Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 52



A. My Diary

Write two or more activities in your week.

Monday Tuesday Wednesday








Thursday Friday Saturday Sunday









B. My Friend’s Diary
Listen to your partner and write their diary.

Monday Tuesday Wednesday Thursday








Friday Saturday Sunday






































102

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about

the seasons
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create and perform an action song about seasons
Main Skill Main Skill in groups. A copy of the Differentiate learning according to
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and
Express an 5.3.1 Pre-lesson next page) and a class. Please see the seven
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the copy of the words on differentiation strategies listed in
response to imaginatively and introduction that suits your pupils’ needs and interests and that will the board or on a the introduction. Please also
literary texts intelligibly through introduce the topic of warm and cool seasons. handout consider the following:
creating simple Lesson delivery You could ask more proficient
action songs on 2. Teach pupils to sing the Seasons song words to the tune of Frère pupils or groups to create a
familiar topics. Jacques (see below). second set of actions for their
Other imaginative 3. Ask them to choose actions for the song and perform the song again song if they finish quickly.
responses as with the actions.
appropriate. 4. Elicit the pattern of the song from pupils:

Complementary Complementary  Name of season x2
Skill Skill  Adjectives x2
Speaking 2.3 Speaking 2.3.1  -ing verbs x3
Communicate Narrate very short  With our friends x2
appropriately to a basic stories and 5. Now put pupils into groups of 4–5 and ask them to choose new words
small or large events and actions for the song, and to practise their song. They can choose
group a song either about the warm season or the cool season if they prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.


Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.

Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.







103

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about

the seasons
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create and perform an action song about seasons
Main Skill Main Skill in groups. A copy of the Differentiate learning according to
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and
Express an 5.3.1 Pre-lesson next page) and a class. Please see the seven
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the copy of the words on differentiation strategies listed in
response to imaginatively and introduction that suits your pupils’ needs and interests and that will the board or on a the introduction. Please also
literary texts intelligibly through introduce the topic of warm and cool seasons. handout consider the following:
creating simple Lesson delivery You could ask more proficient
action songs on 2. Teach pupils to sing the Seasons song words to the tune of Frère pupils or groups to create a
familiar topics. Jacques (see below). second set of actions for their
Other imaginative 3. Ask them to choose actions for the song and perform the song again song if they finish quickly.
responses as with the actions.
appropriate. 4. Elicit the pattern of the song from pupils:

Complementary Complementary  Name of season x2
Skill Skill  Adjectives x2
Speaking 2.3 Speaking 2.3.1  -ing verbs x3
Communicate Narrate very short  With our friends x2
appropriately to a basic stories and 5. Now put pupils into groups of 4–5 and ask them to choose new words
small or large events and actions for the song, and to practise their song. They can choose
group a song either about the warm season or the cool season if they prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.


Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.

Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.







103

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time


expression: on + days of the week; adverbs of frequency


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand Understand with pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 of your pupils and
meaning in a support specific games, tennis, cinema. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, seven differentiation
contexts details of short p.63 strategies listed in the
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it Worksheet (see introduction. Please
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have below) also consider the
following:
Complementary Complementary karate on Monday; I never play computer games. Consider introducing more adverbs if
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
3.
Speaking 2.1 Speaking 2.1.2 Ask pupils to tell their partner how often and when they do the activities. exchanging
Communicate Find out about 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). information, encourage
simple information and describe basic more proficient pupils
intelligibly everyday routines 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from to use full sentences.
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s Expect less language
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
from lower proficiency
6. Pupils exchange the information in pairs so they have a complete worksheet. They should pupils.
do this by speaking to each other to communicate the information, but they should not
look at each other’s worksheets. If pupils lack
confidence they can
7. Collect the worksheets and review pupils’ work. See how well they have remembered to check each answer
spell the words and how well they have achieved the Listening task. Make notes of
common mistakes and of pupils’ progress. (sentence) with their
partner‘s worksheet as
Post-lesson they do the activity.
8. 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.









104

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time


expression: on + days of the week; adverbs of frequency


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand Understand with pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 of your pupils and
meaning in a support specific games, tennis, cinema. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, seven differentiation
contexts details of short p.63 strategies listed in the
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it Worksheet (see introduction. Please
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have below) also consider the
following:
Complementary Complementary karate on Monday; I never play computer games. Consider introducing more adverbs if
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
3.
Speaking 2.1 Speaking 2.1.2 Ask pupils to tell their partner how often and when they do the activities. exchanging
Communicate Find out about 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). information, encourage
simple information and describe basic more proficient pupils
intelligibly everyday routines 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from to use full sentences.
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s Expect less language
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
from lower proficiency
6. Pupils exchange the information in pairs so they have a complete worksheet. They should pupils.
do this by speaking to each other to communicate the information, but they should not
look at each other’s worksheets. If pupils lack
confidence they can
7. Collect the worksheets and review pupils’ work. See how well they have remembered to check each answer
spell the words and how well they have achieved the Listening task. Make notes of
common mistakes and of pupils’ progress. (sentence) with their
partner‘s worksheet as
Post-lesson they do the activity.
8. 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.









104

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 54

A. Sue’s Diary



Monday Tuesday Wednesday








Thursday Friday Saturday Sunday









B. Bob’s Diary


Monday Tuesday Wednesday








Thursday Friday Saturday Sunday













105

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 54

A. Sue’s Diary



Monday Tuesday Wednesday








Thursday Friday Saturday Sunday









B. Bob’s Diary


Monday Tuesday Wednesday








Thursday Friday Saturday Sunday













105

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 55 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time


