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
Primary Year 3 SK Scheme of Work
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.
77
Primary Year 3 SK Scheme of Work
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.
77
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27 according to the needs of your
Communicate Spell an increased introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
with appropriate range of familiar review language and prepare pupils for the lesson. Teacher’s Book, p.49 the seven differentiation
language form high frequency Worksheet for crossword strategies listed in the
and style for a words accurately in Lesson delivery puzzle (see below) introduction. Please also
range of purposes guided writing 2. Play a spelling game to review some spellings of key vocabulary (for consider the following:
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and 4. Play the CD to review the text on Student’s Book, p.26 Alternatively, you could pair
variety of linear details of short pupils so they can support
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the lines individually first before
appropriate rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
78
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27 according to the needs of your
Communicate Spell an increased introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
with appropriate range of familiar review language and prepare pupils for the lesson. Teacher’s Book, p.49 the seven differentiation
language form high frequency Worksheet for crossword strategies listed in the
and style for a words accurately in Lesson delivery puzzle (see below) introduction. Please also
range of purposes guided writing 2. Play a spelling game to review some spellings of key vocabulary (for consider the following:
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and 4. Play the CD to review the text on Student’s Book, p.26 Alternatively, you could pair
variety of linear details of short pupils so they can support
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the lines individually first before
appropriate rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
78
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 36
Crossword
1
1. [insert picture of to clean’]
2
2. [insert picture of flowers]
3. [insert picture of to wash up]
3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
5
79
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 36
Crossword
1
1. [insert picture of to clean’]
2
2. [insert picture of flowers]
3. [insert picture of to wash up]
3 6 - 4
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]
5
79
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 37 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values
of household chores
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a circular book.
Main Skill Main Skill Circles of paper, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs of
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that diameter, two circles your pupils and class. Please
Express an Respond suits your pupils’ needs and interests and that will review language and prepare for each pupil see the seven differentiation
imaginative imaginatively and pupils for the lesson. A pin / end of a paper strategies listed in the
response to intelligibly through clip to pin the top introduction.
literary texts creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
action songs on Student’s Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if
Other imaginative needed.
responses as
appropriate. Lesson delivery
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Complementary that their circle is divided into four sections. Pupils do not need a ruler for this:
Complementary Skill the lines do not need to be completely straight.
Skill Speaking 2.1.5 5. Tell pupils to draw four household activities, one in each section of the circle.
Speaking Describe people 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
2.1 and objects using line, as in step 4.
Communicate suitable words 7. Tell pupils to cut out one section of the second circle, so that this circle has
simple information and phrases three sections.
intelligibly 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
the first circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their
circular books. They can do this quarter by quarter by moving the top circle
round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in
their groups. You can nominate pupils or get other pupils to do that.
80
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 37 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values
of household chores
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a circular book.
Main Skill Main Skill Circles of paper, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs of
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that diameter, two circles your pupils and class. Please
Express an Respond suits your pupils’ needs and interests and that will review language and prepare for each pupil see the seven differentiation
imaginative imaginatively and pupils for the lesson. A pin / end of a paper strategies listed in the
response to intelligibly through clip to pin the top introduction.
literary texts creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
action songs on Student’s Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary if
Other imaginative needed.
responses as
appropriate. Lesson delivery
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Complementary that their circle is divided into four sections. Pupils do not need a ruler for this:
Complementary Skill the lines do not need to be completely straight.
Skill Speaking 2.1.5 5. Tell pupils to draw four household activities, one in each section of the circle.
Speaking Describe people 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
2.1 and objects using line, as in step 4.
Communicate suitable words 7. Tell pupils to cut out one section of the second circle, so that this circle has
simple information and phrases three sections.
intelligibly 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
the first circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their
circular books. They can do this quarter by quarter by moving the top circle
round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in
their groups. You can nominate pupils or get other pupils to do that.
80
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 38 (Listening 8) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
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. Play a guessing game where you draw, on the board, a picture of a person Student’s Book, according to the needs of
1.2 1.2.2 doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 your pupils and class. Please
Understand Understand with pupils ‘what’s he/she doing?’ Pupils can have one guess each time until see the seven differentiation
meaning in a support specific someone guesses the correct answer. Teacher’s Book, strategies listed in the
variety of familiar information and Lesson delivery p.49 introduction. Please also
contexts details of short Flashcards for new consider the following:
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to vocabulary Decide how many, and
Complementary their partners about the pictures. Feed back on this by eliciting details about all which, new words/phrases to
Skill of the pictures, to check that all pupils have understood the pictures and introduce depending on your
Listening Complementary remember the key vocabulary. You could introduce the characters’ names at pupils’ performance in the
1.3 Skill this point, if you think the names will confuse pupils when they hear the lesson so far. It shouldn’t be
Use appropriate Listening recording. more than four or five, even
listening strategies 1.3.1 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). with more proficient pupils.
in a variety of Guess the 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
contexts meaning of lives (e.g. playing the guitar, throwing a ball, playing badminton).
unfamiliar words
by using visual 5. Have pupils play a mime game in pairs or small groups. Student A mimes an
clues when a action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
teacher or Post-lesson
classmate is 6. Ask pupils to tell you what new words they have learned today. Keep this
speaking informal, so you can see how much they remember and which pupils seem to
remember most. Note any that are missing so that you can review these words
in particular next time. Alternatively, you could design a short, fun speaking pair
or small group activity to review the vocabulary from this lesson.
81
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 38 (Listening 8) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values
questions (be + -ing)
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. Play a guessing game where you draw, on the board, a picture of a person Student’s Book, according to the needs of
1.2 1.2.2 doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 your pupils and class. Please
Understand Understand with pupils ‘what’s he/she doing?’ Pupils can have one guess each time until see the seven differentiation
meaning in a support specific someone guesses the correct answer. Teacher’s Book, strategies listed in the
variety of familiar information and Lesson delivery p.49 introduction. Please also
contexts details of short Flashcards for new consider the following:
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to vocabulary Decide how many, and
Complementary their partners about the pictures. Feed back on this by eliciting details about all which, new words/phrases to
Skill of the pictures, to check that all pupils have understood the pictures and introduce depending on your
Listening Complementary remember the key vocabulary. You could introduce the characters’ names at pupils’ performance in the
1.3 Skill this point, if you think the names will confuse pupils when they hear the lesson so far. It shouldn’t be
Use appropriate Listening recording. more than four or five, even
listening strategies 1.3.1 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). with more proficient pupils.
in a variety of Guess the 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
contexts meaning of lives (e.g. playing the guitar, throwing a ball, playing badminton).
unfamiliar words
by using visual 5. Have pupils play a mime game in pairs or small groups. Student A mimes an
clues when a action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
teacher or Post-lesson
classmate is 6. Ask pupils to tell you what new words they have learned today. Keep this
speaking informal, so you can see how much they remember and which pupils seem to
remember most. Note any that are missing so that you can review these words
in particular next time. Alternatively, you could design a short, fun speaking pair
or small group activity to review the vocabulary from this lesson.
