Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 87 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives
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 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Communicate Describe people your pupils’ needs and interests and that will review food vocabulary to prepare p.57 of your pupils and
simple information and objects using pupils for the lesson. class. Please see the
intelligibly suitable words and Teacher’s Book, seven differentiation
phrases Lesson delivery p.91 strategies listed in the
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils introduction. Please
Complementary also consider the
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill 4. Using their drawings, they should mingle to find out if another pupil(s) has the same Ask more proficient
Understand Listening 1.2.5 omelette as theirs. They should ask and answer questions to find this out, e.g. Are pupils to add more
meaning in a Understand a wide there any tomatoes in your omelette? If they find a partner, they should sit together. extra ingredients to
variety of familiar range of short For those who do not, they should try to find someone with a similar omelette and sit their omelettes in
contexts supported questions together. Activity 4.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We have pupils can use their
similar omelettes. There are/is… on my omelette, and on her omelette too / There pictures to show
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
152
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability
description; prepositions of place: from + country
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Lesson delivery Teacher’s Book, the seven
print and digital p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures strategies listed in the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per introduction. Please
reading strategies pupils about the kinds of food, where it might be from. group also consider the
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They following:
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Understand a Reading 3.2.2 another. challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate pupils to work together to write vocabulary from the texts into the mind map they
reading strategies have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
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.
153
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability
description; prepositions of place: from + country
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Lesson delivery Teacher’s Book, the seven
print and digital p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures strategies listed in the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per introduction. Please
reading strategies pupils about the kinds of food, where it might be from. group also consider the
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They following:
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Understand a Reading 3.2.2 another. challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate pupils to work together to write vocabulary from the texts into the mind map they
reading strategies have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
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.
153
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation
description; prepositions of place: from + country
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that Please see the seven differentiation
with appropriate an increased range will review language to prepare pupils for the lesson. Computers for internet strategies listed in the introduction.
language form of simple sentences Lesson delivery research or magazines Please also consider the following:
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from different modelling for writing. Encourage
in print and digital countries. You could ask groups to quickly present one of the Pictures of different pupils to help each other with the
media dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific 4. Ask pupils to do the matching activity (worksheet part A) in Encourage fast finishers to write
Understand a information and pairs. more, and maybe give their opinion of
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should check
print and digital online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish. They
reading strategies can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in
the classroom. Ask pupils which dishes sound yummy.
154
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation
description; prepositions of place: from + country
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and that Please see the seven differentiation
with appropriate an increased range will review language to prepare pupils for the lesson. Computers for internet strategies listed in the introduction.
language form of simple sentences Lesson delivery research or magazines Please also consider the following:
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from different modelling for writing. Encourage
in print and digital countries. You could ask groups to quickly present one of the Pictures of different pupils to help each other with the
media dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific 4. Ask pupils to do the matching activity (worksheet part A) in Encourage fast finishers to write
Understand a information and pairs. more, and maybe give their opinion of
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should check
print and digital online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish. They
reading strategies can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in
the classroom. Ask pupils which dishes sound yummy.
154
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 89
A. Look at the dishes. What are they? Which country do you think they come from?
Draw lines to match.
tacos India
sushi Italy
waffles Japan
spaghetti Mexico
samosa Belgium
155
Primary Year 3 SK Scheme of Work
B. Find out and write about a dish
Name of dish: ___________________________________
Country: ___________________________________
Ingredients:
______________________________________________________________________
Our dish:
156
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a chant about food.
Main Skill Main Skill Flashcards of food Differentiate
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order Copies of the to the needs of your
imaginative Respond i. Line 1: sugar Food train chant pupils and class.
response to imaginatively and ii. Line 2: peas and pineapple (see below) Please see the
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits seven differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
Other imaginative Lesson delivery
responses as 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
appropriate. starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
Complementary Complementary of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking pupils remember the words if necessary.
2.3 2.3.1 The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events pupils identify and practice the stress patterns.
group Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
157
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a chant about food.
Main Skill Main Skill Flashcards of food Differentiate
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order Copies of the to the needs of your
imaginative Respond i. Line 1: sugar Food train chant pupils and class.
response to imaginatively and ii. Line 2: peas and pineapple (see below) Please see the
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits seven differentiation
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
Other imaginative Lesson delivery
responses as 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
appropriate. starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
Complementary Complementary of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
Speaking Speaking pupils remember the words if necessary.
