare the pupils for the lesson. per pupil + one see the seven differentiation
language form and an increased range completed by strategies listed in the
style for a range of of simple sentences Lesson delivery you (see below) introduction. Please also
purposes in print 2. Review the flashcards by putting them on the board and eliciting sentences I xxx consider the following:
and digital media every day and I always/sometimes/never xxx from the pupils. Ask pupils to You can offer pupils the
bring a choice of how many
3. Put pupils in groups (one group for each flashcard). Each group should draft a toothbrush from sentences to write, or ask
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from home for the them to write more/fewer than
Skill each group to come to the board and write their sentence. Supervise and assist next lesson. 3–4.
Writing Complementary as necessary. Bring a few extra
4.3 Communicate Skill 4. Review with pupils how to change the sentence to He/She and adding the third ones in case Depending on the level of
with appropriate Writing person -s by giving example sentences (talk about yourself and then about male some pupils do support your pupils need at
language form and 4.3.1 and female pupils). You might want to write the sentences on the board if you not bring their this stage, you could keep /
style for a range of Use capital letters, feel it is necessary for your pupils. own. partially keep / delete the
purposes in print full stops and model sentences on the
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do every board.
appropriately in day. Tell them they will do a similar worksheet. They can write about themselves If changing or having a choice
guided writing at or about someone in their family. First, they should write three or four sentences between 1 person (I) and 3
st
rd
sentence level in their notebooks. person (he/she) is too
Give pupils time to draft their sentences. Monitor carefully and give corrective complicated for pupils, you
st
feedback as necessary. Ask pupils to exchange their notebooks with their partner can limit it to 1 person only.
to check each other’s work for mistakes (if you could not check everybody’s
sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they
have finished writing, they can draw a picture in the larger boxes for each one.
Fast finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to
choose a range of pupils, not only the more proficient ones.
Post-lesson
53
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards for Differentiate learning
Writing Writing 1. Choose an appropriate pre-lesson activity from the list in the introduction that daily routine according to the needs of
4.3 Communicate 4.3.3 suits your pupils’ needs and interests and that will review language related to Worksheets, one your pupils and class. Please
with appropriate Plan, draft and write routines and prepare the pupils for the lesson. per pupil + one see the seven differentiation
language form and an increased range completed by strategies listed in the
style for a range of of simple sentences Lesson delivery you (see below) introduction. Please also
purposes in print 2. Review the flashcards by putting them on the board and eliciting sentences I xxx consider the following:
and digital media every day and I always/sometimes/never xxx from the pupils. Ask pupils to You can offer pupils the
bring a choice of how many
3. Put pupils in groups (one group for each flashcard). Each group should draft a toothbrush from sentences to write, or ask
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from home for the them to write more/fewer than
Skill each group to come to the board and write their sentence. Supervise and assist next lesson. 3–4.
Writing Complementary as necessary. Bring a few extra
4.3 Communicate Skill 4. Review with pupils how to change the sentence to He/She and adding the third ones in case Depending on the level of
with appropriate Writing person -s by giving example sentences (talk about yourself and then about male some pupils do support your pupils need at
language form and 4.3.1 and female pupils). You might want to write the sentences on the board if you not bring their this stage, you could keep /
style for a range of Use capital letters, feel it is necessary for your pupils. own. partially keep / delete the
purposes in print full stops and model sentences on the
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do every board.
appropriately in day. Tell them they will do a similar worksheet. They can write about themselves If changing or having a choice
guided writing at or about someone in their family. First, they should write three or four sentences between 1 person (I) and 3
st
rd
sentence level in their notebooks. person (he/she) is too
Give pupils time to draft their sentences. Monitor carefully and give corrective complicated for pupils, you
st
feedback as necessary. Ask pupils to exchange their notebooks with their partner can limit it to 1 person only.
to check each other’s work for mistakes (if you could not check everybody’s
sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they
have finished writing, they can draw a picture in the larger boxes for each one.
Fast finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to
choose a range of pupils, not only the more proficient ones.
Post-lesson
53
Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It
shouldn’t be set for homework.
54
Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It
shouldn’t be set for homework.
54
Primary Year 3 SK Scheme of Work
Suggested worksheet for Lesson 20
Name: ___________________________ Class: ________________
Every day….
Draw and write
55
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
& Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond Lesson delivery this is not appropriate, pupils could and class. Please see
imaginative imaginatively and use a pencil to pretend to brush the seven
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My A song about brushing your teeth – strategies listed in the
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is This is the way… introduction.