81
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 39 (Speaking 8) 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
questions (be + -ing)
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
Speaking Speaking 1. Play a game to review vocabulary from the previous lesson. This should Student’s Book, needs of your pupils and class. Please
2.1 2.1.5 focus on the written form of the words. p.27 see the seven differentiation strategies
Communicate Describe people listed in the introduction. Please also
simple information and objects using Lesson delivery Teacher’s Book, consider the following:
intelligibly suitable words and 2. Have pupils work in small groups to play a game, where they have sets p.49 The second card game (step 4) could
phrases of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards be extended so that pupils give more
Complementary over two cards in turns to try to find a matching pair of cards. (pictures + clues about the flashcard, using more
Skill sentences) language that they know.
Speaking Complementary 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).
2.2 Skill 4. Pupils play a game in small groups with their cards: Other pupils may not be able to give
Use appropriate Speaking clues, so the group can simply guess
communication 2.2.2 - In turns, the pupil turns over a card, look at it but keep it secret. what is on the card from memory.
strategies Ask for attention or
help from a teacher - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
or classmate by - The pupil asks ‘What do you think? What’s he doing?’
using suitable
questions - The group guesses what’s in the picture.
Monitor as pupils work on this, helping with language as necessary to
extend pupils’ language resource. Encourage them to ask for your help
when they need it by reviewing phrases for this (e.g. Can you help me,
please? How do I say xxx in English?) Note common mistakes as you
monitor.
Post-lesson
5. Write a sentence on the board that contains a common mistake you
heard pupils make. Ask pupils to correct the sentence with you.
82
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 39 (Speaking 8) 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
questions (be + -ing)
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
Speaking Speaking 1. Play a game to review vocabulary from the previous lesson. This should Student’s Book, needs of your pupils and class. Please
2.1 2.1.5 focus on the written form of the words. p.27 see the seven differentiation strategies
Communicate Describe people listed in the introduction. Please also
simple information and objects using Lesson delivery Teacher’s Book, consider the following:
intelligibly suitable words and 2. Have pupils work in small groups to play a game, where they have sets p.49 The second card game (step 4) could
phrases of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards be extended so that pupils give more
Complementary over two cards in turns to try to find a matching pair of cards. (pictures + clues about the flashcard, using more
Skill sentences) language that they know.
Speaking Complementary 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).
2.2 Skill 4. Pupils play a game in small groups with their cards: Other pupils may not be able to give
Use appropriate Speaking clues, so the group can simply guess
communication 2.2.2 - In turns, the pupil turns over a card, look at it but keep it secret. what is on the card from memory.
strategies Ask for attention or
help from a teacher - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
or classmate by - The pupil asks ‘What do you think? What’s he doing?’
using suitable
questions - The group guesses what’s in the picture.
Monitor as pupils work on this, helping with language as necessary to
extend pupils’ language resource. Encourage them to ask for your help
when they need it by reviewing phrases for this (e.g. Can you help me,
please? How do I say xxx in English?) Note common mistakes as you
monitor.
Post-lesson
5. Write a sentence on the board that contains a common mistake you
heard pupils make. Ask pupils to correct the sentence with you.
82
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 40 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28– according to the needs of
3.2 3..2.1 Give pupils 2–3 minutes to do some exercise in the classroom. You could 29 your pupils and class. Please
Understand a Understand the suggest aerobics or Zumba, for example. Watch pupils to see which see the seven differentiation
variety of linear main idea of short vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book, strategies listed in the
and non-linear simple texts – e.g. Zumba, aerobics, dancing, jogging. p.50–51 introduction. Please also
print and digital Copies of pictures of consider the following:
texts by using Lesson delivery four children on Fast finishers could do an
appropriate 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28 additional Writing task at the
reading strategies new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each) end of this lesson, where
you can teach them vocabulary for what they were doing. they write a sentence about
Complementary Copies of the texts each child to say one more
Complementary Skill 3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book action they are not doing.
Skill Reading they are doing. Put them on the board. p.28 (one text per
Reading 3.2.2 4. Give each pupil a text. Ask them to read the text and decide which picture it pupil) Ask different pupils
3.2 Understand specific different/more/fewer
Understand a information and matches. Feed back by asking a pupil to come out and label each picture with questions to guide their
the name of the child.
variety of linear details of short understanding of the text
and non-linear simple texts 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3). (see Teacher’s Book).
print and digital
texts by using 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
appropriate p.50–51).
reading strategies You may wish to note pupils who have difficulty with Activity 2 and those who
complete it easily. This will help you later in the week to decide how much to
review and how to group pupils.
7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the
pictures (including a false statement, which includes what they are actually
doing). Pupils should call out True/False or Yes/No.
Post-lesson
8. Learning diaries:
83
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 40 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28– according to the needs of
3.2 3..2.1 Give pupils 2–3 minutes to do some exercise in the classroom. You could 29 your pupils and class. Please
Understand a Understand the suggest aerobics or Zumba, for example. Watch pupils to see which see the seven differentiation
variety of linear main idea of short vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book, strategies listed in the
and non-linear simple texts – e.g. Zumba, aerobics, dancing, jogging. p.50–51 introduction. Please also
print and digital Copies of pictures of consider the following:
texts by using Lesson delivery four children on Fast finishers could do an
appropriate 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28 additional Writing task at the
reading strategies new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each) end of this lesson, where
you can teach them vocabulary for what they were doing. they write a sentence about
Complementary Copies of the texts each child to say one more
Complementary Skill 3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book action they are not doing.
Skill Reading they are doing. Put them on the board. p.28 (one text per
Reading 3.2.2 4. Give each pupil a text. Ask them to read the text and decide which picture it pupil) Ask different pupils
3.2 Understand specific different/more/fewer
Understand a information and matches. Feed back by asking a pupil to come out and label each picture with questions to guide their
the name of the child.
variety of linear details of short understanding of the text
and non-linear simple texts 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3). (see Teacher’s Book).
print and digital
texts by using 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
appropriate p.50–51).
reading strategies You may wish to note pupils who have difficulty with Activity 2 and those who
complete it easily. This will help you later in the week to decide how much to
review and how to group pupils.
7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the
pictures (including a false statement, which includes what they are actually
doing). Pupils should call out True/False or Yes/No.
Post-lesson
8. Learning diaries:
83
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.
84
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.