2.3 2.3.1 The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events pupils identify and practice the stress patterns.
group Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
157
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD 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 pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. p.59 needs of your pupils
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93 differentiation
simple texts questions such as Are there any..? strategies listed in the
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you introduction. Please
Complementary feed back. also consider the
Skill Complementary 4. Write the questions on the board: following:
Listening 1.2 Skill You could extend the
Understand Listening 1.2.5 a) Imagine. What’s in your crepe? questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an including cooking
questions vocabulary as a
answer for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note review here, if you
think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class about would benefit.
their partner.
You may want to fully
Post-lesson or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
New words I remember depending on the
Activities I enjoyed proficiency of your
A skill I did well in (L/S/R/W) pupils.
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils 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.
158
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD 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 pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. p.59 needs of your pupils
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93 differentiation
simple texts questions such as Are there any..? strategies listed in the
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you introduction. Please
Complementary feed back. also consider the
Skill Complementary 4. Write the questions on the board: following:
Listening 1.2 Skill You could extend the
Understand Listening 1.2.5 a) Imagine. What’s in your crepe? questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported 5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an including cooking
questions vocabulary as a
answer for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note review here, if you
think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class about would benefit.
their partner.
You may want to fully
Post-lesson or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
New words I remember depending on the
Activities I enjoyed proficiency of your
A skill I did well in (L/S/R/W) pupils.
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils 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.
158
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Lesson delivery Teacher’s Book, strategies listed in the
p.93 introduction. Please also
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
Do you have soup for dinner? the end of the questionnaire.
Do you want a crepe for lunch? As you monitor, ask different
Do brief feed back at this point, to double check that pupils have understood the questions to different pupils
about their eating and food
questions and the vocabulary. likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
5. 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.
159
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Lesson delivery Teacher’s Book, strategies listed in the
p.93 introduction. Please also
2. Use flashcards to review questions by asking some higher then lower proficiency consider the following:
Complementary Complementary pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in their who rush the Speaking
Listening 1.2 Listening 1.2.5 notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
Do you have soup for dinner? the end of the questionnaire.
Do you want a crepe for lunch? As you monitor, ask different
Do brief feed back at this point, to double check that pupils have understood the questions to different pupils
about their eating and food
questions and the vocabulary. likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
5. 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.
159
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 according to the needs of
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Food flashcards differentiation strategies
print and digital read the text before playing the CD. On this first reading, ask pupils to listed in the introduction.
texts by using read and tell you if they think they would like Tony’s pizza. Please also consider the
appropriate following:
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils Fast finishers could be
write the sentences in full in their notebooks (from the sentence stems asked to help other pupils
Complementary Complementary they completed in the previous stage of the lesson). in the class and/or to
Skill Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. exchange their writing with
Writing 4.2 Writing 4.2.5 Give some corrective feedback, but avoid correcting everything. Add another fast finisher for
Communicate Connect sentences positive comments. some peer correction.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61 according to the needs of
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Food flashcards differentiation strategies
print and digital read the text before playing the CD. On this first reading, ask pupils to listed in the introduction.
texts by using read and tell you if they think they would like Tony’s pizza. Please also consider the
appropriate following:
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils Fast finishers could be
write the sentences in full in their notebooks (from the sentence stems asked to help other pupils
Complementary Complementary they completed in the previous stage of the lesson). in the class and/or to
Skill Skill 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. exchange their writing with
Writing 4.2 Writing 4.2.5 Give some corrective feedback, but avoid correcting everything. Add another fast finisher for
Communicate Connect sentences positive comments. some peer correction.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Writing 4.3 Writing 4.3.3 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, the needs of your pupils and
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60 class. Please see the seven
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on p.94–95 consider the following:
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 4. Then ask pupils to write their scripts for one role play. Each pupil should structure, but allow others to try
Skill Narrate very short write their own lines of the role play but encourage pupils to work together Scissors out new or different language or
Speaking 2.3 basic stories and and help each other. vocabulary, helping them to say
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
161
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
Creativity & Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Writing 4.3 Writing 4.3.3 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, the needs of your pupils and
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60 class. Please see the seven
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on p.94–95 consider the following:
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 4. Then ask pupils to write their scripts for one role play. Each pupil should structure, but allow others to try
Skill Narrate very short write their own lines of the role play but encourage pupils to work together Scissors out new or different language or
Speaking 2.3 basic stories and and help each other. vocabulary, helping them to say
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
161
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, according to the needs
5.3 5.3.1 competition or even won one. p.62–63 of your pupils and
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly 2. Follow the instructions for Warm up (Teacher’s Book, p.98). p.98–99 strategies listed in the
literary texts through creating introduction. Please
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
songs on familiar skills at each stage. following:
topics Support pupils as they
Other 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and perform. You may need
imaginative others decide what they will cook for the competition. This could be done in small or large to motivate some pupils
responses as groups or even as a whole class. It is better to let pupils use English freely in this activity, but if to be involved. Giving
appropriate you think they need support, then they can use the story in the Student’s Book as a model. models and plenty of
Monitor, offer support and make a note of any common problems. Come back to these support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity. should do or say.