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw You can use this video or
Complementary Complementary some arrows to show up, down, left and right, round and round. Ask something similar about brushing
Skill Skill pupils to move their toothbrushes in the direction you tell them: Brush teeth:
Language Arts Language Arts left; brush round and round etc. https://www.youtube.com/watch?
5.1 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your v=4XLQpRI_wOQ
Demonstrate Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
appreciation appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
through non- rhymes, poems What has he got? What colour is his toothbrush? etc).
verbal responses and songs https://www.ssyoutube.com/watch?
5. Tell pupils they will hear the song again, and this time they should mime v=4XLQpRI_wOQ
with their toothbrushes. Encourage them to sing along too if possible.
If these links are unavailable, try
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. asking Google or YouTube for
‘This is the way we wash our hair, wash our hair, wash our hair. ‘This is the way I brush my teeth
We do it in the morning/evening.’ song’
Pupils work in groups of three or four to choose a daily routine action and Flashcards for daily routine
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
56
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
& Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond Lesson delivery this is not appropriate, pupils could and class. Please see
imaginative imaginatively and use a pencil to pretend to brush the seven
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary texts creating simple to make at least two sentences comparing them, e.g. their colour: My A song about brushing your teeth – strategies listed in the
action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is This is the way… introduction.
familiar topics a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, draw You can use this video or
Complementary Complementary some arrows to show up, down, left and right, round and round. Ask something similar about brushing
Skill Skill pupils to move their toothbrushes in the direction you tell them: Brush teeth:
Language Arts Language Arts left; brush round and round etc. https://www.youtube.com/watch?
5.1 5.1.1 4. Tell pupils they will hear a song and watch a cartoon about brushing your v=4XLQpRI_wOQ
Demonstrate Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
appreciation appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
through non- rhymes, poems What has he got? What colour is his toothbrush? etc).
verbal responses and songs https://www.ssyoutube.com/watch?
5. Tell pupils they will hear the song again, and this time they should mime v=4XLQpRI_wOQ
with their toothbrushes. Encourage them to sing along too if possible.
If these links are unavailable, try
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. asking Google or YouTube for
‘This is the way we wash our hair, wash our hair, wash our hair. ‘This is the way I brush my teeth
We do it in the morning/evening.’ song’
Pupils work in groups of three or four to choose a daily routine action and Flashcards for daily routine
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
56
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening Listening 1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 according to the needs of
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) your pupils and class.
Understand Understand with your pupils’ needs and interests. Include key vocabulary from this lesson as Please see the seven
meaning in a support specific necessary. Teacher’s Book differentiation strategies
variety of familiar information and Lesson delivery p.35 listed in the introduction.
contexts details of short Sets of cut up word Please also consider the
simple texts 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards following:
The set includes the words from the main vocabulary, all cut up and mixed up (e.g. You could include more
Complementary Complementary take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Skill Skill arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Listening Listening the vocabulary from Student’s Book p.15 as well. not to include too many,
1.2 1.2.5 3. To check the answers, say the expressions in question form (e.g. Does Ali always though, as it can be very
Understand Understand a wide take the bus to school? and have pupils touch the words as they hear them. challenging to sort a
meaning in a range of short 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening large number of cards.
variety of familiar supported (Teacher’s Book p.35).
contexts questions
5. You could collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening Listening 1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 according to the needs of
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) your pupils and class.
Understand Understand with your pupils’ needs and interests. Include key vocabulary from this lesson as Please see the seven
meaning in a support specific necessary. Teacher’s Book differentiation strategies
variety of familiar information and Lesson delivery p.35 listed in the introduction.
contexts details of short Sets of cut up word Please also consider the
simple texts 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards following:
The set includes the words from the main vocabulary, all cut up and mixed up (e.g. You could include more
Complementary Complementary take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Skill Skill arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Listening Listening the vocabulary from Student’s Book p.15 as well. not to include too many,
1.2 1.2.5 3. To check the answers, say the expressions in question form (e.g. Does Ali always though, as it can be very
Understand Understand a wide take the bus to school? and have pupils touch the words as they hear them. challenging to sort a
meaning in a range of short 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening large number of cards.
variety of familiar supported (Teacher’s Book p.35).
contexts questions
5. You could collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Lesson delivery Teacher’s Book differentiation strategies
everyday routines p.35 listed in the introduction.