84
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 41 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements (be + -ing)
Values
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 a True/False game, where you/pupils mime an action. Student’s Book, p.29 needs of your pupils and class. Please
4.2 4.2.4 They should say what they are not doing as well as what they see the seven differentiation strategies
Communicate Describe people are doing. Encourage, but don’t insist on full sentences at this Small pieces of paper listed in the introduction. Please also
basic information and objects using stage, but use this as a way to assess pupils’ language at the for Writing activity, one consider the following:
intelligibly for a suitable words and beginning of the lesson. per pupil You could ask pupils to write at least
range of purposes phrases one/two sentences on their cards.
in print and digital Lesson delivery
media 2. Tell pupils they will make sentences. Pupils work in pairs. Give Consider having pupils write in pairs so
Complementary each pair one set of words for a cut-up sentence (see that they can support each other if
Skill sentences below). There are several different sets. Ask pupils necessary.
Complementary Reading to arrange the words into a sentence. They should keep the
Skill 3.2.2 sentences tidy on their desk during the next step. Don’t feed
Reading Understand specific back on this activity at this stage.
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s Book, p.29,
variety of linear simple texts Activity 3, to find which child their sentence is about. They can
and non-linear circle the child in the picture if they don’t know the characters’
print and digital names.
texts by using 4. Feed back on each sentence as a whole class, so pairs can
appropriate check their answers.
reading strategies
5. Tell pupils they are going to make a game. There are several
steps to making the game:
Put a model on the board, which describes children in Student’s
Book, p.29. e.g.
They’re not doing gymnastics. They’re not skateboarding.
Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which
children these sentences are about.
85
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 41 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements (be + -ing)
Values
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 a True/False game, where you/pupils mime an action. Student’s Book, p.29 needs of your pupils and class. Please
4.2 4.2.4 They should say what they are not doing as well as what they see the seven differentiation strategies
Communicate Describe people are doing. Encourage, but don’t insist on full sentences at this Small pieces of paper listed in the introduction. Please also
basic information and objects using stage, but use this as a way to assess pupils’ language at the for Writing activity, one consider the following:
intelligibly for a suitable words and beginning of the lesson. per pupil You could ask pupils to write at least
range of purposes phrases one/two sentences on their cards.
in print and digital Lesson delivery
media 2. Tell pupils they will make sentences. Pupils work in pairs. Give Consider having pupils write in pairs so
Complementary each pair one set of words for a cut-up sentence (see that they can support each other if
Skill sentences below). There are several different sets. Ask pupils necessary.
Complementary Reading to arrange the words into a sentence. They should keep the
Skill 3.2.2 sentences tidy on their desk during the next step. Don’t feed
Reading Understand specific back on this activity at this stage.
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s Book, p.29,
variety of linear simple texts Activity 3, to find which child their sentence is about. They can
and non-linear circle the child in the picture if they don’t know the characters’
print and digital names.
texts by using 4. Feed back on each sentence as a whole class, so pairs can
appropriate check their answers.
reading strategies
5. Tell pupils they are going to make a game. There are several
steps to making the game:
Put a model on the board, which describes children in Student’s
Book, p.29. e.g.
They’re not doing gymnastics. They’re not skateboarding.
Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which
children these sentences are about.
85
Primary Year 3 SK Scheme of Work
Draw pupils’ attention to the Grammar Box at the top of the
page. Focus attention on the contraction
(they are = they’re and others) and remind pupils to punctuate
their sentences carefully.
6. Give each pupil a small piece of paper. Individually, they write
a similar sentence(s) about a child on p.29 on the paper.You
could have pupils write one, two or three negative sentences,
depending on time. Support weaker pupils carefully.
7. Put pupils in groups. The groups collect the papers from each
pupil, and put them face-down on the table.
In turns, each pupil turns over a paper, reads it aloud and says
which character they think it is from Student’s Book, p.29.
Pupils can point to the characters or describe them if they don’t
know their names. They win a point if they are right.
8. Collect the papers so you can check them. Circle/underline any
mistakes in a coloured pen so pupils can check it themselves.
Post-lesson
9. Read some of the papers for pupils to guess as a whole class,
or you could 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.
Sentences for cut ups (one per pair)
He / isn’t / playing / table tennis.
She / isn’t / doing / gymnastics.
They / aren’t / skateboarding.
She / isn’t / dancing.
86
Primary Year 3 SK Scheme of Work
Draw pupils’ attention to the Grammar Box at the top of the
page. Focus attention on the contraction
(they are = they’re and others) and remind pupils to punctuate
their sentences carefully.
6. Give each pupil a small piece of paper. Individually, they write
a similar sentence(s) about a child on p.29 on the paper.You
could have pupils write one, two or three negative sentences,
depending on time. Support weaker pupils carefully.
7. Put pupils in groups. The groups collect the papers from each
pupil, and put them face-down on the table.
In turns, each pupil turns over a paper, reads it aloud and says
which character they think it is from Student’s Book, p.29.
Pupils can point to the characters or describe them if they don’t
know their names. They win a point if they are right.
8. Collect the papers so you can check them. Circle/underline any
mistakes in a coloured pen so pupils can check it themselves.
Post-lesson
9. Read some of the papers for pupils to guess as a whole class,
or you could 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.
Sentences for cut ups (one per pair)
He / isn’t / playing / table tennis.
She / isn’t / doing / gymnastics.
They / aren’t / skateboarding.
She / isn’t / dancing.
86
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 42 (Language Arts 8) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values
happening now, sports vocabulary
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will create a song in small groups.
Main Skill Main Skill Words and music to Differentiate learning according to the
Language Arts 5.3 Language Arts Pre-lesson the song One finger, needs of your pupils and class. Please
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep see the seven differentiation strategies:
imaginative Respond introduction that suits your pupils’ needs and interests and that will moving (see below) listed in the introduction.
response to imaginatively and introduce the topic of the lesson (sports vocabulary).
literary texts intelligibly through Lesson delivery
creating simple 2. Ask pupils to work in pairs. One pupil says the name of a sport, and
action songs on the other pupil mimes doing
familiar topics. 3. the sport. Pupils then swap roles and continue in this way, taking turns
Other imaginative to name and mime sports.
responses as 4. Sing the first two verses of the song One finger one thumb keep
appropriate. moving. Finish at We’re doing gymnastics. Ask pupils to move their
fingers, thumbs and arms as they sing the song, and to mime the
Complementary Complementary sports in any way they choose.
Skill Skill 5. Write verses 3 and 4 on the board, or give pupils a handout.
Speaking Speaking 6. Put pupils into groups of 4–5 and ask them to choose new words and
2.1 2.1.5 actions for verses 3 and 4, and to practise their song (see worksheet
Communicate Describe people below).
simple information and objects using
intelligibly suitable words Post-lesson
and phrases 7. Pupils perform their songs with actions for their classmates.