Reading 3.3 Reading 3.3.1
Post-lesson
Read Read and enjoy
independently A1 fiction/non- 5. Learning diaries:
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of New words I remember
interest
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 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 could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
162
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, according to the needs
5.3 5.3.1 competition or even won one. p.62–63 of your pupils and
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly 2. Follow the instructions for Warm up (Teacher’s Book, p.98). p.98–99 strategies listed in the
literary texts through creating introduction. Please
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
songs on familiar skills at each stage. following:
topics Support pupils as they
Other 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and perform. You may need
imaginative others decide what they will cook for the competition. This could be done in small or large to motivate some pupils
responses as groups or even as a whole class. It is better to let pupils use English freely in this activity, but if to be involved. Giving
appropriate you think they need support, then they can use the story in the Student’s Book as a model. models and plenty of
Monitor, offer support and make a note of any common problems. Come back to these support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity. should do or say.
Reading 3.3 Reading 3.3.1
Post-lesson
Read Read and enjoy
independently A1 fiction/non- 5. Learning diaries:
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of New words I remember
interest
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 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 could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
162
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. Question and your pupils and class. Please
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut see the seven differentiation
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil strategies listed in the
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 Student’s Book needs, based on formative
2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + p.64 assessment in this unit
Speaking 2.1 express basic answer.
Communicate opinions 3. Write the questions on the board or show a large copy of them all. Ask questions to help Teacher’s Book Have pupils do more
simple pupils see the relationship between the form of the questions and the answers (e.g. use p.100–101 activities and/or make their
information of do/there + be / the repetition of the verbs, including contracted form of would). own activities
intelligibly Carefully explain the contraction form of would to ensure pupils understand how I’d is
constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. 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.
163
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. Question and your pupils and class. Please
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut see the seven differentiation
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil strategies listed in the
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 Student’s Book needs, based on formative
2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + p.64 assessment in this unit
Speaking 2.1 express basic answer.
Communicate opinions 3. Write the questions on the board or show a large copy of them all. Ask questions to help Teacher’s Book Have pupils do more
simple pupils see the relationship between the form of the questions and the answers (e.g. use p.100–101 activities and/or make their
information of do/there + be / the repetition of the verbs, including contracted form of would). own activities
intelligibly Carefully explain the contraction form of would to ensure pupils understand how I’d is
constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. 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.
163
Primary Year 3 SK Scheme of Work
Materials for Lesson 96
Questions & Answers for cutting up
What would you like to eat? I’d like some chicken, please.
What would you like to drink? I’d like some water, please.
Do you like omelettes? No, I do not.
Is there any cheese in your burger? Yes, there is.
Are there any carrots in your soup? No, there aren’t.
What do you want for lunch? I want some curry and rice, please.
Worksheet for Lesson 96
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.
Self-assessment:
How did I do in Unit 6?
In English, I know how to:
use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
talk and ask questions about food Great! [ ] OK [ ] A little [ ]
talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]
talk about food from different countries Great! [ ] OK [ ] A little [ ]
order food and drink in a restaurant Great! [ ] OK [ ] A little [ ]
164
Primary Year 3 SK Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according to
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, the needs of your pupils and
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.65 class. Please see the seven
meaning in a support specific pupils for the lesson. differentiation strategies listed in
variety of familiar information and Teacher’s Book, the introduction. Please also
contexts details of short Lesson delivery p.102–103 consider the following:
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Depending on the level of your
Book, p.102). class, you can make the
Complementary directions Listening activity more
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a or less challenging by adding in
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but detail or making it longer/shorter.