expressions (birth month): It’s in + month


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 2.1 Speaking 2.1.2 1. Play a word game that focuses on the current month. You could Student’s Book, p.37 needs of your pupils and class. Please
Communicate Find out about and choose an appropriate pre-lesson activity from the list in the see the seven differentiation strategies
simple information describe basic introduction that suits your pupils’ needs and interests. Teacher’s Book, p.63 listed in the introduction. Please also
intelligibly everyday routines Month word cards (one consider the following:
Lesson delivery per pupil) If you have a more proficient class, you
2. Give each pupil a month word card. Ask all the pupils with could introduce giving the date of their
Complementary Complementary January to raise their hand/card, then February and so on. Elicit A wrapped-up present birthday, which uses on. Explain why it
Skill Skill the order of the months as you go. Card and coloured is on and not in (it is a precise day).
Writing 4.1 Writing 4.1.2 pends & pencils for
Form letters and Begin to use cursive 3. Have pupils stand up and say the months on their cards in birthday cards, if time. Some pupils may say a full sentence in
words in neat handwriting in a order, without modelling. Repeat, but a little faster and continue Activity 5, while others may give a short
legible print using limited range of as necessary, making this a fun drill. answer. However, encourage them all
cursive writing written work to use in.
4. Follow the instructions in the Teacher’s Book (p.63) for Activity
4.
5. Show pupils the present, ask them when we give presents.
Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the
month of their birthday and go and stand by it. Ask pupils, by
month When’s your birthday? Pupils reply It’s in x.
7. Remind pupils which month it is. Give the present to the pupils
whose birthday it is this month and say Happy birthday!
8. Have pupils mingle (walk around the room) to ask each other
when their birthday is. Set a time limit or a number of pupils to
ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage
pupils to check the spelling of the months, to remember the
capital letters and to practise writing in cursive.




106

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 55 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time


expressions (birth month): It’s in + month


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 2.1 Speaking 2.1.2 1. Play a word game that focuses on the current month. You could Student’s Book, p.37 needs of your pupils and class. Please
Communicate Find out about and choose an appropriate pre-lesson activity from the list in the see the seven differentiation strategies
simple information describe basic introduction that suits your pupils’ needs and interests. Teacher’s Book, p.63 listed in the introduction. Please also
intelligibly everyday routines Month word cards (one consider the following:
Lesson delivery per pupil) If you have a more proficient class, you
2. Give each pupil a month word card. Ask all the pupils with could introduce giving the date of their
Complementary Complementary January to raise their hand/card, then February and so on. Elicit A wrapped-up present birthday, which uses on. Explain why it
Skill Skill the order of the months as you go. Card and coloured is on and not in (it is a precise day).
Writing 4.1 Writing 4.1.2 pends & pencils for
Form letters and Begin to use cursive 3. Have pupils stand up and say the months on their cards in birthday cards, if time. Some pupils may say a full sentence in
words in neat handwriting in a order, without modelling. Repeat, but a little faster and continue Activity 5, while others may give a short
legible print using limited range of as necessary, making this a fun drill. answer. However, encourage them all
cursive writing written work to use in.
4. Follow the instructions in the Teacher’s Book (p.63) for Activity
4.
5. Show pupils the present, ask them when we give presents.
Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the
month of their birthday and go and stand by it. Ask pupils, by
month When’s your birthday? Pupils reply It’s in x.
7. Remind pupils which month it is. Give the present to the pupils
whose birthday it is this month and say Happy birthday!
8. Have pupils mingle (walk around the room) to ask each other
when their birthday is. Set a time limit or a number of pupils to
ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage
pupils to check the spelling of the months, to remember the
capital letters and to practise writing in cursive.




106

Primary Year 3 SK Scheme of Work
10. If you have time, show pupils how to make a birthday card. Ask
pupils to make birthday cards for a friend or family member who
has a birthday soon
If you notice pupils are not using the preposition, encourage
them to do so, even if they are not using a full sentence.
Post-lesson
11. Learning diaries:
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
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.
























107

Primary Year 3 SK Scheme of Work
10. If you have time, show pupils how to make a birthday card. Ask
pupils to make birthday cards for a friend or family member who
has a birthday soon
If you notice pupils are not using the preposition, encourage
them to do so, even if they are not using a full sentence.
Post-lesson
11. Learning diaries:
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
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.
























107

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 56 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time


& Citizenship
expressions: in + month/season


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that focuses on familiar your pupils and class.
variety of linear information and foreign countries. Teacher’s Book, p.64–65 Please see the seven
and non-linear details of short A large world map differentiation strategies
print and digital simple texts Lesson delivery listed in the introduction.
texts by using 2. Put the world map on the board/wall and ask pupils to gather around it. Vocabulary flashcards Please also consider the
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book following:
reading strategies and Thailand. Talk about major world countries and include Australia p.38 cut up (and stuck on Consider the roles
and Canada, asking pupils to show you where they are, if they can. the walls around the room carefully, so that the
Complementary before the lesson). Two or manager is a capable pupil
Complementary Skill 3. Introduce and practise the vocabulary using the flashcards. Using the three copies of each text. in the group. Provide visual
Skill Speaking 2.2.2 map, ask pupils in which countries they might find these things. Accept or oral prompts if your
Speaking 2.2 Ask for attention or different suitable answers. Ask pupils if we find these things in Malaysia. Worksheet (see below, one class is mainly low
Use appropriate help from a teacher 4. Follow the Teacher’s Book (p.64) for Vocabulary. per group) proficiency to help them
communication or classmate by carry out step 5.
strategies using suitable 5. *Make sure the texts are stuck on the wall for this stage of the lesson.
questions Show pupils the pictures on Student’s Book, p.38. Ask them which Review expressions for
country they think each is. Tell pupils they will read about the three asking for help or
countries. They will work in teams of four to read together. Assign roles – clarification and leave them
three of the pupils are runners, they will read about one of the countries on the board if necessary.
each; the fourth pupil is the manager. The manager stays at the desk Support pupils with
with the worksheet (see below). The manager reads the sentences different questions as they
about the countries to the relevant team member, who runs to their text read the texts on the wall.
on the wall to find out if it is true or false. They return to the manager and
tell them. The runners should not see the worksheet and the manager
should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.



108

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 56 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time


& Citizenship
expressions: in + month/season


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that focuses on familiar your pupils and class.
variety of linear information and foreign countries. Teacher’s Book, p.64–65 Please see the seven
and non-linear details of short A large world map differentiation strategies
print and digital simple texts Lesson delivery listed in the introduction.
texts by using 2. Put the world map on the board/wall and ask pupils to gather around it. Vocabulary flashcards Please also consider the
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book following:
reading strategies and Thailand. Talk about major world countries and include Australia p.38 cut up (and stuck on Consider the roles
and Canada, asking pupils to show you where they are, if they can. the walls around the room carefully, so that the
Complementary before the lesson). Two or manager is a capable pupil
Complementary Skill 3. Introduce and practise the vocabulary using the flashcards. Using the three copies of each text. in the group. Provide visual
Skill Speaking 2.2.2 map, ask pupils in which countries they might find these things. Accept or oral prompts if your
Speaking 2.2 Ask for attention or different suitable answers. Ask pupils if we find these things in Malaysia. Worksheet (see below, one class is mainly low
Use appropriate help from a teacher 4. Follow the Teacher’s Book (p.64) for Vocabulary. per group) proficiency to help them
communication or classmate by carry out step 5.
strategies using suitable 5. *Make sure the texts are stuck on the wall for this stage of the lesson.
questions Show pupils the pictures on Student’s Book, p.38. Ask them which Review expressions for
country they think each is. Tell pupils they will read about the three asking for help or
countries. They will work in teams of four to read together. Assign roles – clarification and leave them
three of the pupils are runners, they will read about one of the countries on the board if necessary.
each; the fourth pupil is the manager. The manager stays at the desk Support pupils with
with the worksheet (see below). The manager reads the sentences different questions as they
about the countries to the relevant team member, who runs to their text read the texts on the wall.
on the wall to find out if it is true or false. They return to the manager and
tell them. The runners should not see the worksheet and the manager
should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.