87
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 42 (Language Arts 8) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values
happening now, sports vocabulary
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will create a song in small groups.
Main Skill Main Skill Words and music to Differentiate learning according to the
Language Arts 5.3 Language Arts Pre-lesson the song One finger, needs of your pupils and class. Please
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep see the seven differentiation strategies:
imaginative Respond introduction that suits your pupils’ needs and interests and that will moving (see below) listed in the introduction.
response to imaginatively and introduce the topic of the lesson (sports vocabulary).
literary texts intelligibly through Lesson delivery
creating simple 2. Ask pupils to work in pairs. One pupil says the name of a sport, and
action songs on the other pupil mimes doing
familiar topics. 3. the sport. Pupils then swap roles and continue in this way, taking turns
Other imaginative to name and mime sports.
responses as 4. Sing the first two verses of the song One finger one thumb keep
appropriate. moving. Finish at We’re doing gymnastics. Ask pupils to move their
fingers, thumbs and arms as they sing the song, and to mime the
Complementary Complementary sports in any way they choose.
Skill Skill 5. Write verses 3 and 4 on the board, or give pupils a handout.
Speaking Speaking 6. Put pupils into groups of 4–5 and ask them to choose new words and
2.1 2.1.5 actions for verses 3 and 4, and to practise their song (see worksheet
Communicate Describe people below).
simple information and objects using
intelligibly suitable words Post-lesson
and phrases 7. Pupils perform their songs with actions for their classmates.
87
Primary Year 3 SK Scheme of Work
One finger one thumb keep moving – music sheet
(Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )
Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm
Dany Rosevear.
One finger one thumb keep moving – words
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
We’re catching the ball We’re _______________________________
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re doing gymnastics We’re _______________________________
88
Primary Year 3 SK Scheme of Work
One finger one thumb keep moving – music sheet
(Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )
Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm
Dany Rosevear.
One finger one thumb keep moving – words
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
We’re catching the ball We’re _______________________________
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re doing gymnastics We’re _______________________________
88
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 43 (Listening 9) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values
negative statements
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. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
1.2 1.2.2 suits your pupils’ needs and interests and that will review language and prepare p.29 your pupils and class. Please
Understand meaning Understand with pupils for the lesson. see the seven differentiation
in a variety of familiar support specific Teacher’s Book, strategies listed in the
contexts information and Lesson delivery p.51 introduction. Please also
details of short 2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the consider the following:
simple texts children in the picture. They should stop you when they hear you make a Choose the example(s) you
Complementary mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Skill Use language pupils know: you are supporting the pupils
Writing Complementary who most need it. This will
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can see help them work more
with appropriate Writing two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
language form and 4.3.3 3. Follow instructions for Activity 3 (Teacher’s Book, p.51). greater sense of
style for a range of Plan, draft and write achievement.
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
themselves. work with you to help less
proficient pupils in the class
Ask pupils to re-write their sentences in their notebooks. Remind them that they with their redrafting.
should pay attention to spelling, punctuation and neatness in this final version. If
pupils made no mistakes, they could either focus on neatness or they could add Fast finishers can write more
one or more new sentences to their writing. sentences or write about
another person.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English.
5. Collect the notebooks to look at and make a note yourself of pupils’
performance and effort in the redrafting process.
Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.
89
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 43 (Listening 9) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values
negative statements
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. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
1.2 1.2.2 suits your pupils’ needs and interests and that will review language and prepare p.29 your pupils and class. Please
Understand meaning Understand with pupils for the lesson. see the seven differentiation
in a variety of familiar support specific Teacher’s Book, strategies listed in the
contexts information and Lesson delivery p.51 introduction. Please also
details of short 2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the consider the following:
simple texts children in the picture. They should stop you when they hear you make a Choose the example(s) you
Complementary mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Skill Use language pupils know: you are supporting the pupils
Writing Complementary who most need it. This will
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can see help them work more
with appropriate Writing two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
language form and 4.3.3 3. Follow instructions for Activity 3 (Teacher’s Book, p.51). greater sense of
style for a range of Plan, draft and write achievement.
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
themselves. work with you to help less
proficient pupils in the class
Ask pupils to re-write their sentences in their notebooks. Remind them that they with their redrafting.
should pay attention to spelling, punctuation and neatness in this final version. If
pupils made no mistakes, they could either focus on neatness or they could add Fast finishers can write more
one or more new sentences to their writing. sentences or write about
another person.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English.
5. Collect the notebooks to look at and make a note yourself of pupils’
performance and effort in the redrafting process.
Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.
89
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30 according to the needs of
Communicate Describe people your pupils and class.
simple information and objects using Lesson delivery Teacher’s Book, p.51–53 Please see the seven
intelligibly suitable words and 2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Prepare a set of cards to differentiation strategies
phrases Teacher’s Book, p.51). demonstrate the activity listed in the introduction.
Complementary (Student’s Book p.125) Please also consider the
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the instructions following:
Listening 1.2 Skill for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play Scissors for pupils Choose pupils who are
Understand Listening 1.2.5 the Speaking & Listening game in pairs. confident personalities to
meaning in a Understand a wide Monitor carefully as pupils work to see how they communicate, how come to the front of the
variety of familiar range of short accurately they use and pronounce the sentences. Give feedback on class for the Post-lesson
contexts supported questions some common errors at the end of activities without saying which pupils activity. If they are less
proficient in English, that
made the mistakes.
will also help motivate
4. Collect the cards from pupils or ask them to keep them for use in later them. They do not need to
lessons. speak much in front of the
class, just mime.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
90
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30 according to the needs of
Communicate Describe people your pupils and class.
simple information and objects using Lesson delivery Teacher’s Book, p.51–53 Please see the seven
intelligibly suitable words and 2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Prepare a set of cards to differentiation strategies
phrases Teacher’s Book, p.51). demonstrate the activity listed in the introduction.