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took Some pupils may prefer to
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch trace/draw the directions on paper
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more as they hear them in order to help
clues when a complicated according to the reactions and level of understanding of your them follow. Allow this.
teacher or pupils.
classmate is 3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking
Post-lesson
4. Use some phrases from the song to play a mime game.
165
Primary Year 3 SK Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according to
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, the needs of your pupils and
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.65 class. Please see the seven
meaning in a support specific pupils for the lesson. differentiation strategies listed in
variety of familiar information and Teacher’s Book, the introduction. Please also
contexts details of short Lesson delivery p.102–103 consider the following:
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Depending on the level of your
Book, p.102). class, you can make the
Complementary directions Listening activity more
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a or less challenging by adding in
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but detail or making it longer/shorter.
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took Some pupils may prefer to
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch trace/draw the directions on paper
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more as they hear them in order to help
clues when a complicated according to the reactions and level of understanding of your them follow. Allow this.
teacher or pupils.
classmate is 3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking
Post-lesson
4. Use some phrases from the song to play a mime game.
165
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Lesson delivery Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Please also consider the
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
instructions Team 2: straight / right / straight / stop complicated for different
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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.
166
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Lesson delivery Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Please also consider the
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
instructions Team 2: straight / right / straight / stop complicated for different
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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.
166
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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.66 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that introduces the theme of your pupils and class.
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104 Please see the seven
and non-linear details of short already know. differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate 2. Follow instructions for Warm up on Teacher’s Book, p.104. following:
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ pupils will be able to
Skill reproduce with each other on the new words. guess using language
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
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.
167
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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.66 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that introduces the theme of your pupils and class.
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104 Please see the seven
and non-linear details of short already know. differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate 2. Follow instructions for Warm up on Teacher’s Book, p.104. following:
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ pupils will be able to
Skill reproduce with each other on the new words. guess using language
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
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.
167
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Spell 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 according to the needs of
Communicate an increased range that suits your pupils’ needs and interests and that will review language to your pupils and class.
with appropriate of familiar high prepare pupils for the lesson. Teacher’s Book, p.104–105 Please see the seven
language form frequency words Sets of 10 blank differentiation strategies
and style for a accurately in guided Lesson delivery cards/pieces of card-sized listed in the introduction.
range of purposes writing 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair Please also consider the
in print and digital to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it following:
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill 4. Play the CD to review the story on Student’s Book, p.66, then pupils do lesson if you feel your
Skill Writing 4.1.2 Begin pupils are ready for this,
Writing 4.1 to use cursive Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers for example, nouns that
with a partner before checking as a whole class. Monitor closely to see
Form letters and handwriting in a how pupils manage with this activity. Encourage use of cursive writing and add an e (class –
words in neat limited range of classes)
legible print using written work remind pupils to take care with spelling, using the text as a model.
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end
of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
168
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Spell 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 according to the needs of
Communicate an increased range that suits your pupils’ needs and interests and that will review language to your pupils and class.
with appropriate of familiar high prepare pupils for the lesson. Teacher’s Book, p.104–105 Please see the seven
language form frequency words Sets of 10 blank differentiation strategies
and style for a accurately in guided Lesson delivery cards/pieces of card-sized listed in the introduction.
range of purposes writing 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair Please also consider the
in print and digital to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it following:
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill 4. Play the CD to review the story on Student’s Book, p.66, then pupils do lesson if you feel your
Skill Writing 4.1.2 Begin pupils are ready for this,
Writing 4.1 to use cursive Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers for example, nouns that
with a partner before checking as a whole class. Monitor closely to see
Form letters and handwriting in a how pupils manage with this activity. Encourage use of cursive writing and add an e (class –
words in neat limited range of classes)
legible print using written work remind pupils to take care with spelling, using the text as a model.
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end
of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
168
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to 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.
169
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to 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.
169
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Language of directions
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: Differentiate learning
Language Arts Language Arts Pre-lesson www.youtube.com/watch?v=q according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 your pupils and class.