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum … to
meaning in a short supported work?) Fast finishers or more
variety of familiar questions proficient pairs of pupils
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
58
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Lesson delivery Teacher’s Book differentiation strategies
everyday routines p.35 listed in the introduction.
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum … to
meaning in a short supported work?) Fast finishers or more
variety of familiar questions proficient pairs of pupils
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
58
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 23
Class survey
Names: __________________and____________________ Class: _________
Our question:
_________________________________________________________________
Answers:
Yes Total:
No Total:
Write Yes or No :
5
4
3
2
1
59
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, according to the
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 needs of your pupils
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Teacher’s Book the seven
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. p.36 differentiation
print and digital simple word cards: strategies listed in the
texts by using monolingual Lesson delivery firefighter, fire, introduction. Please
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save, also consider the
reading strategies you have one). dentist, fix, teeth following:
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next to
appropriate the correct picture on the board.
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
60
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, according to the
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 needs of your pupils
Understand a Recognise and and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Teacher’s Book the seven
and non-linear key features of a Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. p.36 differentiation
print and digital simple word cards: strategies listed in the
texts by using monolingual Lesson delivery firefighter, fire, introduction. Please
appropriate dictionary 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save, also consider the
reading strategies you have one). dentist, fix, teeth following:
4. Write the word cat on the board. Model using a dictionary to find the word and read the Using a dictionary can
definition. Picture cards of be challenging. Try to
Complementary Complementary the three people pair/group more
Skill Skill 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the on Student’s proficient pupils with
Reading Reading word cards and put them randomly on the board too. Book p.18 less proficient pupils
3.2 3.2.2 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to Class set of and encourage them
Understand a Understand find the word in the dictionary. Give them time to find the word and then ask them which monolingual to work together.
variety of linear specific picture on the board they think their word belongs with. Do not expect pupils to understand dictionaries
and non-linear information and the dictionary definitions in full, but to try to get a rough meaning so they can decide which
print and digital details of short picture it belongs to.
texts by using simple texts 7. For each of the seven words, ask one pupil to come out and move their word card next to
appropriate the correct picture on the board.
reading strategies 8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
60
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 of your pupils and
Communicate with Spell an increased needs and interests. class. Please see the
appropriate range of familiar Lesson delivery Teacher’s Book seven differentiation
language form and high frequency p.37 strategies listed in the
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. Flashcards of introduction. Please
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations also consider the
and digital media Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those following:
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this question worksheet) encourage pupils to use
Complementary Complementary when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to support You could put the
strategies or classmate by others. This will be useful information when pairing and grouping pupils in the future. occupations words on
using suitable 5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as the board for pupils to
questions copy the spelling if
appropriate. necessary.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
61
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an Student’s Book according to the needs
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 of your pupils and
Communicate with Spell an increased needs and interests. class. Please see the
appropriate range of familiar Lesson delivery Teacher’s Book seven differentiation
language form and high frequency p.37 strategies listed in the
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. Flashcards of introduction. Please
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations also consider the
and digital media Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those following:
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this question worksheet) encourage pupils to use
Complementary Complementary when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to support You could put the
strategies or classmate by others. This will be useful information when pairing and grouping pupils in the future. occupations words on
using suitable 5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as the board for pupils to
questions copy the spelling if
appropriate. necessary.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
61
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils who
may need some help, and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
Worksheet for Lesson 25
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
9. He works on TV.
10. He fixes teeth.
62
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils who
may need some help, and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
Worksheet for Lesson 25
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
9. He works on TV.
10. He fixes teeth.
62
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will say and perform a rhyme in groups about coming to school.
Main Skill Main Skill Flashcards or Differentiate
Language Arts Language Arts Pre-lesson pictures of : learning according
5.1 Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. a child walking to the needs of your
Enjoy and 5.1.2 Draw a child next to the car, bike and bus. a car and a pupils and class.
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. child standing Please see the
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it seven differentiation
and songs types: simple Lesson delivery a bike and a strategies listed in
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing the introduction.
actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the a bus and a
Complementary words and actions. child standing
Complementary skill 6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
Listening 1.2.3 add the correct means of transport The Going to
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
63
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will say and perform a rhyme in groups about coming to school.
Main Skill Main Skill Flashcards or Differentiate
Language Arts Language Arts Pre-lesson pictures of : learning according
5.1 Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. a child walking to the needs of your
Enjoy and 5.1.2 Draw a child next to the car, bike and bus. a car and a pupils and class.