Complementary (Student’s Book p.125) Please also consider the
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the instructions following:
Listening 1.2 Skill for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play Scissors for pupils Choose pupils who are
Understand Listening 1.2.5 the Speaking & Listening game in pairs. confident personalities to
meaning in a Understand a wide Monitor carefully as pupils work to see how they communicate, how come to the front of the
variety of familiar range of short accurately they use and pronounce the sentences. Give feedback on class for the Post-lesson
contexts supported questions some common errors at the end of activities without saying which pupils activity. If they are less
proficient in English, that
made the mistakes.
will also help motivate
4. Collect the cards from pupils or ask them to keep them for use in later them. They do not need to
lessons. speak much in front of the
class, just mime.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
90
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review according to the
Understand a variety Understand the main vocabulary (see Teacher’s Book, p. 57, Optional activity). Student’s Book, needs of your pupils
of linear and non- idea of short simple Lesson delivery p.32–33 and class. Please see
linear print and digital texts the seven
texts by using 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, Teacher’s Book, differentiation
appropriate reading including the word table tennis. Ask pupils if they play any of these sports, including p.56–57 strategies listed in the
strategies Complementary Skill table tennis, and/or if they think it is an easy or difficult sport. introduction. Please
Writing 4.3.2 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) also consider the
Complementary Spell an increased 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell following:
Skill range of familiar high you about a time when they have done/experienced this. You could ask some/a
Writing 4.3 frequency words group(s) of pupils to
Communicate with accurately in guided 5. Learning diaries: write some questions
appropriate language writing Ask pupils to think back on their learning so far this week. In their learning diary, about the story for
form and style for a they can write: each other to answer.
range of purposes in New words I remember Some examples are
print and digital given on p.57 of the
media Activities I enjoyed Teacher’s Book.
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)
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 could replace the post-lesson
activity but shouldn’t be set for homework.
Post-lesson
6. Ask pupils about their favourite sports or choose a post-lesson task from the list to
review sports vocabulary.
91
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review according to the
Understand a variety Understand the main vocabulary (see Teacher’s Book, p. 57, Optional activity). Student’s Book, needs of your pupils
of linear and non- idea of short simple Lesson delivery p.32–33 and class. Please see
linear print and digital texts the seven
texts by using 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, Teacher’s Book, differentiation
appropriate reading including the word table tennis. Ask pupils if they play any of these sports, including p.56–57 strategies listed in the
strategies Complementary Skill table tennis, and/or if they think it is an easy or difficult sport. introduction. Please
Writing 4.3.2 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) also consider the
Complementary Spell an increased 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell following:
Skill range of familiar high you about a time when they have done/experienced this. You could ask some/a
Writing 4.3 frequency words group(s) of pupils to
Communicate with accurately in guided 5. Learning diaries: write some questions
appropriate language writing Ask pupils to think back on their learning so far this week. In their learning diary, about the story for
form and style for a they can write: each other to answer.
range of purposes in New words I remember Some examples are
print and digital given on p.57 of the
media Activities I enjoyed Teacher’s Book.
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)
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 could replace the post-lesson
activity but shouldn’t be set for homework.
Post-lesson
6. Ask pupils about their favourite sports or choose a post-lesson task from the list to
review sports vocabulary.
91
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 46 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a game using the cards from Lesson 44. You could look at the pre-lesson Student’s Book, according to the needs of
Communicate Plan, draft and write tasks list for ideas. p.31 your pupils and class.
with appropriate an increased range Please see the seven
language form of simple sentences Lesson delivery Teacher’s Book, differentiation strategies
and style for a 2. Review the cards as a whole class, by following the instructions in Warm up p.54–55 listed in the introduction.
range of purposes (Teacher’s Book, p.54). Sets of cards from Please also consider the
in print and digital Complementary Lesson 44 following:
media Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read Pupils will take different
Speaking 2.3.1 the instructions silently before you read them aloud. Have them look at the Poster paper, times to draw and colour
Complementary Narrate very short pictures. Ask questions to check their understanding, e.g. What is she cutting? scissors, colour their pictures. Set a time
Skill basic stories and What is she drawing? Is she writing now? pens/pencils per limit.
Speaking 2.3 events 4. When pupils have finished, ask them to write about their pictures on the back of pupil
Communicate their picture. Small papers for With large classes, try
appropriately to a labelling pictures, Activity 2 in groups.
small or large 5. Follow instructions for Activity 2 (Teacher’s Book, p.54). glue
group
6. When pupils have finished, ask them to exchange their pictures with a partner.
Have the partners check their writing.
7. Give out the small papers. Pupils redraft their writing on the papers and stick it
to the front of the picture.
8. Display the pictures in the classroom.
Post-lesson
9. Play the Optional activity (Teacher’s Book, p.54).
92
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 46 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a game using the cards from Lesson 44. You could look at the pre-lesson Student’s Book, according to the needs of
Communicate Plan, draft and write tasks list for ideas. p.31 your pupils and class.
with appropriate an increased range Please see the seven
language form of simple sentences Lesson delivery Teacher’s Book, differentiation strategies
and style for a 2. Review the cards as a whole class, by following the instructions in Warm up p.54–55 listed in the introduction.
range of purposes (Teacher’s Book, p.54). Sets of cards from Please also consider the
in print and digital Complementary Lesson 44 following:
media Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read Pupils will take different
Speaking 2.3.1 the instructions silently before you read them aloud. Have them look at the Poster paper, times to draw and colour
Complementary Narrate very short pictures. Ask questions to check their understanding, e.g. What is she cutting? scissors, colour their pictures. Set a time
Skill basic stories and What is she drawing? Is she writing now? pens/pencils per limit.
Speaking 2.3 events 4. When pupils have finished, ask them to write about their pictures on the back of pupil
Communicate their picture. Small papers for With large classes, try
appropriately to a labelling pictures, Activity 2 in groups.
small or large 5. Follow instructions for Activity 2 (Teacher’s Book, p.54). glue
group
6. When pupils have finished, ask them to exchange their pictures with a partner.
Have the partners check their writing.
7. Give out the small papers. Pupils redraft their writing on the papers and stick it
to the front of the picture.
8. Display the pictures in the classroom.
Post-lesson
9. Play the Optional activity (Teacher’s Book, p.54).
92
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON: 47 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Right now
LANGUAGE/GRAMMAR FOCUS: Sports vocabulary
CROSS-CURRICULAR ELEMENT: Creativity and Innovation
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will make and share a jigsaw.
Main Skill Main Skill Jigsaw template, either draw it or Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson see available template at: according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the www.timvandevall.com/templates/ your pupils and class.
imaginative Respond introduction that suits your pupils’ needs and interests and that will make-your-own-jigsaw-puzzle- Please see the seven
response to imaginatively and review and introduce sports vocabulary. templates/ differentiation strategies
literary texts intelligibly through Lesson delivery Scissors (one pair of scissors per listed in the introduction.
creating simple 2. Divide pupils into four equal groups. Ask them to stand up, come to the 5 pupils in your class) Please also consider the
action songs on front of the class, and make four lines facing the board. Tell them that following:
familiar topics. they will take turns to write the names of sports, and that they will get a Fast finishers can create
Other imaginative point if they spell the sport correctly. an extra jigsaw if time and
responses as 3. Give the first pupil in each line a piece of chalk or board pen. Tell resources allow.
appropriate. them to write the name of a sport: other pupils in the line can help with
spelling if necessary, but only the pupil with the chalk/pen can write.