Enjoy and In addition to Lesson delivery Please see the seven
appreciate Year 2 text types: 2. Show pupils the two stick figures drawing. You can download the video differentiation strategies
rhymes, poems simple poems 3. Use the drawing to check the meaning of new target language by typing in ss before listed in the introduction.
and songs How do I get to the…? YouTube i.e.:
Go straight ahead www.ssyoutube.com/watch?v=
qHJe8WcVQD4
Keep going, (If you click on the white box at
Complementary Complementary Turn left/right , the bottom of the screen, you
Skill Skill Take the first/second/third/fourth on the left/right can put subtitles on or off,
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask them depending on what is suitable
Understand Understand with to repeat it. Do this a few times until pupils can say the target language for your pupils.)
meaning in a support specific with confidence.
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the video A simple picture of:
contexts details of short as they listen. There will be a few new words in the video. There is no two stick figures with a
simple texts need to teach these, because the rapper makes their meaning clear with speech bubble coming
his gestures. from the mouth of one
6. Play the video again. This time ask pupils to sing the rap and do the figure. In the speech
actions. bubble write. How do I
7. If there is time, repeat step 6. get to the…?,
Post-lesson a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on. restaurant
Pupils do the action and sing the rap as they watch the video. roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
170
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Language of directions
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: Differentiate learning
Language Arts Language Arts Pre-lesson www.youtube.com/watch?v=q according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 your pupils and class.
Enjoy and In addition to Lesson delivery Please see the seven
appreciate Year 2 text types: 2. Show pupils the two stick figures drawing. You can download the video differentiation strategies
rhymes, poems simple poems 3. Use the drawing to check the meaning of new target language by typing in ss before listed in the introduction.
and songs How do I get to the…? YouTube i.e.:
Go straight ahead www.ssyoutube.com/watch?v=
qHJe8WcVQD4
Keep going, (If you click on the white box at
Complementary Complementary Turn left/right , the bottom of the screen, you
Skill Skill Take the first/second/third/fourth on the left/right can put subtitles on or off,
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask them depending on what is suitable
Understand Understand with to repeat it. Do this a few times until pupils can say the target language for your pupils.)
meaning in a support specific with confidence.
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the video A simple picture of:
contexts details of short as they listen. There will be a few new words in the video. There is no two stick figures with a
simple texts need to teach these, because the rapper makes their meaning clear with speech bubble coming
his gestures. from the mouth of one
6. Play the video again. This time ask pupils to sing the rap and do the figure. In the speech
actions. bubble write. How do I
7. If there is time, repeat step 6. get to the…?,
Post-lesson a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on. restaurant
Pupils do the action and sing the rap as they watch the video. roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
170
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, according to the needs of
Understand Understand with cards after the activity or at the end of the lesson. p.67 your pupils and class.
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. p.105 listed in the introduction.
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards Please also consider the
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100 following:
Complementary Complementary /fat). This style of freer writing
Skill Skill may be challenging for
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Communicate Describe people 4. Ask each pupil to write at least two sentences about an animal (using They …). that they can use the
basic information and objects using They could use some ideas from stages 2 and 3 of the lesson or they could use models from the Listening
intelligibly for a suitable words and their own ideas. activity. You could provide
range of purposes phrases some examples on the
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils board before asking pupils
media should guess what animal it is. to write for themselves.
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.
171
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 1.2.1 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, according to the needs of
Understand Understand with cards after the activity or at the end of the lesson. p.67 your pupils and class.
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. p.105 listed in the introduction.
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards Please also consider the
include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100 following:
Complementary Complementary /fat). This style of freer writing
Skill Skill may be challenging for
Writing 4.2 Writing 4.2.4 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. some pupils. Remind them
Communicate Describe people 4. Ask each pupil to write at least two sentences about an animal (using They …). that they can use the
basic information and objects using They could use some ideas from stages 2 and 3 of the lesson or they could use models from the Listening
intelligibly for a suitable words and their own ideas. activity. You could provide
range of purposes phrases some examples on the
in print and digital 5. Pupils read their sentences to a partner or in a small group. The other pupils board before asking pupils
media should guess what animal it is. to write for themselves.
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.
171
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Have pupils look at their cards from Lesson 100 and read the words. Using Student’s Book, p.67 according to the needs
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small of your pupils and
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, class. Please see the
intelligibly suitable words and Lesson delivery p.105 seven differentiation
phrases Pupil-made cards strategies listed in the
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 introduction. Please
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should also consider the
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Animal flashcards following:
Listening 1.2 Skill farm. Fast finishers can be
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found encouraged to label the
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of animals on the farm.
variety of familiar support specific the lesson.
contexts information and For more proficient
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity pupils, they could add
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at another animal, if they
the end of the activity, both pupils have the same animals on the farm. Note that and their partners know
drawing and colouring can take a lot of time for some pupils. Set time limits and be the word in English.
firm with them. Tell pupils that they may have time at the end of the lesson or can
work at home to make their farm ‘beautiful’. Monitor and ask pupils
6. Ask pupils to write a list of what is now on their farm. They compare it with their about their pictures,
extending their
partner, who should have the same list.