108

Primary Year 3 SK Scheme of Work
7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. 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.


Worksheet for Lesson 56

Find and read. Circle True or False.

1. February is summer in Canada. True False

2. It’s hot in December in Australia. True False

3. Thailand has four seasons. True False
4. People go skiing in Canada. True False

5. People like the sea in Australia. True False

6. People wear clothes for hot weather in Thailand. True False




























109

Primary Year 3 SK Scheme of Work
7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. 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.


Worksheet for Lesson 56

Find and read. Circle True or False.

1. February is summer in Canada. True False

2. It’s hot in December in Australia. True False

3. Thailand has four seasons. True False
4. People go skiing in Canada. True False

5. People like the sea in Australia. True False

6. People wear clothes for hot weather in Thailand. True False




























109

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 57 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review

& Citizenship


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. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.38 according to the needs
Communicate with Plan, draft and write suits your pupils’ needs and interests and that will review language and prepare of your pupils and
appropriate an increased range pupils for the lesson. Poster paper per class. Please see the
language form and of simple sentences Lesson delivery group seven differentiation
style for a range of strategies listed in the
purposes in print Complementary 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, Flashcards for introduction. Please
and digital media Skill common activities and clothes related to Malaysia and/or your own local area. common activities, also consider the
Listening 1.2.5 3. Ask questions and talk to pupils about these aspects of their own country. weather, clothes etc. following:
Understand a wide Remember to use different questions for different pupils. Consider assigning
Complementary range of short 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will Pictures from roles for different pupils
Skill supported questions make posters about Malaysia. First have pupils work together to write three or magazines/internet in each group, e.g.
Listening 1.2 four sentences about Malaysia on a piece of paper or in a notebook. They can etc. writer, designer, artist
Understand use the texts on Student’s Book, p.38 as models. etc. which will let each
meaning in a Glue, colour pens, pupil work to their
variety of familiar 5. In groups, pupils make their posters so that they match the sentences they have paper strength and abilities.
contexts written with the pictures. Then they add the sentences to their posters. While
they are working in their groups, monitor and check on progress. Check their Take care that any
sentences and work with each group to help them improve the sentences by questions you ask
asking questions and eliciting language so that they can write it in the final support and stretch
version on the poster. pupils.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and
encourage pupils to tell you what they like about each one.










110

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 57 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review

& Citizenship


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. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.38 according to the needs
Communicate with Plan, draft and write suits your pupils’ needs and interests and that will review language and prepare of your pupils and
appropriate an increased range pupils for the lesson. Poster paper per class. Please see the
language form and of simple sentences Lesson delivery group seven differentiation
style for a range of strategies listed in the
purposes in print Complementary 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, Flashcards for introduction. Please
and digital media Skill common activities and clothes related to Malaysia and/or your own local area. common activities, also consider the
Listening 1.2.5 3. Ask questions and talk to pupils about these aspects of their own country. weather, clothes etc. following:
Understand a wide Remember to use different questions for different pupils. Consider assigning
Complementary range of short 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will Pictures from roles for different pupils
Skill supported questions make posters about Malaysia. First have pupils work together to write three or magazines/internet in each group, e.g.
Listening 1.2 four sentences about Malaysia on a piece of paper or in a notebook. They can etc. writer, designer, artist
Understand use the texts on Student’s Book, p.38 as models. etc. which will let each
meaning in a Glue, colour pens, pupil work to their
variety of familiar 5. In groups, pupils make their posters so that they match the sentences they have paper strength and abilities.
contexts written with the pictures. Then they add the sentences to their posters. While
they are working in their groups, monitor and check on progress. Check their Take care that any
sentences and work with each group to help them improve the sentences by questions you ask
asking questions and eliciting language so that they can write it in the final support and stretch
version on the poster. pupils.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and
encourage pupils to tell you what they like about each one.










110

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 58 (Language Arts 11) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs

innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a diamond poem about the hot season in their area.
Main Skill Main Skill Diamond poem (see Differentiate learning
Language Arts Language Arts Pre-lesson below) on the board according to the needs of
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that or as a handout your pupils and class.
Express an Respond suits your pupils’ needs and interests and that will review language and prepare Hot season diamond Please see the seven
imaginative imaginatively and pupils for the lesson. poem template (see differentiation strategies
response to intelligibly through below) listed in the introduction.
literary texts creating simple Lesson delivery
action songs on 2. Show pupils the diamond poem (see below), check or teach the meaning of
familiar topics. skating and icy, and ask them to guess if the missing words at the top and bottom
Other imaginative are Winter or Hot season.
responses as 3. Check the answer [Winter].
appropriate. 4. Elicit the pattern of the diamond poem with pupils. This is:

Complementary Noun
Complementary Skill Adjective Adjective
Skill Writing Verb Verb Verb
Writing 4.3.2 Noun Noun Noun Noun
4.3 Spell an increased Verb Verb Verb
Communicate range of familiar Adjective Adjective
with appropriate high frequency Noun
language form words accurately 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
and style for a in guided writing 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and
range of purposes write their suggestions on the board under the appropriate heading.
in print and digital 7. Ask pupils to work in pairs. Give them the hot season diamond template as a
media handout, or ask them to copy from the board.
8. Ask the pairs to make their own diamond poem about the hot season. They can
use words from the board and their own ideas.
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.








111

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)


LESSON: 58 (Language Arts 11) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs

innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a diamond poem about the hot season in their area.
Main Skill Main Skill Diamond poem (see Differentiate learning
Language Arts Language Arts Pre-lesson below) on the board according to the needs of
5.3 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that or as a handout your pupils and class.
Express an Respond suits your pupils’ needs and interests and that will review language and prepare Hot season diamond Please see the seven
imaginative imaginatively and pupils for the lesson. poem template (see differentiation strategies
response to intelligibly through below) listed in the introduction.
literary texts creating simple Lesson delivery
action songs on 2. Show pupils the diamond poem (see below), check or teach the meaning of
familiar topics. skating and icy, and ask them to guess if the missing words at the top and bottom
Other imaginative are Winter or Hot season.
responses as 3. Check the answer [Winter].
appropriate. 4. Elicit the pattern of the diamond poem with pupils. This is:

Complementary Noun
Complementary Skill Adjective Adjective
Skill Writing Verb Verb Verb
Writing 4.3.2 Noun Noun Noun Noun
4.3 Spell an increased Verb Verb Verb
Communicate range of familiar Adjective Adjective
with appropriate high frequency Noun
language form words accurately 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
and style for a in guided writing 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and
range of purposes write their suggestions on the board under the appropriate heading.
in print and digital 7. Ask pupils to work in pairs. Give them the hot season diamond template as a
media handout, or ask them to copy from the board.
8. Ask the pairs to make their own diamond poem about the hot season. They can
use words from the board and their own ideas.
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.








111

Primary Year 3 SK Scheme of Work
Diamond poem

_______
Snowy, cold.

Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
Staying inside, keeping warm, sleeping

Icy, windy
_______




Hot season diamond poem template

Hot season
_______ _______

_______ _______ _______
_______ _______ _______ _______
_______ _______ _______

_______ _______
Hot season



















112

Primary Year 3 SK Scheme of Work
Diamond poem

_______
Snowy, cold.

Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
Staying inside, keeping warm, sleeping

Icy, windy
_______




Hot season diamond poem template

Hot season
_______ _______

_______ _______ _______
_______ _______ _______ _______
_______ _______ _______

_______ _______
Hot season



















112

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)


LESSON: 59 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +

& Citizenship
country/city


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary. p.116 needs of your pupils
meaning in a support specific Lesson delivery and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 differentiation
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where World map (if you strategies listed in the
the countries are. Try to include the six countries on Student’s Book, p.116. Write the have a large class, introduction. Please
Complementary names of the countries on the board and leave them there. have one map per also consider the
Skill Complementary 3. Introduce the concept of time zones using the time at the moment compared to large group of following:
Reading 3.2 Skill another city pupils know of and some of the places from the previous activity. pupils) You could have
Understand a Reading 3.2.1 some/all pupils work
variety of linear Understand the 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, in pairs to read and
and non-linear main idea of short morning/afternoon/evening). Ask them to show you on the map where it is one per pupil) guess the places on
print and digital simple texts morning/afternoon/night. Review these words as necessary. Sticky the labels.
texts by using 5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. tape/tack/pins
appropriate
reading strategies Pupils listen carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.




113

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)


LESSON: 59 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +

& Citizenship
country/city


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary. p.116 needs of your pupils
meaning in a support specific Lesson delivery and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 differentiation
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where World map (if you strategies listed in the
the countries are. Try to include the six countries on Student’s Book, p.116. Write the have a large class, introduction. Please
Complementary names of the countries on the board and leave them there. have one map per also consider the
Skill Complementary 3. Introduce the concept of time zones using the time at the moment compared to large group of following:
Reading 3.2 Skill another city pupils know of and some of the places from the previous activity. pupils) You could have
Understand a Reading 3.2.1 some/all pupils work
variety of linear Understand the 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use Labels (see below, in pairs to read and
and non-linear main idea of short morning/afternoon/evening). Ask them to show you on the map where it is one per pupil) guess the places on
print and digital simple texts morning/afternoon/night. Review these words as necessary. Sticky the labels.
texts by using 5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. tape/tack/pins
appropriate
reading strategies Pupils listen carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.




113

Primary Year 3 SK Scheme of Work
Materials for Lesson 59



Labels:



_______________ _______________ _______________

It’s four in the morning. It’s It’s twelve noon. It’s raining. It’s eight in the evening. It’s
snowing. cloudy.




_______________ _______________ _______________

It’s six in the morning. It’s It’s two in the afternoon. It’s It’s nine at night. It’s cold.
windy. sunny and hot.




























114

Primary Year 3 SK Scheme of Work
Materials for Lesson 59



Labels:



_______________ _______________ _______________

It’s four in the morning. It’s It’s twelve noon. It’s raining. It’s eight in the evening. It’s
snowing. cloudy.




_______________ _______________ _______________

It’s six in the morning. It’s It’s two in the afternoon. It’s It’s nine at night. It’s cold.
windy. sunny and hot.




























114

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 60 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time


expressions: in + season/period


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 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.39 according to the needs of
Communicate Find out about and that suits your pupils’ needs and interests and that will review language and your pupils and class.
simple information describe basic prepare pupils for the lesson by introducing/reviewing the word holiday. Teacher’s Book, p.65 Please see the seven
intelligibly everyday routines Check their understanding of the word by asking them when the school Sports flashcards (add differentiation strategies
holidays are in the year. sports that pupils may listed in the introduction.
Complementary do in the holidays) Please also consider the
Complementary Skill Lesson delivery following:
Skill Speaking 2. Review and introduce the sports and activities vocabulary from this and Think about the interests of
Speaking 2.1.5 some previous lessons. Add any that you think pupils may do during the the pupils in your class and
2.1 Describe people school holidays or other times of the year. include vocabulary relevant
Communicate and objects using to them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
intelligibly phrases holidays. the lesson where you ask
pupils to identify their
For sports they do not do (e.g. probably the three on Student’s Book, p.39),
ask them if they have ever seen these sports, where people do them etc. favourite sport/activity for
the holiday or a particular
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). time of year.
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a For the final activity, ask
good idea for pupils to ask each other what they do in the school pupils when their favourite
holidays/rainy season/etc, rather than the summer, depending on your time of year / season is
context. and make that the focus of
the circle activity.
5. Play the mime game in small groups sitting in circles:

Pupil 1: Mimes a sport/activity (e.g. swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school
holidays, and I… (Pupil 3 mimes a sport/activity)
And so on…