Complementary Complementary 4. When that pupil has written a sport, they give the chalk/pen to the
Skill Skill second pupil in the line, who writes a new sport. Continue in this way
Writing 4.3 Writing 4.3.2 for 3 minutes or so.
Communicate Spell an increased 5. Stop and check the spelling of the sports, and give points for correct
with appropriate range of familiar spellings.
language form high frequency 6. Give each pupil the jigsaw template.
and style for a words accurately 7. Ask pupils to draw pictures of sports on the top row of the jigsaw
range of purposes in guided writing template, and to write the name of each sport underneath on the
in print and digital second row. They can use the words on the board to help if necessary.
media 8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match
sports with pictures.
93
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON: 47 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Right now
LANGUAGE/GRAMMAR FOCUS: Sports vocabulary
CROSS-CURRICULAR ELEMENT: Creativity and Innovation
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will make and share a jigsaw.
Main Skill Main Skill Jigsaw template, either draw it or Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson see available template at: according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the www.timvandevall.com/templates/ your pupils and class.
imaginative Respond introduction that suits your pupils’ needs and interests and that will make-your-own-jigsaw-puzzle- Please see the seven
response to imaginatively and review and introduce sports vocabulary. templates/ differentiation strategies
literary texts intelligibly through Lesson delivery Scissors (one pair of scissors per listed in the introduction.
creating simple 2. Divide pupils into four equal groups. Ask them to stand up, come to the 5 pupils in your class) Please also consider the
action songs on front of the class, and make four lines facing the board. Tell them that following:
familiar topics. they will take turns to write the names of sports, and that they will get a Fast finishers can create
Other imaginative point if they spell the sport correctly. an extra jigsaw if time and
responses as 3. Give the first pupil in each line a piece of chalk or board pen. Tell resources allow.
appropriate. them to write the name of a sport: other pupils in the line can help with
spelling if necessary, but only the pupil with the chalk/pen can write.
Complementary Complementary 4. When that pupil has written a sport, they give the chalk/pen to the
Skill Skill second pupil in the line, who writes a new sport. Continue in this way
Writing 4.3 Writing 4.3.2 for 3 minutes or so.
Communicate Spell an increased 5. Stop and check the spelling of the sports, and give points for correct
with appropriate range of familiar spellings.
language form high frequency 6. Give each pupil the jigsaw template.
and style for a words accurately 7. Ask pupils to draw pictures of sports on the top row of the jigsaw
range of purposes in guided writing template, and to write the name of each sport underneath on the
in print and digital second row. They can use the words on the board to help if necessary.
media 8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match
sports with pictures.
93
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
(be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your A chant or song focusing Differentiate learning
Writing 4.2 Writing 4.2.4 lesson consolidates and extends language areas needed by your pupils. You on present continuous. according to the needs of
Communicate Describe people might consider using some of the material as a homework task, if appropriate. You can choose your pupils and class.
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s something suitable for Please see the seven
intelligibly for a suitable words and Book p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice your pupils that they will differentiation strategies
range of purposes phrases of activities. enjoy and find useful. listed in the introduction.
in print and digital Get Smart plus 3 Please also consider the
media Pre-lesson following:
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book p.34 You could add some
Skill that suits your pupils’ needs and interests and that will review language Teacher’s Book p.58–59 activities from Student’s
Complementary Listening 1.1.1 and prepare pupils for the lesson. Book, p.34 to provide
Skill Recognise and Worksheets (see below) extra practice with
Listening 1.1 reproduce with Lesson delivery problematic language or
Recognise and support a range of 2. Play the chant or song and have pupils mime the action. You can choose for fast finishers.
reproduce target target language or write your own chant or song, or use one of:
language sounds phonemes https://www.youtube.com/watch?v=OYimASoZ6oI You could ask some
pupils to create some
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en review activities for the
https://www.youtube.com/watch?v=Dl8g2pZ82ME . class.
You can change the words to these chants to suit your pupils’ needs and
the focus of the lesson.
3. Encourage pupils to sing/chant along on the second listening. Drawing
attention to the contractions that the chant uses/doesn’t use and review
these. You could review these on the board if necessary. Pay close
attention to pupils’ pronunciation of these.
4. Ask pupils to look at Part A on the worksheet (see below). They should
read the sentences and write Yes if they are correct and No if they are not.
Answers:
1. Yes; 2. No; 3. Yes; 4. No; 5. No
94
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
(be + -ing)
Values
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your A chant or song focusing Differentiate learning
Writing 4.2 Writing 4.2.4 lesson consolidates and extends language areas needed by your pupils. You on present continuous. according to the needs of
Communicate Describe people might consider using some of the material as a homework task, if appropriate. You can choose your pupils and class.
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s something suitable for Please see the seven
intelligibly for a suitable words and Book p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice your pupils that they will differentiation strategies
range of purposes phrases of activities. enjoy and find useful. listed in the introduction.
in print and digital Get Smart plus 3 Please also consider the
media Pre-lesson following:
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book p.34 You could add some
Skill that suits your pupils’ needs and interests and that will review language Teacher’s Book p.58–59 activities from Student’s
Complementary Listening 1.1.1 and prepare pupils for the lesson. Book, p.34 to provide
Skill Recognise and Worksheets (see below) extra practice with
Listening 1.1 reproduce with Lesson delivery problematic language or
Recognise and support a range of 2. Play the chant or song and have pupils mime the action. You can choose for fast finishers.
reproduce target target language or write your own chant or song, or use one of:
language sounds phonemes https://www.youtube.com/watch?v=OYimASoZ6oI You could ask some
pupils to create some
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en review activities for the
https://www.youtube.com/watch?v=Dl8g2pZ82ME . class.
You can change the words to these chants to suit your pupils’ needs and
the focus of the lesson.
3. Encourage pupils to sing/chant along on the second listening. Drawing
attention to the contractions that the chant uses/doesn’t use and review
these. You could review these on the board if necessary. Pay close
attention to pupils’ pronunciation of these.
4. Ask pupils to look at Part A on the worksheet (see below). They should
read the sentences and write Yes if they are correct and No if they are not.
Answers:
1. Yes; 2. No; 3. Yes; 4. No; 5. No
94
Primary Year 3 SK Scheme of Work
5. Draw pupils’ attention to the grammar explanation on the worksheet. Build
some model sentences to show pupils how to form the present
continuous. It is better not to use too many grammar words in your
explanation but to show them what you mean with examples.
6. Ask them to rewrite the sentences so they are all correct in Part B on the
worksheet. Check answers as a class or in pairs/groups.
7. Use cards to review the question forms. Play a game in pairs to practise
them if necessary.