Speaking and Listening
Post-lesson skills.
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
172
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Have pupils look at their cards from Lesson 100 and read the words. Using Student’s Book, p.67 according to the needs
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small of your pupils and
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, class. Please see the
intelligibly suitable words and Lesson delivery p.105 seven differentiation
phrases Pupil-made cards strategies listed in the
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 introduction. Please
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should also consider the
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Animal flashcards following:
Listening 1.2 Skill farm. Fast finishers can be
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found encouraged to label the
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of animals on the farm.
variety of familiar support specific the lesson.
contexts information and For more proficient
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity pupils, they could add
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at another animal, if they
the end of the activity, both pupils have the same animals on the farm. Note that and their partners know
drawing and colouring can take a lot of time for some pupils. Set time limits and be the word in English.
firm with them. Tell pupils that they may have time at the end of the lesson or can
work at home to make their farm ‘beautiful’. Monitor and ask pupils
6. Ask pupils to write a list of what is now on their farm. They compare it with their about their pictures,
extending their
partner, who should have the same list.
Speaking and Listening
Post-lesson skills.
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
172
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts Lesson delivery strategies listed in the
from clues Cut up texts (p.68) one introduction. Please also
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the copy, enlarged consider the following:
visuals and the Complementary words that will be used in this lesson. You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words activity, check that all the pupils know what their picture represents. You could have pupils work
from clues in groups for the matching
provided by 5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic Post-lesson suitable for more noisy or
difficult to manage classes.
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
173
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship
(positive & negative)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts Lesson delivery strategies listed in the
from clues Cut up texts (p.68) one introduction. Please also
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the copy, enlarged consider the following:
visuals and the Complementary words that will be used in this lesson. You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words activity, check that all the pupils know what their picture represents. You could have pupils work
from clues in groups for the matching
provided by 5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic Post-lesson suitable for more noisy or
difficult to manage classes.
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
173
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the needs of
Communicate Give simple needs and interests and that will introduce the topic of rules by having pupils think of rules for p.69 your pupils and class.
basic information directions different places they know. Please see the seven
intelligibly for a Lesson delivery Teacher’s Book, differentiation strategies
range of purposes 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). p.106–107 listed in the introduction.
in print and digital Flashcards from Please also consider the
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity following:
groups, taking turns with the teacher’s role. 3, p.69 You could pair pupils of
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then ones. Monitor carefully to
appropriate question marks work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including make sure both pupils are
language form appropriately in the apostrophe in Do not contraction Don’t. contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital Post-lesson
media
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 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.
174
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the needs of
Communicate Give simple needs and interests and that will introduce the topic of rules by having pupils think of rules for p.69 your pupils and class.
basic information directions different places they know. Please see the seven
intelligibly for a Lesson delivery Teacher’s Book, differentiation strategies
range of purposes 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). p.106–107 listed in the introduction.
in print and digital Flashcards from Please also consider the
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity following:
groups, taking turns with the teacher’s role. 3, p.69 You could pair pupils of
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then ones. Monitor carefully to
appropriate question marks work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including make sure both pupils are
language form appropriately in the apostrophe in Do not contraction Don’t. contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital Post-lesson
media
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 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.
174
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Imperatives
CROSS-CURRICULAR ELEMENT: Entrepreneurship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules.
Main Skill Main Skill Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through Lesson delivery listed in the introduction.
creating simple 3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on the other side.
familiar topics. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the rule.
Writing 4.3 Writing 4.3.2 Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
with appropriate range of familiar so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
175
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
LANGUAGE/GRAMMAR FOCUS: Imperatives
CROSS-CURRICULAR ELEMENT: Entrepreneurship
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules.
Main Skill Main Skill Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through Lesson delivery listed in the introduction.
creating simple 3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on the other side.
familiar topics. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the rule.