115

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 60 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time


expressions: in + season/period


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 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.39 according to the needs of
Communicate Find out about and that suits your pupils’ needs and interests and that will review language and your pupils and class.
simple information describe basic prepare pupils for the lesson by introducing/reviewing the word holiday. Teacher’s Book, p.65 Please see the seven
intelligibly everyday routines Check their understanding of the word by asking them when the school Sports flashcards (add differentiation strategies
holidays are in the year. sports that pupils may listed in the introduction.
Complementary do in the holidays) Please also consider the
Complementary Skill Lesson delivery following:
Skill Speaking 2. Review and introduce the sports and activities vocabulary from this and Think about the interests of
Speaking 2.1.5 some previous lessons. Add any that you think pupils may do during the the pupils in your class and
2.1 Describe people school holidays or other times of the year. include vocabulary relevant
Communicate and objects using to them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
intelligibly phrases holidays. the lesson where you ask
pupils to identify their
For sports they do not do (e.g. probably the three on Student’s Book, p.39),
ask them if they have ever seen these sports, where people do them etc. favourite sport/activity for
the holiday or a particular
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). time of year.
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a For the final activity, ask
good idea for pupils to ask each other what they do in the school pupils when their favourite
holidays/rainy season/etc, rather than the summer, depending on your time of year / season is
context. and make that the focus of
the circle activity.
5. Play the mime game in small groups sitting in circles:

Pupil 1: Mimes a sport/activity (e.g. swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school
holidays, and I… (Pupil 3 mimes a sport/activity)
And so on…


115

Primary Year 3 SK Scheme of Work
Monitor closely and help as pupils do the Speaking activities. Note any
concerns you have about individual pupils as well as any common
problems. Give feedback based on these notes at the end of the lesson and
be ready to review language or vocabulary next lesson, as appropriate.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
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.






























116

Primary Year 3 SK Scheme of Work
Monitor closely and help as pupils do the Speaking activities. Note any
concerns you have about individual pupils as well as any common
problems. Give feedback based on these notes at the end of the lesson and
be ready to review language or vocabulary next lesson, as appropriate.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
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.






























116

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

WEEK: LESSON: 61 (Reading 12) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

TOPIC: Year in, year out
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of prepositions


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. 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that will review language Student’s Book, p.40 your pupils and class.
variety of linear information and and prepare pupils for the lesson. Please see the seven
and non-linear details of short Lesson delivery Teacher’s Book, p.66–67 differentiation strategies
print and digital simple texts listed in the introduction.
texts by using 2. Play a team game where pupils brainstorm vocabulary on the main topics Coins Please also consider the
appropriate in this lesson (months, days, seasons, clothes, weather, countries). following:
reading strategies Complementary 3. Review any key vocabulary that has not come up in the previous activity. Try to have a mix of
Skill Introduce the word boots (see Student’s Book, p.40). proficiency in the groups
Reading. 3.1 4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can so that pupils can support
Complementary Read and enjoy A1 choose their own counters (e.g. a pen lid, a rubber, a small paper ball). each other as they play
Skill fiction/non-fiction the game.
Reading. 3.3 print and digital Monitor as pupils play the game, but allow them to relax and enjoy the
Read texts of interest activity so that they are reading for pleasure, without really noticing they Modify the Venn diagram
independently for are reading. This will also encourage pupils to work together and help Optional activity so that it
information and each other. suits seasons in your
enjoyment 5. Continue with the Optional activity on Teacher’s Book, p.67. You could do local context and your
this for other topics. local culture.
Post-lesson
6. 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.













117

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

WEEK: LESSON: 61 (Reading 12) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

TOPIC: Year in, year out
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of prepositions


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. 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that will review language Student’s Book, p.40 your pupils and class.
variety of linear information and and prepare pupils for the lesson. Please see the seven
and non-linear details of short Lesson delivery Teacher’s Book, p.66–67 differentiation strategies
print and digital simple texts listed in the introduction.
texts by using 2. Play a team game where pupils brainstorm vocabulary on the main topics Coins Please also consider the
appropriate in this lesson (months, days, seasons, clothes, weather, countries). following:
reading strategies Complementary 3. Review any key vocabulary that has not come up in the previous activity. Try to have a mix of
Skill Introduce the word boots (see Student’s Book, p.40). proficiency in the groups
Reading. 3.1 4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can so that pupils can support
Complementary Read and enjoy A1 choose their own counters (e.g. a pen lid, a rubber, a small paper ball). each other as they play
Skill fiction/non-fiction the game.
Reading. 3.3 print and digital Monitor as pupils play the game, but allow them to relax and enjoy the
Read texts of interest activity so that they are reading for pleasure, without really noticing they Modify the Venn diagram
independently for are reading. This will also encourage pupils to work together and help Optional activity so that it
information and each other. suits seasons in your
enjoyment 5. Continue with the Optional activity on Teacher’s Book, p.67. You could do local context and your
this for other topics. local culture.
Post-lesson
6. 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.













117

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 62 (Writing 12) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions


Innovation; ICT


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.41 according to the needs of
Communicate Describe people that suits your pupils’ needs and interests and that will review language your pupils and class. Please
basic information and objects using and prepare pupils for the lesson by reviewing the names of the six Teacher’s Book, p.68–9 see the seven differentiation
intelligibly for a suitable words and countries. Computers strategies listed in the
range of purposes phrases Lesson delivery introduction. Please also
in print and digital Magazines and/or a consider the following:
media Note: This lesson is based on the project on Student’s Book, p.41. printer Set a specific number of
pictures or information to find
Complementary 2. Divide pupils into five or six groups, depending on the size of your class. on the country so that there
Complementary Skill There should be 4–6 pupils in each group. is enough time in the lesson.
Skill Speaking 2.2.2 3. Tell pupils they will find out about a country and make a collage. You
Speaking 2.2 Ask for attention or can show pupils the example of Student’s Book, p.41 Activity 2 so they At the writing stage, you
Use appropriate help from a teacher know what to do. could either have a more
communication or classmate by proficient pupil in the group
strategies using suitable 4. Assign roles to pupils in the group or have pupils decide between be the main writer (and
questions themselves. At least one: others contribute) or,
preferably, you could ask
 researcher (to look on the computer for information about the each pupil to write one/two
country*) sentences each, so they
 designer (to decide which pictures go where) share the writing.
 cutter & sticker (to cut out pictures and stick them to the collage)
 writer (to annotate the picture).
5. Have groups choose a country. First they should decide what
information to find out about. Allow all pupils to work briefly on the
computer to start finding out basic information about the country before
the ‘researcher’ takes over and the others do their tasks.
*Select, in advance, websites that are safe and are simple to follow, that
pupils can use to find information e.g. www.kiddle.co or
www.kidzsearch.com


118

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 62 (Writing 12) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions


Innovation; ICT


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.41 according to the needs of
Communicate Describe people that suits your pupils’ needs and interests and that will review language your pupils and class. Please
basic information and objects using and prepare pupils for the lesson by reviewing the names of the six Teacher’s Book, p.68–9 see the seven differentiation
intelligibly for a suitable words and countries. Computers strategies listed in the
range of purposes phrases Lesson delivery introduction. Please also
in print and digital Magazines and/or a consider the following:
media Note: This lesson is based on the project on Student’s Book, p.41. printer Set a specific number of
pictures or information to find
Complementary 2. Divide pupils into five or six groups, depending on the size of your class. on the country so that there
Complementary Skill There should be 4–6 pupils in each group. is enough time in the lesson.
Skill Speaking 2.2.2 3. Tell pupils they will find out about a country and make a collage. You
Speaking 2.2 Ask for attention or can show pupils the example of Student’s Book, p.41 Activity 2 so they At the writing stage, you
Use appropriate help from a teacher know what to do. could either have a more
communication or classmate by proficient pupil in the group
strategies using suitable 4. Assign roles to pupils in the group or have pupils decide between be the main writer (and
questions themselves. At least one: others contribute) or,
preferably, you could ask
 researcher (to look on the computer for information about the each pupil to write one/two
country*) sentences each, so they
 designer (to decide which pictures go where) share the writing.
 cutter & sticker (to cut out pictures and stick them to the collage)
 writer (to annotate the picture).
5. Have groups choose a country. First they should decide what
information to find out about. Allow all pupils to work briefly on the
computer to start finding out basic information about the country before
the ‘researcher’ takes over and the others do their tasks.
*Select, in advance, websites that are safe and are simple to follow, that
pupils can use to find information e.g. www.kiddle.co or
www.kidzsearch.com


118

Primary Year 3 SK Scheme of Work
6. Monitor pupils carefully as they use the internet, especially if your
network is not protected. Help as necessary with search terms. Pupils
may need help to print out pictures and other resources or information
they find. They should avoid using texts they find because this is not
their language and other pupils may not understand it.
7. Have pupils create a collage. Set a fixed time limit for this activity
depending on the time you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Note that pupils should work reasonably independently in this lesson,
and should ask for your help in English when they need it. Move around
groups as they work and support them. Ask questions about their choice
of pictures for the collage as you monitor.
Post-lesson
9. Pupils display their collages and read their sentences for others to hear
and point to / find the correct collage. Encourage pupils to ask each
other questions about the countries.































119

Primary Year 3 SK Scheme of Work
6. Monitor pupils carefully as they use the internet, especially if your
network is not protected. Help as necessary with search terms. Pupils
may need help to print out pictures and other resources or information
they find. They should avoid using texts they find because this is not
their language and other pupils may not understand it.
7. Have pupils create a collage. Set a fixed time limit for this activity
depending on the time you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Note that pupils should work reasonably independently in this lesson,
and should ask for your help in English when they need it. Move around
groups as they work and support them. Ask questions about their choice
of pictures for the collage as you monitor.
Post-lesson
9. Pupils display their collages and read their sentences for others to hear
and point to / find the correct collage. Encourage pupils to ask each
other questions about the countries.































119

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;


Imagination
prepositions


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.3 Language Arts 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Express an Respond your pupils’ needs and interests and that focuses on climate and weather. Student’s Book, your pupils and class. Please
imaginative imaginatively and Lesson delivery p.42–43 see the seven differentiation
response to intelligibly through strategies listed in the
literary texts creating simple 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or Teacher’s Book, introduction. Please also
action songs on use a picture of a snow globe. Ask pupils if they have seen something like this p. 70–71 consider the following:
familiar topics. before. If pupils have a lot of
Complementary Other imaginative 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas A snow globe or difficulty writing freely, you
Skill responses as in note form on the board. large clear ball if could provide some models
Writing 4.2 appropriate 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell available of different kinds of
Communicate you about the picture. Let pupils read the texts on p.42. Choose some pupils to sentences on the board to
basic information read different characters’ parts. Ask pupils what they think will happen next. Magic globe give them some ideas. They
intelligibly for a Complementary worksheet (see can also look in the
range of purposes Skill 5. Have pupils read the second page of the story silently before playing the CD. below) Student’s Book (p.43) for
in print and digital Writing 4.2.4 Follow While reading and after reading suggestions (Teacher’s Book, p.70–71) for ideas.
media Describe people talking to pupils about the story. Elicit as much as possible. Ask pupils if they liked
and objects using the story. Let more proficient pupils
suitable words and 6. Ask pupils where they would like to go if they found a magic globe. Give pupils the write as much as they can,
phrases worksheet (below) and ask them to draw their ideas and to write at least one too.
sentence about it. They can give it a title or a name.
This is a free writing activity, which lets pupils write what they can. You can give
some suggestions, but it is a good opportunity for you to see how pupils can write
without a model. Support them and help them write what they want to about their
pictures.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity. Encourage
pupils to give feedback on what they like about others’ work.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths
and weaknesses in relation to what is covered in the unit. Give written comments
on their work, in a brightly coloured pen, making sure to be positive and offer
constructive help if necessary.

120

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;


Imagination
prepositions


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.3 Language Arts 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Express an Respond your pupils’ needs and interests and that focuses on climate and weather. Student’s Book, your pupils and class. Please
imaginative imaginatively and Lesson delivery p.42–43 see the seven differentiation
response to intelligibly through strategies listed in the
literary texts creating simple 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or Teacher’s Book, introduction. Please also
action songs on use a picture of a snow globe. Ask pupils if they have seen something like this p. 70–71 consider the following:
familiar topics. before. If pupils have a lot of
Complementary Other imaginative 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas A snow globe or difficulty writing freely, you
Skill responses as in note form on the board. large clear ball if could provide some models
Writing 4.2 appropriate 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell available of different kinds of
Communicate you about the picture. Let pupils read the texts on p.42. Choose some pupils to sentences on the board to
basic information read different characters’ parts. Ask pupils what they think will happen next. Magic globe give them some ideas. They
intelligibly for a Complementary worksheet (see can also look in the
range of purposes Skill 5. Have pupils read the second page of the story silently before playing the CD. below) Student’s Book (p.43) for
in print and digital Writing 4.2.4 Follow While reading and after reading suggestions (Teacher’s Book, p.70–71) for ideas.
media Describe people talking to pupils about the story. Elicit as much as possible. Ask pupils if they liked
and objects using the story. Let more proficient pupils
suitable words and 6. Ask pupils where they would like to go if they found a magic globe. Give pupils the write as much as they can,
phrases worksheet (below) and ask them to draw their ideas and to write at least one too.
sentence about it. They can give it a title or a name.
This is a free writing activity, which lets pupils write what they can. You can give
some suggestions, but it is a good opportunity for you to see how pupils can write
without a model. Support them and help them write what they want to about their
pictures.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity. Encourage
pupils to give feedback on what they like about others’ work.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths
and weaknesses in relation to what is covered in the unit. Give written comments
on their work, in a brightly coloured pen, making sure to be positive and offer
constructive help if necessary.

120

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 63


Name: _____________ Class: ______




























_________ _______

___________



___





________________________________













121

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 63


Name: _____________ Class: ______




























_________ _______

___________



___





________________________________













121

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from


Unit 4


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might consider using some of the material as a your focus: according to the needs
Communicate with Use capital letters, homework task, if appropriate. Get Smart plus 3 of your pupils and
appropriate full stops and Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s class. Please see the
language form question marks Book p.72–73) and/or consider offering pupils a choice of activities. Student’s Book, seven differentiation
and style for a appropriately in p.44 strategies listed in the
range of purposes guided writing at Pre-lesson Teacher’s Book, introduction. Please
in print and digital sentence level 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.72–73 also consider the
following:
media needs and interests and that will prepare pupils for the lesson.
Card, if possible, There is space on the
Complementary Lesson delivery or plain paper worksheet for another
Complementary Skill 2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in Picture of a girl question. More
Skill Speaking and on the other side on. proficient pupils can
Speaking 2.1.2 Worksheet (see write their own
2.1 Find out about 3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show below) question here. They
Communicate and describe that side of their card, if on they should show the other side. Say some sentences which can also ask more than
simple information basic everyday practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place Bell one friend.
intelligibly routines of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this
game difficult. Example sentences: Choose among these
and other available
I like to play tennis ___ spring. practice materials for
It’s my birthday ___ March. this Language
Awareness lesson,
Hassan and Zikri have football ___ Saturday afternoon. based on the needs
and interests of your
4. Ask pupils questions to elicit the rules for when we use in and on. class.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in
a survey. Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their
answers on the worksheet. They should write the answers following the model for Alya,
including punctuation.

122

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from


Unit 4


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might consider using some of the material as a your focus: according to the needs
Communicate with Use capital letters, homework task, if appropriate. Get Smart plus 3 of your pupils and
appropriate full stops and Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s class. Please see the
language form question marks Book p.72–73) and/or consider offering pupils a choice of activities. Student’s Book, seven differentiation
and style for a appropriately in p.44 strategies listed in the
range of purposes guided writing at Pre-lesson Teacher’s Book, introduction. Please
in print and digital sentence level 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.72–73 also consider the
following:
media needs and interests and that will prepare pupils for the lesson.
Card, if possible, There is space on the
Complementary Lesson delivery or plain paper worksheet for another
Complementary Skill 2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in Picture of a girl question. More
Skill Speaking and on the other side on. proficient pupils can
Speaking 2.1.2 Worksheet (see write their own
2.1 Find out about 3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show below) question here. They
Communicate and describe that side of their card, if on they should show the other side. Say some sentences which can also ask more than
simple information basic everyday practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place Bell one friend.
intelligibly routines of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this
game difficult. Example sentences: Choose among these
and other available
I like to play tennis ___ spring. practice materials for
It’s my birthday ___ March. this Language
Awareness lesson,
Hassan and Zikri have football ___ Saturday afternoon. based on the needs
and interests of your
4. Ask pupils questions to elicit the rules for when we use in and on. class.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in
a survey. Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their
answers on the worksheet. They should write the answers following the model for Alya,
including punctuation.

122

Primary Year 3 SK Scheme of Work
If you have extra time, you could ask pupils to write sentences about their partner in their
workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of the
worksheet.
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Worksheet for Lesson 64

A. Write words to finish the questions.
Question Alya Me My friend

When’s your b__________? It’s in May.
What’s your f__________ season? It’s winter.

What clothes do you w__________ in I wear a dress.
summer?
What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.



Self-assessment:

How did I do in Unit 4?

In English, I know how to:

 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]

 talk about seasons Great! [ ] OK [ ] A little [ ]

 talk about weather Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ] OK [ ] A little [ ]



123

Primary Year 3 SK Scheme of Work
If you have extra time, you could ask pupils to write sentences about their partner in their
workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of the
worksheet.
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Worksheet for Lesson 64

A. Write words to finish the questions.
Question Alya Me My friend

When’s your b__________? It’s in May.
What’s your f__________ season? It’s winter.

What clothes do you w__________ in I wear a dress.
summer?
What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.



Self-assessment:

How did I do in Unit 4?

In English, I know how to:

 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]

 talk about seasons Great! [ ] OK [ ] A little [ ]

 talk about weather Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ] OK [ ] A little [ ]



123

Primary Year 3 SK Scheme of Work
UNIT 5
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

WEEK: LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions of place


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.45 according to the needs of
Understand Understand with that suits your pupils’ needs and interests and that focuses on the word your pupils and class.
meaning in a support specific house. Teacher’s Book, p.74–5 Please see the seven
variety of familiar information and Flashcards of key differentiation strategies
contexts details of short Lesson delivery vocabulary listed in the introduction.
simple texts 2. Play Run and touch, where you say Touch the (window) and pupils run (or Please also consider the
walk) and touch the place. Use parts of the room vocabulary (door, floor following:
Complementary etc.) and then introduce prepositions behind and in front of. Extend to a You could ask some more
Skill Complementary game like Simon Says, where they only run and touch if you say please. confident pupils to become
Listening 1.2 Skill teacher in the first stage of
Understand Listening 1.2.1 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well the lesson (Run and Touch
meaning in a Understand with pupils already know the prepositions and modify your lesson plan game).
variety of familiar support the main accordingly.
contexts idea of short simple 4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time Now you know your pupils
texts pupils listen, they should point to the correct room in the house as they hear a little better, choose how
best they will work in a
it. review game (in pairs,
5. Review the key prepositions and vocabulary that you have noticed is new or small groups or as a whole
difficult for pupils by playing a group or whole class game. class).
Post-lesson
6. 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.









124

Primary Year 3 SK Scheme of Work
UNIT 5
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

WEEK: LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions of place


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.45 according to the needs of
Understand Understand with that suits your pupils’ needs and interests and that focuses on the word your pupils and class.
meaning in a support specific house. Teacher’s Book, p.74–5 Please see the seven
variety of familiar information and Flashcards of key differentiation strategies
contexts details of short Lesson delivery vocabulary listed in the introduction.
simple texts 2. Play Run and touch, where you say Touch the (window) and pupils run (or Please also consider the
walk) and touch the place. Use parts of the room vocabulary (door, floor following:
Complementary etc.) and then introduce prepositions behind and in front of. Extend to a You could ask some more
Skill Complementary game like Simon Says, where they only run and touch if you say please. confident pupils to become
Listening 1.2 Skill teacher in the first stage of
Understand Listening 1.2.1 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well the lesson (Run and Touch
meaning in a Understand with pupils already know the prepositions and modify your lesson plan game).
variety of familiar support the main accordingly.
contexts idea of short simple 4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time Now you know your pupils
texts pupils listen, they should point to the correct room in the house as they hear a little better, choose how
best they will work in a
it. review game (in pairs,
5. Review the key prepositions and vocabulary that you have noticed is new or small groups or as a whole
difficult for pupils by playing a group or whole class game. class).
Post-lesson
6. 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.









124

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

WEEK: LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends


TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions of place


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, according to the needs of your
Communicate Describe people Lesson delivery p.45, p.47 pupils and class. Please see
simple information and objects using the seven differentiation
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? Teacher’s Book, strategies listed in the
phrases to review and check understanding of the prepositions. If you notice that your p.74 introduction. Please also
pupils are finding these difficult at this stage, include another stage to review consider the following:
Complementary them further, such as a ‘listen and draw’ in their notebooks. Clothes While reviewing prepositions,
Skill 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). flashcards ask questions and use some
Listening 1.2 Complementary 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the mime to different pupils to help
Understand Skill flashcards. Play a game to practise the new vocabulary. them at their level of
meaning in a Listening 1.2.5 understanding. These might
variety of familiar Understand a wide 5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that be closed questions, e.g Is it
contexts range of short the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and behind the door (mime
supported questions some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to behind)? or What can you find
draw a dress and some trousers in the house. under your bed at home?
6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing
their books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and
are managing the target language
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.











125

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

WEEK: LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends


TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions of place


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, according to the needs of your
Communicate Describe people Lesson delivery p.45, p.47 pupils and class. Please see
simple information and objects using the seven differentiation
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? Teacher’s Book, strategies listed in the
phrases to review and check understanding of the prepositions. If you notice that your p.74 introduction. Please also
pupils are finding these difficult at this stage, include another stage to review consider the following:
Complementary them further, such as a ‘listen and draw’ in their notebooks. Clothes While reviewing prepositions,
Skill 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). flashcards ask questions and use some
Listening 1.2 Complementary 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the mime to different pupils to help
Understand Skill flashcards. Play a game to practise the new vocabulary. them at their level of
meaning in a Listening 1.2.5 understanding. These might
variety of familiar Understand a wide 5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that be closed questions, e.g Is it
contexts range of short the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and behind the door (mime
supported questions some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to behind)? or What can you find
draw a dress and some trousers in the house. under your bed at home?
6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing
their books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and
are managing the target language
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.











125

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;


possessive pronouns


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic and p.46 needs of your pupils
variety of linear information and prepare pupils for the lesson. and class. Please see
and non-linear details of short Teacher’s Book, the seven
print and digital simple texts Lesson delivery p.76 differentiation
texts by using 2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and strategies listed in the
appropriate some pupils and ask them to put them on the left side of the classroom if they are clothes clothes introduction. Please
also consider the
reading strategies Complementary and the right if they are furniture. flashcards
Skill following:
Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see For the mini
Complementary Spell an increased 4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary below) performance after the
Skill range of familiar in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need story, you could
Writing 4.3 high frequency work in pairs to categorise the words. They should write the words into the correct cloud, some encourage some
Communicate with words accurately in taking care to copy the spelling accurately. If there are still some new words in the dictionaries for pupils to change the
appropriate guided writing worksheet, you could ask pupils to use dictionaries to find the meanings of the new this lesson story a bit to include
language form and words. They can draw a small picture next to the word on their worksheet to show the different vocabulary.
style for a range of meaning if it is helpful.
purposes in print
and digital media Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that reviews at least one word pupils learned well and one
they have difficulty with.








126

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;


possessive pronouns


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic and p.46 needs of your pupils
variety of linear information and prepare pupils for the lesson. and class. Please see
and non-linear details of short Teacher’s Book, the seven
print and digital simple texts Lesson delivery p.76 differentiation
texts by using 2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and strategies listed in the
appropriate some pupils and ask them to put them on the left side of the classroom if they are clothes clothes introduction. Please
also consider the
reading strategies Complementary and the right if they are furniture. flashcards
Skill following:
Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see For the mini
Complementary Spell an increased 4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary below) performance after the
Skill range of familiar in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need story, you could
Writing 4.3 high frequency work in pairs to categorise the words. They should write the words into the correct cloud, some encourage some
Communicate with words accurately in taking care to copy the spelling accurately. If there are still some new words in the dictionaries for pupils to change the
appropriate guided writing worksheet, you could ask pupils to use dictionaries to find the meanings of the new this lesson story a bit to include
language form and words. They can draw a small picture next to the word on their worksheet to show the different vocabulary.
style for a range of meaning if it is helpful.
purposes in print
and digital media Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that reviews at least one word pupils learned well and one
they have difficulty with.








126

Primary Year 3 SK Scheme of Work
Worksheet for Lesson 67



Clothes or furniture?

Look at the words and write. Are they clothes or furniture?






Furniture
Clothes









socks armchair trousers wardrobe

bookcase dress desk fridge
shirt cupboard coat trainers













127