8. Ask pupils to complete the questions in Part C. They relate to Part A of the
worksheet. Check answers as a class or in pairs/groups.
Post-lesson
9. Ask pupils to think about what they have learned in Unit 3 and how well
they feel they know the language now. They should complete the How did
I do in Unit 3? self-assessment section of the worksheet.
10. 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.
95
Primary Year 3 SK Scheme of Work
5. Draw pupils’ attention to the grammar explanation on the worksheet. Build
some model sentences to show pupils how to form the present
continuous. It is better not to use too many grammar words in your
explanation but to show them what you mean with examples.
6. Ask them to rewrite the sentences so they are all correct in Part B on the
worksheet. Check answers as a class or in pairs/groups.
7. Use cards to review the question forms. Play a game in pairs to practise
them if necessary.
8. Ask pupils to complete the questions in Part C. They relate to Part A of the
worksheet. Check answers as a class or in pairs/groups.
Post-lesson
9. Ask pupils to think about what they have learned in Unit 3 and how well
they feel they know the language now. They should complete the How did
I do in Unit 3? self-assessment section of the worksheet.
10. 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.
95
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 48
Part A
Look at the sentences. Are they correct? Write Yes or No. Yes/No
1. She’s playing tennis.
2. They’s watching TV.
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics.
5. Yes, he’s. Robbie play tennis.
How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Part C
Complete the questions.
1. What is she ________? 4. Is Siti ________ __________?
2. What ________ they doing? 5. Is ________ ________ tennis?
3. ________ Mira and Jack ________ tennis?
Self-assessment:
How did I do in Unit 3?
In English, I know how to:
say what I’m doing now Great! [ ] OK [ ] A little [ ]
say what other people are doing now Great! [ ] OK [ ] A little [ ]
ask about what people are doing Great! [ ] OK [ ] A little [ ]
talk about different sports and activities Great! [ ] OK [ ] A little [ ]
talk about jobs to do in the house Great! [ ] OK [ ] A little [ ]
96
Primary Year 3 SK Scheme of Work
UNIT 4
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability
describing weather, seasons, favourites
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 needs of
Listening 1.2 Listening 1.2.1 1. Ask pupils what the weather is like today. Review or teach the necessary Student’s Book, your pupils and class.
Understand Understand with vocabulary. p.35 Please see the seven
meaning in a variety support the main Lesson delivery differentiation strategies
of familiar contexts idea of short Teacher’s Book, listed in the introduction.
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm p.60 Please also consider the
up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in following:
Complementary a cold country in winter?; Have you seen snow before? Flashcards of
Skill Complementary 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. seasons If the final circle activity is
Speaking 2.2 Skill Use this as a chance to see how much vocabulary pupils know on the topic of difficult to manage with
Use appropriate Speaking 2.2.1 weather. Do an extra review activity if necessary. your class, or you have
communication Keep interaction 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils pupils who prefer not to
strategies going in short to tell each other what their favourite season is. speak in front of the whole
exchanges by class, you could try this in
repeating key 5. Have pupils stand in lines or in a circle. They should play a chain game: small groups. Try
words from the Pupil A: My favourite season is x. nominating one pupil in
other speaker Pupil B: x? My favourite season is y / My favourite season is x too. each group to come to you
Pupil C: y? My favourite season is z. / My favourite season is y too. for instructions and
returning to the group to
Model the language clearly before starting, using different pupils who share explain what to do.
and do not share favourites.
Post-lesson Review more weather
vocabulary at the
6. Ask pupils to mime the weather as they listen to the song again (see TPR beginning of the lesson
activity, Teacher’s Book, p.60). with some or all of your
pupils if you think this is
necessary.
97
Primary Year 3 SK Scheme of Work
UNIT 4
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability
describing weather, seasons, favourites
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 needs of
Listening 1.2 Listening 1.2.1 1. Ask pupils what the weather is like today. Review or teach the necessary Student’s Book, your pupils and class.
Understand Understand with vocabulary. p.35 Please see the seven
meaning in a variety support the main Lesson delivery differentiation strategies
of familiar contexts idea of short Teacher’s Book, listed in the introduction.
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm p.60 Please also consider the
up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in following:
Complementary a cold country in winter?; Have you seen snow before? Flashcards of
Skill Complementary 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. seasons If the final circle activity is
Speaking 2.2 Skill Use this as a chance to see how much vocabulary pupils know on the topic of difficult to manage with
Use appropriate Speaking 2.2.1 weather. Do an extra review activity if necessary. your class, or you have
communication Keep interaction 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils pupils who prefer not to
strategies going in short to tell each other what their favourite season is. speak in front of the whole
exchanges by class, you could try this in
repeating key 5. Have pupils stand in lines or in a circle. They should play a chain game: small groups. Try
words from the Pupil A: My favourite season is x. nominating one pupil in
other speaker Pupil B: x? My favourite season is y / My favourite season is x too. each group to come to you
Pupil C: y? My favourite season is z. / My favourite season is y too. for instructions and
returning to the group to
Model the language clearly before starting, using different pupils who share explain what to do.
and do not share favourites.
Post-lesson Review more weather
vocabulary at the
6. Ask pupils to mime the weather as they listen to the song again (see TPR beginning of the lesson
activity, Teacher’s Book, p.60). with some or all of your
pupils if you think this is
necessary.
97
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability
describing weather, seasons, favourites
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.35 according to the needs
Communicate Ask about and suits your pupils’ needs and interests and that will review weather and of your pupils and
simple information express basic seasons vocabulary. Teacher’s Book, p.60 class. Please see the
intelligibly opinions Plain paper, 4 pieces per seven differentiation
Lesson delivery group of 4 strategies listed in the
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch introduction. Please
Complementary Skill and listen as they do this to see how well they remember the key vocabulary. also consider the
Skill Listening 1.2.2 following:
Listening 1.2 Understand with 3. Explain to pupils that in many countries in the world, the seasons have Pupils may have
Understand support specific weather as described in the song. You can also explain that in some different and
meaning in a information and countries, the school year starts in September (e.g. European countries), unexpected ideas when
variety of familiar details of short which is autumn. In other countries (e.g. Japan), it starts in the spring, April. brainstorming.
contexts simple texts Ask pupils to tell you when the school year starts in Malaysia and if they know Encourage these and
when it starts in any other countries. Ask pupils to look at the song words and support them with the
think about how it might be different for Malaysia. necessary language.
4. Put pupils in groups of four. Give each group four pieces of paper. Check that Stretch more proficient
all pupils know the names of the seasons. Ask pupils to write the name of a pupils by encouraging
season on each one. Pupils then brainstorm vocabulary and ideas for each of them to then use it in
the different seasons. They write one word/phrase/idea on the paper and then the Speaking activity.
pass it to their neighbour, who writes another idea, and so on. They needn’t
focus on accuracy here, just to get their ideas. Offer help where you can or
suggest they write in their first language if necessary and you can supply the
English later.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow
the instructions for Activity 2 (Teacher’s Book, p.60).
Post-lesson
7. Learning diaries:
98
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability
describing weather, seasons, favourites
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.35 according to the needs
Communicate Ask about and suits your pupils’ needs and interests and that will review weather and of your pupils and
simple information express basic seasons vocabulary. Teacher’s Book, p.60 class. Please see the
intelligibly opinions Plain paper, 4 pieces per seven differentiation
Lesson delivery group of 4 strategies listed in the
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch introduction. Please
Complementary Skill and listen as they do this to see how well they remember the key vocabulary. also consider the
Skill Listening 1.2.2 following:
Listening 1.2 Understand with 3. Explain to pupils that in many countries in the world, the seasons have Pupils may have
Understand support specific weather as described in the song. You can also explain that in some different and
meaning in a information and countries, the school year starts in September (e.g. European countries), unexpected ideas when
variety of familiar details of short which is autumn. In other countries (e.g. Japan), it starts in the spring, April. brainstorming.
contexts simple texts Ask pupils to tell you when the school year starts in Malaysia and if they know Encourage these and
when it starts in any other countries. Ask pupils to look at the song words and support them with the
think about how it might be different for Malaysia. necessary language.
4. Put pupils in groups of four. Give each group four pieces of paper. Check that Stretch more proficient
all pupils know the names of the seasons. Ask pupils to write the name of a pupils by encouraging
season on each one. Pupils then brainstorm vocabulary and ideas for each of them to then use it in
the different seasons. They write one word/phrase/idea on the paper and then the Speaking activity.
pass it to their neighbour, who writes another idea, and so on. They needn’t
focus on accuracy here, just to get their ideas. Offer help where you can or
suggest they write in their first language if necessary and you can supply the
English later.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow
the instructions for Activity 2 (Teacher’s Book, p.60).
Post-lesson
7. Learning diaries:
98
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)
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.
99
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)
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.
99
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask pupils p.36 of your pupils and
variety of linear main idea of short what the day and month are today. class. Please see the
and non-linear simple texts Lesson delivery Teacher’s Book, seven differentiation
print and digital p.62 strategies listed in the
texts by using 2. Write the day and month on the board. Ask pupils how well they remember the days introduction. Please
appropriate and months in English. Ask one or two pupils if they can recall them for you. Cut up days of the also consider the
following:
reading strategies Complementary 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and week & months of
Skill count down. Review the months and days and check their answers. the year Group more proficient
Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain pupils in separate
Complementary Narrate very short how we know it’s autumn (leaves on the ground), including having some pupils groups to less proficient
Skill basic stories and perform to the class. pupils. Give months to
Speaking 2.3 events the more proficient and
Communicate 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note days to the less
appropriately to a any difficulty or confusion. proficient to put in
small or large 6. Feed back on their performance and review language by writing on the board: order.
group in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. 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.
100
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask pupils p.36 of your pupils and
variety of linear main idea of short what the day and month are today. class. Please see the
and non-linear simple texts Lesson delivery Teacher’s Book, seven differentiation
print and digital p.62 strategies listed in the
texts by using 2. Write the day and month on the board. Ask pupils how well they remember the days introduction. Please
appropriate and months in English. Ask one or two pupils if they can recall them for you. Cut up days of the also consider the
following:
reading strategies Complementary 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and week & months of
Skill count down. Review the months and days and check their answers. the year Group more proficient
Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain pupils in separate
Complementary Narrate very short how we know it’s autumn (leaves on the ground), including having some pupils groups to less proficient
Skill basic stories and perform to the class. pupils. Give months to
Speaking 2.3 events the more proficient and
Communicate 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note days to the less
appropriately to a any difficulty or confusion. proficient to put in
small or large 6. Feed back on their performance and review language by writing on the board: order.
group in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. 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.
100
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: on + day of the week
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs Student’s Book, according to the
Communicate with Spell an increased can remember and act it out for the class. p.36–37 needs of your pupils
appropriate range of familiar Lesson delivery and class. Please see
language form and high frequency Teacher’s Book, the seven
style for a range of words accurately in 2. To review spelling of days of the week, play a team board game. Divide the class into p.63 differentiation
purposes in print guided writing four or five groups. One pupil from each group at a time should come to the board. Say Magnetic letters strategies listed in the
and digital media a day of the week and the pupils at the board should arrange the magnetic letters to introduction. Please
write the word. The fastest team to spell it accurately wins a point. Continue for each Worksheet for also consider the
Complementary pupil in the team. diaries (see following:
Complementary Skill 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well below) Remind pupils they
Skill Speaking 2.1.2 pupils can spell the days of the week. Review any problematic spellings after the can write two or more
Speaking 2.1 Find out about and activity. words. More proficient
Communicate describe basic When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
simple information everyday routines sentences.
intelligibly 4. Elicit from pupils other activities they may have during the week. Write these on the
board. Talk to pupils about the activities they do. You could ask fast
5. Give out the worksheet (see below) and ask pupils to write two or more activities in My finishers to help you
Diary. Monitor carefully and help with vocabulary and spelling. monitor and check
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have spellings.
badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this
rd
is in the 3 person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
101
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: on + day of the week
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs Student’s Book, according to the
Communicate with Spell an increased can remember and act it out for the class. p.36–37 needs of your pupils
appropriate range of familiar Lesson delivery and class. Please see
language form and high frequency Teacher’s Book, the seven
style for a range of words accurately in 2. To review spelling of days of the week, play a team board game. Divide the class into p.63 differentiation
purposes in print guided writing four or five groups. One pupil from each group at a time should come to the board. Say Magnetic letters strategies listed in the
and digital media a day of the week and the pupils at the board should arrange the magnetic letters to introduction. Please
write the word. The fastest team to spell it accurately wins a point. Continue for each Worksheet for also consider the
Complementary pupil in the team. diaries (see following:
Complementary Skill 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well below) Remind pupils they
Skill Speaking 2.1.2 pupils can spell the days of the week. Review any problematic spellings after the can write two or more
Speaking 2.1 Find out about and activity. words. More proficient
Communicate describe basic When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
simple information everyday routines sentences.
intelligibly 4. Elicit from pupils other activities they may have during the week. Write these on the
board. Talk to pupils about the activities they do. You could ask fast
5. Give out the worksheet (see below) and ask pupils to write two or more activities in My finishers to help you
Diary. Monitor carefully and help with vocabulary and spelling. monitor and check
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have spellings.
badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this
rd
is in the 3 person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
101
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