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. child standing Please see the
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it seven differentiation
and songs types: simple Lesson delivery a bike and a strategies listed in
poems. 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest child standing the introduction.
actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the a bus and a
Complementary words and actions. child standing
Complementary skill 6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
Listening 1.2.3 add the correct means of transport The Going to
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the board or as a
contexts complete rhyme. handout
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
63
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
Colour pencils/pens pictures. It is better to have them write
Lesson delivery notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They sentences depending on their
appropriately to a basic stories and should plan what they are going to say. They could write notes proficiency level.
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
64
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
Colour pencils/pens pictures. It is better to have them write
Lesson delivery notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They sentences depending on their
appropriately to a basic stories and should plan what they are going to say. They could write notes proficiency level.
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
64
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 27
Name: __________________ Class: _________
Draw, write and say.
_A______________________
65
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 27
Name: __________________ Class: _________
Draw, write and say.
_A______________________
65
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Every day
LANGUAGE/GRAMMAR FOCUS: Present simple (want to)
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 needs of your pupils and class. Please
2.1 2.1.2 Revision) see the seven differentiation strategies
Communicate Find out about and Teacher’s Book, p.38– listed in the introduction. Please also
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm Occupations & You could use word cards for some or
up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill Listening small groups match the occupation with what the person does pairs words.
Listening 1.2.5 (e.g. pilot + fly a helicopter).
1.2 Understand a wide 4. Introduce/review the question and answer What do you want to With more proficient classes, you could
Understand range of short be when you grow up? Drill the questions and then have pupils finish the lesson with the Optional
meaning in a supported questions ask and answer their partner. activity (See Teacher’s Book p.39)
variety of familiar
contexts 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
66
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Every day
LANGUAGE/GRAMMAR FOCUS: Present simple (want to)
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 needs of your pupils and class. Please
2.1 2.1.2 Revision) see the seven differentiation strategies
Communicate Find out about and Teacher’s Book, p.38– listed in the introduction. Please also
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Warm Occupations & You could use word cards for some or
up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs or give some pairs pictures and other
Skill Listening small groups match the occupation with what the person does pairs words.
Listening 1.2.5 (e.g. pilot + fly a helicopter).
1.2 Understand a wide 4. Introduce/review the question and answer What do you want to With more proficient classes, you could
Understand range of short be when you grow up? Drill the questions and then have pupils finish the lesson with the Optional
meaning in a supported questions ask and answer their partner. activity (See Teacher’s Book p.39)
variety of familiar
contexts 5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
66
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
& Citizenship
habits
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading Reading 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 needs of your pupils and class. Please
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local Vocabulary flashcards consider the following:
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about what Copies of pictures next read just one of the texts.
texts by using topic the organisations do, using some first language and providing to texts on Student’s
appropriate English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies Lesson delivery their learning diaries. questions and drawing attention to
Complementary difficult vocabulary in the texts and
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
Complementary Reading 3. Show the pictures from Student’s Book p.115 and ask pupils
Skill 3.2.2 which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them with
variety of linear simple texts new vocabulary.
and non-linear 5. Elicit We can sentences from pupils about other charities you
print and digital talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
67
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
& Citizenship
habits
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading Reading 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 needs of your pupils and class. Please
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local Vocabulary flashcards consider the following:
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about what Copies of pictures next read just one of the texts.
texts by using topic the organisations do, using some first language and providing to texts on Student’s
appropriate English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies Lesson delivery their learning diaries. questions and drawing attention to
Complementary difficult vocabulary in the texts and
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
Complementary Reading 3. Show the pictures from Student’s Book p.115 and ask pupils
Skill 3.2.2 which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them with
variety of linear simple texts new vocabulary.
and non-linear 5. Elicit We can sentences from pupils about other charities you
print and digital talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
67
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 needs of your pupils and class. Please
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41 consider the following:
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive 4. Show pupils the three questions on the page. Pupils work in
4.1 handwriting in a
Form letters and limited range of pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:
68
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 needs of your pupils and class. Please
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play 39 & 40–41 consider the following:
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find the
Complementary Writing answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive 4. Show pupils the three questions on the page. Pupils work in
4.1 handwriting in a
Form letters and limited range of pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing including some or all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:
68
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
Some pupils will be more able to do this than others. Support
pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
69
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
Some pupils will be more able to do this than others. Support
pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
69
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.22–23 the needs of your pupils and
5.2 5.2.1 introduction that suits your pupils’ needs and interests and that will class. Please see the seven
Express personal Ask and answer review language and prepare the pupils for the lesson, or follow the Teacher’s Book, p.42–43 differentiation strategies listed in
responses to simple questions Warm up instructions (Teacher’s Book, p.42). the introduction. Please also
literary texts about characters, Lesson delivery consider the following:
actions and events Monitor as pupils work and ask
of interest in a text 2. Explain the meaning of career to pupils. Ask them what they think a pupils (e.g. pupils who don’t like to
Complementary school career day is. Explain that they will read and listen to a story speak in front of the class) to tell
Skill Complementary about a school career day. you about their pictures. This will
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask help to give individuals different
2.1 Speaking pupils what they think of the story, which character they like and feedback.
Communicate 2.1.5 why.
simple information Describe people 4. Ask each pupil to draw a picture showing an occupation. If your class works fast or you
intelligibly and objects using have a group of fast finishers, you
suitable words and 5. In groups of 6–8 pupils, ask them to share their pictures. They could try the Optional activity (see
phrases should write their name under the picture of an occupation they Teacher’s Book, p43).
want to be.
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
70
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.22–23 the needs of your pupils and
5.2 5.2.1 introduction that suits your pupils’ needs and interests and that will class. Please see the seven
Express personal Ask and answer review language and prepare the pupils for the lesson, or follow the Teacher’s Book, p.42–43 differentiation strategies listed in
responses to simple questions Warm up instructions (Teacher’s Book, p.42). the introduction. Please also
literary texts about characters, Lesson delivery consider the following:
actions and events Monitor as pupils work and ask
of interest in a text 2. Explain the meaning of career to pupils. Ask them what they think a pupils (e.g. pupils who don’t like to
Complementary school career day is. Explain that they will read and listen to a story speak in front of the class) to tell
Skill Complementary about a school career day. you about their pictures. This will
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask help to give individuals different
2.1 Speaking pupils what they think of the story, which character they like and feedback.
Communicate 2.1.5 why.
simple information Describe people 4. Ask each pupil to draw a picture showing an occupation. If your class works fast or you
intelligibly and objects using have a group of fast finishers, you
suitable words and 5. In groups of 6–8 pupils, ask them to share their pictures. They could try the Optional activity (see
phrases should write their name under the picture of an occupation they Teacher’s Book, p43).
want to be.
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
70
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3 differentiation strategies
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45. listed in the introduction.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. Teacher’s Book, p.44–45 You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list choice of these activities or
Complementary in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4 worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery activities depending on
Communicate and objects using 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. their individual needs,
basic information suitable words and They are brother and sister. Ask pupils to look at and read silently the text based on formative
intelligibly for a phrases on the worksheet. Ask a gist question, for example, Who wrote this? assessment in this unit.
range of purposes Hamid or May?
in print and digital Have pupils do more
media Ask questions about the language: activities and/or make their
own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
71
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You Worksheets (see below) according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. your pupils and class.
variety of linear specific information Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy Please see the seven
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3 differentiation strategies
print and digital simple texts of activities from the optional activities described on Teacher’s Book p.45. listed in the introduction.
texts by using Student’s Book, p.24 Please also consider the
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the lesson. Teacher’s Book, p.44–45 You could offer pupils a
Skill For this, you could choose an appropriate pre-lesson activity from the list choice of these activities or
Complementary in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4 worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery activities depending on
Communicate and objects using 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. their individual needs,
basic information suitable words and They are brother and sister. Ask pupils to look at and read silently the text based on formative
intelligibly for a phrases on the worksheet. Ask a gist question, for example, Who wrote this? assessment in this unit.
range of purposes Hamid or May?
in print and digital Have pupils do more
media Ask questions about the language: activities and/or make their
own activities.
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
71
Primary Year 3 SK Scheme of Work
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
72
Primary Year 3 SK Scheme of Work
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
72
Primary Year 3 SK Scheme of Work
Materials for Lesson 32
Suggested text:
I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a
lifeguard. My sister likes playing with toy planes. She wants to be a pilot when she grows up
and fly a plane. I love my sister. We always take the bus to school together. We never walk to
school.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
Self-assessment
How did I do in Unit 2?
In English, I know how to:
say what I do every day Great! [ ] OK [ ] A little [ ]
say what other people do every day Great! [ ] OK [ ] A little [ ]
talk about different jobs Great! [ ] OK [ ] A little [ ]
talk about different ways to travel Great! [ ] OK [ ] A little [ ]
say what I want to be when I grow up Great! [ ] OK [ ] A little [ ]
73
Primary Year 3 SK Scheme of Work
UNIT 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 Lesson delivery class. Please see the seven
Understand Understand with Teacher’s Book, p.46 differentiation strategies listed in
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Book, p.46) using flashcards Flashcards of action verbs consider the following:
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this Depending on the level and
simple texts before the lesson), then put pupils in a large circle around the You can find sets of knowledge of your class, you
room. They should listen to you say run, jump, dance and move printable flashcards for this could introduce more verbs.
Complementary Complementary around the room doing this action as you say it. Stop and say topic at:
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m http://learnenglishkids.british Some pupils may find it too
Listening Listening xxxing. Repeat as required. council.org/en/flash challenging to sing along to all of
1.3 1.3.1 4. Pupils return to their seats. Follow the instructions in Teacher’s cards/actions-flashcards the song. Remind them, if
Use appropriate Guess the meaning Book, p.46 Activity 1 necessary, that they only need to
listening of unfamiliar words sing as much or little as they
strategies in a by using visual Watch as pupils sing to see which pupils are confident and want.
variety of contexts clues when a which are less confident. You can also then see which words in
teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
Primary Year 3 SK Scheme of Work
UNIT 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 Lesson delivery class. Please see the seven
Understand Understand with Teacher’s Book, p.46 differentiation strategies listed in
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Book, p.46) using flashcards Flashcards of action verbs consider the following:
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this Depending on the level and
simple texts before the lesson), then put pupils in a large circle around the You can find sets of knowledge of your class, you
room. They should listen to you say run, jump, dance and move printable flashcards for this could introduce more verbs.
Complementary Complementary around the room doing this action as you say it. Stop and say topic at:
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m http://learnenglishkids.british Some pupils may find it too
Listening Listening xxxing. Repeat as required. council.org/en/flash challenging to sing along to all of
1.3 1.3.1 4. Pupils return to their seats. Follow the instructions in Teacher’s cards/actions-flashcards the song. Remind them, if
Use appropriate Guess the meaning Book, p.46 Activity 1 necessary, that they only need to
listening of unfamiliar words sing as much or little as they
strategies in a by using visual Watch as pupils sing to see which pupils are confident and want.
variety of contexts clues when a which are less confident. You can also then see which words in
teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 34 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, needs of your pupils and class.
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25 Please see the seven differentiation
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
intelligibly suitable words and Lesson delivery Teacher’s Book, Please also consider the following:
phrases p.46–7 Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus their sentence in their notebooks (but
Recognise and Listening 1.1.1 on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
reproduce target Recognise and wins. they do not read it later).
language sounds reproduce with
support a range of 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
target language pupils present their pictures to each other and decide which pupils to
phonemes ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
75
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 34 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, needs of your pupils and class.
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25 Please see the seven differentiation
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
intelligibly suitable words and Lesson delivery Teacher’s Book, Please also consider the following:
phrases p.46–7 Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Complementary we’re etc). Have pupils repeat them together and individually. You could ask fast finishers to write
Listening 1.1 Skill 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus their sentence in their notebooks (but
Recognise and Listening 1.1.1 on giving feedback on pupils’ Speaking, rather than on which team not next to the picture, as it is better
reproduce target Recognise and wins. they do not read it later).
language sounds reproduce with
support a range of 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
target language pupils present their pictures to each other and decide which pupils to
phonemes ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
75
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
questions (be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or Student’s Book, to the needs of your pupils and
3.2 3.2.1 do the actions. p. 26–7 (and 25 for class. Please see the seven
Understand a Understand the pre-lesson) differentiation strategies listed in
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts 2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, consider the following:
print and digital Teacher’s Book, p.48). p.48–49 If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill 4. Give each pupil a sentence card (there will be some the same). They (blank/without text)
Complementary Reading should come out to the board to decide which picture to put it with. You If you have some less proficient
Skill 3.2.3 could do this in groups if it is easier to manage. Sentence cards to pupils in the class, the sentence
Reading Guess the meaning match pictures 1, 3, matching activity could be done
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions
for Grammar Box (Teacher’s Book, p.49)
Post-lesson
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
76
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