Writing 4.3 Writing 4.3.2 Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
with appropriate range of familiar so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
175
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
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 according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare Student’s Book, p.69 of your pupils and
meaning in a support specific pupils for the lesson. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, p.106– seven differentiation
contexts details of short 7 strategies listed in the
simple texts 2. Play a whole class Listening and/or Speaking game using the rules introduction. Please
flashcards from previous lessons. Poster paper per group, also consider the
coloured pens and
following:
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7).
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one pencils If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a working with more
group of six to decide on at least three rules for their poster, taking at least pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice, pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom ‘rule or quieter pupils have a
book’, and display that poster. chance to contribute.
176
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
& Citizenship
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 according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare Student’s Book, p.69 of your pupils and
meaning in a support specific pupils for the lesson. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, p.106– seven differentiation
contexts details of short 7 strategies listed in the
simple texts 2. Play a whole class Listening and/or Speaking game using the rules introduction. Please
flashcards from previous lessons. Poster paper per group, also consider the
coloured pens and
following:
Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7).
Skill Complementary 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one pencils If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a working with more
group of six to decide on at least three rules for their poster, taking at least pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice, pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom ‘rule or quieter pupils have a
book’, and display that poster. chance to contribute.
176
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Lesson delivery Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to review Toy clock (optional) following:
Skill Skill time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. Scissors talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
could imagine an answer
Make sure that pupils keep the cards safe, or collect them in so that they can and mime.
be used in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
177
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Lesson delivery Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to review Toy clock (optional) following:
Skill Skill time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. Scissors talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
could imagine an answer
Make sure that pupils keep the cards safe, or collect them in so that they can and mime.
be used in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
177
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
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 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand the that suits your pupils’ needs and interests and that will review the signs Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short flashcards from Lesson 96. see the seven differentiation
and non-linear simple texts Lesson delivery Teacher’s Book, p.110 strategies listed in the
print and digital introduction. Please also
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from consider the following:
appropriate Complementary made. Elicit from the pupils what the signs show them (Turn left/right, Lesson 96. If you have fast finishers in
reading strategies Skill Traffic lights, Stop). the class, they could help
Reading 3.2.3 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & One example of each with those who find it more
Guess the meaning 3 from Student’s Book, p.71). Ask them to read the instructions and sign made up for this challenging to understand
Complementary of unfamiliar words decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = lesson the instructions. If possible,
Skill from clues provided traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures avoid translation.
Reading 3.2 by visuals and the to check their own answer before checking as a whole class. Worksheet with texts 1, 2
Understand a topic 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to & 3 from Student’s Book
variety of linear make each sign as you read the instructions aloud. If possible, avoid use p.71
and non-linear of first language.
print and digital
texts by using 5. Have pupils choose one sign to make and make it in pairs. Materials for making
appropriate 6. Follow instructions for Activity 2, Teacher’s Book, p.110. signs (see Teacher’s
reading strategies Book, p. 110)
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
178
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
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 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction according to the needs of
Understand a Understand the that suits your pupils’ needs and interests and that will review the signs Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short flashcards from Lesson 96. see the seven differentiation
and non-linear simple texts Lesson delivery Teacher’s Book, p.110 strategies listed in the
print and digital introduction. Please also
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from consider the following:
appropriate Complementary made. Elicit from the pupils what the signs show them (Turn left/right, Lesson 96. If you have fast finishers in
reading strategies Skill Traffic lights, Stop). the class, they could help
Reading 3.2.3 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & One example of each with those who find it more
Guess the meaning 3 from Student’s Book, p.71). Ask them to read the instructions and sign made up for this challenging to understand
Complementary of unfamiliar words decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = lesson the instructions. If possible,
Skill from clues provided traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures avoid translation.
Reading 3.2 by visuals and the to check their own answer before checking as a whole class. Worksheet with texts 1, 2
Understand a topic 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to & 3 from Student’s Book
variety of linear make each sign as you read the instructions aloud. If possible, avoid use p.71
and non-linear of first language.
print and digital
texts by using 5. Have pupils choose one sign to make and make it in pairs. Materials for making
appropriate 6. Follow instructions for Activity 2, Teacher’s Book, p.110. signs (see Teacher’s
reading strategies Book, p. 110)
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
178
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Year 3 SOW (2020)
- 1 - 50
- 51 - 100
- 101 - 150
- 151 - 200
- 201 - 250
- 251 - 300
- 301 - 350
- 351 - 400
- 401 - 450
- 451 - 500
- 501 - 516
Pages: