Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing 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
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74 according to the needs of
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit. your pupils and class. Please
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in 2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards introduction. Please also
range of purposes guided writing in pairs on this activity. consider the following:
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill 4. Give each place a number/letter, or assign a mime, or put the pictures lesson if some of your pupils
Complementary Listening 1.2.2 around the room. Say a rule and pupils have to say which place(s) it often have difficulty with
Skill Understand with refers to by saying the number/letter, doing the mime (action, e.g. stand spelling.
Listening 1.2 support specific up/sit down/turn around), or touching the relevant picture. For example:
Understand information and If some pupils have
meaning in a details of short Teacher: Turn off your mobile phone particular difficulty with the
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
Cinema = stand up, so pupils stand up words.
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
179
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing 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
Writing 4.3 Writing 4.3.2 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Student’s Book, p.74 according to the needs of
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit. your pupils and class. Please
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in 2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards introduction. Please also
range of purposes guided writing in pairs on this activity. consider the following:
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill 4. Give each place a number/letter, or assign a mime, or put the pictures lesson if some of your pupils
Complementary Listening 1.2.2 around the room. Say a rule and pupils have to say which place(s) it often have difficulty with
Skill Understand with refers to by saying the number/letter, doing the mime (action, e.g. stand spelling.
Listening 1.2 support specific up/sit down/turn around), or touching the relevant picture. For example:
Understand information and If some pupils have
meaning in a details of short Teacher: Turn off your mobile phone particular difficulty with the
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
Cinema = stand up, so pupils stand up words.
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
179
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
180
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
180
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
1.
Language Arts 5.2 Language Arts 5.2.1 Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs
Express personal Ask and answer pupils sing along and/or do the actions. Student’s Book, of your pupils and class.
responses to simple questions Lesson delivery p.72–73 (and 65 for Please see the seven
literary texts about characters, per-lesson) differentiation strategies
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of listed in the introduction.
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, Please also consider
Complementary happen in the story. p.112–113 the following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more
Speaking 2.1 Complementary What do you think is going to happen next? proficient pupils to use a
Communicate Skill greater range of
simple information Speaking 2.1.4 Ask Will they go to the park today? language by asking
intelligibly about, make and What will they find in the park? them more complex
respond to simple Do you think the tunnel will be scary/dark/long? questions. Try to ask
predictions Note that the questions use future will. The pupils do not need to focus on this, but more open questions to
all pupils. You could
should understand that the questions are prediction questions. They do not need to
answer in full sentences and do not need to use future forms in their answers. also encourage some
4. Play the recording of the story and ask some questions to check pupils’ understanding pupils to ask questions.
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
181
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
1.
Language Arts 5.2 Language Arts 5.2.1 Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs
Express personal Ask and answer pupils sing along and/or do the actions. Student’s Book, of your pupils and class.
responses to simple questions Lesson delivery p.72–73 (and 65 for Please see the seven
literary texts about characters, per-lesson) differentiation strategies
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of listed in the introduction.
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, Please also consider
Complementary happen in the story. p.112–113 the following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more
Speaking 2.1 Complementary What do you think is going to happen next? proficient pupils to use a
Communicate Skill greater range of
simple information Speaking 2.1.4 Ask Will they go to the park today? language by asking
intelligibly about, make and What will they find in the park? them more complex
respond to simple Do you think the tunnel will be scary/dark/long? questions. Try to ask
predictions Note that the questions use future will. The pupils do not need to focus on this, but more open questions to
all pupils. You could
should understand that the questions are prediction questions. They do not need to
answer in full sentences and do not need to use future forms in their answers. also encourage some
4. Play the recording of the story and ask some questions to check pupils’ understanding pupils to ask questions.
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
181
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing 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 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 Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Pre-lesson Places cards cut up from strategies listed in the
range of purposes 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131 introduction. Please also
in print and digital introduction that suits your pupils’ needs and interests and that will (Lesson 108) consider the following:
media prepare pupils for the lesson. You could offer pupils a
Self-assessment choice of these activities or
Lesson delivery worksheet you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read and depending on their individual
Reading 3.2 try to match directions to places on the map. Pupils can trace on the needs, based on formative
Understand a Reading 3.2.2 map the directions from A to B. assessment in this unit
variety of linear Understand specific
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
print and digital details of short according to the map. Ask pupils to look at the sentences on the activities and/or make their
texts by using simple texts worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not (go /
reading strategies turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete the
How did I do in Unit 7? self-assessment section of the worksheet.
Collect 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.
182
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing 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 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 Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Pre-lesson Places cards cut up from strategies listed in the
range of purposes 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book p.131 introduction. Please also
in print and digital introduction that suits your pupils’ needs and interests and that will (Lesson 108) consider the following:
media prepare pupils for the lesson. You could offer pupils a
Self-assessment choice of these activities or
Lesson delivery worksheet you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read and depending on their individual
Reading 3.2 try to match directions to places on the map. Pupils can trace on the needs, based on formative
Understand a Reading 3.2.2 map the directions from A to B. assessment in this unit
variety of linear Understand specific
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect directions Have pupils do more
print and digital details of short according to the map. Ask pupils to look at the sentences on the activities and/or make their
texts by using simple texts worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not (go /
reading strategies turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete the
How did I do in Unit 7? self-assessment section of the worksheet.
Collect 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.
182
Primary Year 3 SK Scheme of Work
Self-assessment worksheet
How did I do in Unit 7?
In English, I know how to:
give directions Great! [ ] OK [ ] A little [ ]
talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
talk about places in the town Great! [ ] OK [ ] A little [ ]
say some rules for different places Great! [ ] OK [ ] A little [ ]
tell the time Great! [ ] OK [ ] A little [ ]
183
Primary Year 3 SK Scheme of Work
Self-assessment worksheet
How did I do in Unit 7?
In English, I know how to:
give directions Great! [ ] OK [ ] A little [ ]
talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
talk about places in the town Great! [ ] OK [ ] A little [ ]
say some rules for different places Great! [ ] OK [ ] A little [ ]
tell the time Great! [ ] OK [ ] A little [ ]
183
Primary Year 3 SK Scheme of Work
UNIT 8
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a word game to elicit what yesterday’s day was (and date if pupils are Student’s Book, p.75 according to the needs
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
meaning in a support specific understanding with some Yes/No questions about yesterday (where they Teacher’s Book, p.116 class. Please see the
variety of familiar information and were, what happened, what the day/date was). seven differentiation
contexts details of short Lesson delivery Vocabulary flashcards strategies listed in the
simple texts (places and time-of-day introduction. Please
2. Introduce the new vocabulary by following the instructions for Warm up and expressions) also consider the
Complementary Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, following:
Skill Complementary randomly. You could encourage
Listening 1.2 Skill 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the more proficient pupils to
Understand Listening 1.2.5 song to tell you which order the flashcards should go in (first the place visited use longer phrases or
meaning in a Understand a wide in the morning, then the afternoon, then the evening). You could do this as a full sentences when
variety of familiar range of short matching activity with the times of day flashcards if it is simpler. asking about where
contexts supported questions 4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s pupils were yesterday,
Book, p.116). but do not insist on it.
5. Ask pupils to tell you where they were yesterday at different times of day.
Pupils needn’t use full sentences – they can just answer with the place name.
Give pupils vocabulary as they need it.
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.
184
Primary Year 3 SK Scheme of Work
UNIT 8
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a word game to elicit what yesterday’s day was (and date if pupils are Student’s Book, p.75 according to the needs
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
meaning in a support specific understanding with some Yes/No questions about yesterday (where they Teacher’s Book, p.116 class. Please see the
variety of familiar information and were, what happened, what the day/date was). seven differentiation
contexts details of short Lesson delivery Vocabulary flashcards strategies listed in the
simple texts (places and time-of-day introduction. Please
2. Introduce the new vocabulary by following the instructions for Warm up and expressions) also consider the
Complementary Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, following:
Skill Complementary randomly. You could encourage
Listening 1.2 Skill 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the more proficient pupils to
Understand Listening 1.2.5 song to tell you which order the flashcards should go in (first the place visited use longer phrases or
meaning in a Understand a wide in the morning, then the afternoon, then the evening). You could do this as a full sentences when
variety of familiar range of short matching activity with the times of day flashcards if it is simpler. asking about where
contexts supported questions 4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s pupils were yesterday,
Book, p.116). but do not insist on it.
5. Ask pupils to tell you where they were yesterday at different times of day.
Pupils needn’t use full sentences – they can just answer with the place name.
Give pupils vocabulary as they need it.
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.
184
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 114 (Speaking 22) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
Communicate Narrate very short Lesson delivery Student’s Book, your pupils and class.
appropriately to a basic stories and p.75 Please see the seven
small or large events 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand differentiation strategies
group if they were there yesterday. Give support to pupils as you elicit full past simple Teacher’s Book, listed in the introduction.
sentences e.g. I was at the shopping centre. Ask pupils Where was he/she p.116–117 Please also consider the
yesterday? to elicit He/She was… Repeat a few times with different places, following:
Complementary Complementary choosing different pupils. Places cards from Choose more proficient or
Skill Skill 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. Lesson 112 confident pupils first for
Speaking 2.2 Speaking 2.2.2 4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give the beginning stage of the
Use appropriate Ask for attention or real (not imagined) answers, and should ask for your help in English. Remind lesson delivery.
communication help from a teacher them how to ask for help, e.g. Can you help me, please? How do I say xxx in
strategies or classmate by English? Some pupils may be able
using suitable to say more than one
questions Monitor carefully as pupils do Activity 2. Support pupils where necessary and place they were at
note what kinds of problems pupils have. Do whole class feedback and return to yesterday.
any problem areas at the end of the activity. You could also note useful
vocabulary that comes up in the Speaking activity and teach it to the whole class
at the end.
Post-lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
185
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 114 (Speaking 22) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
Communicate Narrate very short Lesson delivery Student’s Book, your pupils and class.
appropriately to a basic stories and p.75 Please see the seven
small or large events 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand differentiation strategies
group if they were there yesterday. Give support to pupils as you elicit full past simple Teacher’s Book, listed in the introduction.
sentences e.g. I was at the shopping centre. Ask pupils Where was he/she p.116–117 Please also consider the
yesterday? to elicit He/She was… Repeat a few times with different places, following:
Complementary Complementary choosing different pupils. Places cards from Choose more proficient or
Skill Skill 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. Lesson 112 confident pupils first for
Speaking 2.2 Speaking 2.2.2 4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give the beginning stage of the
Use appropriate Ask for attention or real (not imagined) answers, and should ask for your help in English. Remind lesson delivery.
communication help from a teacher them how to ask for help, e.g. Can you help me, please? How do I say xxx in
strategies or classmate by English? Some pupils may be able
using suitable to say more than one
questions Monitor carefully as pupils do Activity 2. Support pupils where necessary and place they were at
note what kinds of problems pupils have. Do whole class feedback and return to yesterday.
any problem areas at the end of the activity. You could also note useful
vocabulary that comes up in the Speaking activity and teach it to the whole class
at the end.
Post-lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
185
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 115 (Reading 22) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according to the
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76– needs of your pupils and class.
Understand a Understand the introduction that suits your pupils’ needs and interests and that 77 Please see the seven differentiation
variety of linear main idea of short will review language to prepare pupils for the lesson. strategies listed in the introduction.
and non-linear simple texts Teacher’s Book, p.118– Please also consider the following:
print and digital Lesson delivery 119 If you think the key vocabulary is
texts by using 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: familiar to pupils, you could use word
appropriate Complementary mime your reaction to the things in the flashcards to show the something that is: scary cards. If it is new, then use picture
reading strategies Skill meaning of the adjective. Take care that the pupils understand (e.g. an old house), flashcards. If pupils are not familiar
Listening 1.2.5 the subject of the sentence (i.e. the clown is funny, not the funny (e.g. a clown), with popcorn, you may need to
Understand a wide person laughing). You could use the suggestions in Warm up delicious (e.g. a cake), explain that people often eat this at
Complementary range of short (Teacher’s Book, p.118). Ask pupils for more things they find boring (e.g. a person the cinema in some countries.
Skill supported questions boring/funny/scary etc. to check understanding). looking bored in front of
Listening 1.2 the TV – note it is the Ask different pupils different questions
Understand 3. Tell pupils they will read a story about going to the cinema. TV that is boring) to check understanding. Try to ask all
meaning in a Elicit the words film and popcorn if possible, and put the pupils at least one question, if
variety of familiar word/flashcards on the board. Ask pupils which words Flashcards or word possible with your class size.
contexts (adjectives) they think will go with film & popcorn. You could cards of film and
take a vote and put the most popular answer on the board. popcorn
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s
Book, p.77 and follow instructions for Grammar Box on
Teacher’s Book, p.119.
Post-lesson
7. Learning diaries:
186
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 115 (Reading 22) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according to the
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76– needs of your pupils and class.
Understand a Understand the introduction that suits your pupils’ needs and interests and that 77 Please see the seven differentiation
variety of linear main idea of short will review language to prepare pupils for the lesson. strategies listed in the introduction.
and non-linear simple texts Teacher’s Book, p.118– Please also consider the following:
print and digital Lesson delivery 119 If you think the key vocabulary is
texts by using 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: familiar to pupils, you could use word
appropriate Complementary mime your reaction to the things in the flashcards to show the something that is: scary cards. If it is new, then use picture
reading strategies Skill meaning of the adjective. Take care that the pupils understand (e.g. an old house), flashcards. If pupils are not familiar
Listening 1.2.5 the subject of the sentence (i.e. the clown is funny, not the funny (e.g. a clown), with popcorn, you may need to
Understand a wide person laughing). You could use the suggestions in Warm up delicious (e.g. a cake), explain that people often eat this at
Complementary range of short (Teacher’s Book, p.118). Ask pupils for more things they find boring (e.g. a person the cinema in some countries.
Skill supported questions boring/funny/scary etc. to check understanding). looking bored in front of
Listening 1.2 the TV – note it is the Ask different pupils different questions
Understand 3. Tell pupils they will read a story about going to the cinema. TV that is boring) to check understanding. Try to ask all
meaning in a Elicit the words film and popcorn if possible, and put the pupils at least one question, if
variety of familiar word/flashcards on the board. Ask pupils which words Flashcards or word possible with your class size.
contexts (adjectives) they think will go with film & popcorn. You could cards of film and
take a vote and put the most popular answer on the board. popcorn
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s
Book, p.77 and follow instructions for Grammar Box on
Teacher’s Book, p.119.
Post-lesson
7. Learning diaries:
186
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 (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.
187
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 (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.
187
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 116 (Writing 22) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus
Main Skill Main Skill Pre-lesson 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate Spell an increased your pupils’ needs and interests and that will review the adjectives from the previous Student’s your pupils and class.
with appropriate range of familiar lesson. Book, p.77 Please see the seven
language form high frequency Lesson delivery (and 76 to differentiation strategies
and style for a words accurately in remind of listed in the introduction.
range of purposes guided writing 2. Divide pupils into small groups. Give each group a paper, so that you have about the story) Please also consider the
in print and digital same number of papers for each adjective. Tell pupils they should write or draw following:
media something (one word or picture) that they think about when they hear the word Teacher’s If some pupils dominate
Complementary (adjective). They can use the picture dictionary at the back of the Student’s Book to Book, p.119 group work, then tell them
Skill help them if necessary or they can ask for your help. Set a short time limit, then the they each get to write/draw
Complementary Reading 3.2.2 groups pass the paper to the next group, receiving a new paper from another group Papers with one word/picture. Then
Skill Understand specific with a different adjective (the other group’s word). Pupils should think of something one of the make sure they change
Reading 3.2 information and new to put on each paper. Continue with the new adjective for at least four rounds. headings: papers at least once for the
Understand a details of short Monitor and provide support as pupils work and check they are working as a team. scary, number of pupils in the
variety of linear simple texts 3. Feed back on the final papers and provide any relevant new vocabulary in English. delicious, groups so that they all have
and non-linear Note down this vocabulary so that you can return to it in later lessons. These are boring, funny a turn to write.
print and digital words that are important to the pupils and have been thought up by them. (one paper per
texts by using group) Note that this task becomes
appropriate 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s more difficult as more words
reading strategies Book, p.119). Remind pupils to take care with spelling and handwriting. are on the paper. Try to
5. Pupils choose words from the papers from step 2 to write sentences in their have more proficient pupils
notebooks starting with I think…. They could draw a picture to go with their writing if go last. Pupils should help
they finish quickly. each other with ideas in the
groups.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).
188
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 116 (Writing 22) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus
Main Skill Main Skill Pre-lesson 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate Spell an increased your pupils’ needs and interests and that will review the adjectives from the previous Student’s your pupils and class.
with appropriate range of familiar lesson. Book, p.77 Please see the seven
language form high frequency Lesson delivery (and 76 to differentiation strategies
and style for a words accurately in remind of listed in the introduction.
range of purposes guided writing 2. Divide pupils into small groups. Give each group a paper, so that you have about the story) Please also consider the
in print and digital same number of papers for each adjective. Tell pupils they should write or draw following:
media something (one word or picture) that they think about when they hear the word Teacher’s If some pupils dominate
Complementary (adjective). They can use the picture dictionary at the back of the Student’s Book to Book, p.119 group work, then tell them
Skill help them if necessary or they can ask for your help. Set a short time limit, then the they each get to write/draw
Complementary Reading 3.2.2 groups pass the paper to the next group, receiving a new paper from another group Papers with one word/picture. Then
Skill Understand specific with a different adjective (the other group’s word). Pupils should think of something one of the make sure they change
Reading 3.2 information and new to put on each paper. Continue with the new adjective for at least four rounds. headings: papers at least once for the
Understand a details of short Monitor and provide support as pupils work and check they are working as a team. scary, number of pupils in the
variety of linear simple texts 3. Feed back on the final papers and provide any relevant new vocabulary in English. delicious, groups so that they all have
and non-linear Note down this vocabulary so that you can return to it in later lessons. These are boring, funny a turn to write.
print and digital words that are important to the pupils and have been thought up by them. (one paper per
texts by using group) Note that this task becomes
appropriate 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s more difficult as more words
reading strategies Book, p.119). Remind pupils to take care with spelling and handwriting. are on the paper. Try to
5. Pupils choose words from the papers from step 2 to write sentences in their have more proficient pupils
notebooks starting with I think…. They could draw a picture to go with their writing if go last. Pupils should help
they finish quickly. each other with ideas in the
groups.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).
188
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 117 (Language Arts 22) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit
Main Skill Main Skill to a farm. They should use the past simple. Text of Where Differentiate
Language Arts Language Arts were the learning according
5.2 5.2.1 Pre-lesson animals on Nur to the needs of your
Express Ask and answer 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think and Imran’s pupils and class.
personal simple questions this will take too much time, prepare the cut-outs yourself and give one set of animals to each farm? (see Please see the
responses to about pair of pupils. below) seven differentiation
literary texts characters, 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal Worksheet of strategies listed in
actions and names and barn, tractor, fence and gate. animals to cut the introduction.
events of Lesson delivery out (see below
interest in a text 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For or choose your
Complementary example, Put the cow behind the barn. Check answers with the whole class. own)
Skill Complementary 4. Give pupils the text Where were the animals on Nur and Imran’s farm?
Writing 4.2 Skill 5. Ask pupils to read the text and place the animals in the correct position. Scissors, one
Communicate Writing 4.2.4 6. Check answers with the whole class. per pair of pupils
basic information Describe people 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
intelligibly for a and objects turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to write
range of using suitable a new text on the worksheet.
purposes in print words and
and digital media phrases Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their partner’s
text.
9. Ask pupils to check their answers in groups of four.
Worksheet for Lesson 117
Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was in front of the gate. The duck was behind the fence.
Now it’s your turn
The next day, the horse……..
The cow….
The goat….
The duck….
189
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 117 (Language Arts 22) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit
Main Skill Main Skill to a farm. They should use the past simple. Text of Where Differentiate
Language Arts Language Arts were the learning according
5.2 5.2.1 Pre-lesson animals on Nur to the needs of your
Express Ask and answer 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think and Imran’s pupils and class.
personal simple questions this will take too much time, prepare the cut-outs yourself and give one set of animals to each farm? (see Please see the
responses to about pair of pupils. below) seven differentiation
literary texts characters, 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal Worksheet of strategies listed in
actions and names and barn, tractor, fence and gate. animals to cut the introduction.
events of Lesson delivery out (see below
interest in a text 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For or choose your
Complementary example, Put the cow behind the barn. Check answers with the whole class. own)
Skill Complementary 4. Give pupils the text Where were the animals on Nur and Imran’s farm?
Writing 4.2 Skill 5. Ask pupils to read the text and place the animals in the correct position. Scissors, one
Communicate Writing 4.2.4 6. Check answers with the whole class. per pair of pupils
basic information Describe people 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
intelligibly for a and objects turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to write
range of using suitable a new text on the worksheet.
purposes in print words and
and digital media phrases Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their partner’s
text.
9. Ask pupils to check their answers in groups of four.
Worksheet for Lesson 117
Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was in front of the gate. The duck was behind the fence.
Now it’s your turn
The next day, the horse……..
The cow….
The goat….
The duck….
189
Primary Year 3 SK Scheme of Work
Animals to cut out
190
Primary Year 3 SK Scheme of Work
Animals to cut out
190
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 118 (Listening 23) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. You Student’s Book, according to the needs of
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Lesson delivery Teacher’s Book, differentiation strategies
contexts details of short p.119 listed in the introduction.
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the Please also consider the
words from the pre-lesson task, one on each card: home / shopping centre / cinema, Blank word following:
Complementary Complementary etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. cards (one set You could write and leave
Skill Skill Teach and include quiet/noisy, and ask pupils to add more words if they can. per group) the words on the board
Speaking 2.1 Speaking 2.1.1 3. Play a word association game with the word cards in groups of four: Divide the cards from the pre-lesson task
Communicate Ask about and into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, for pupils to copy later if
simple information express basic pupils turn over the top card of each pile and make a sentence. They then decide as a you think they will need
intelligibly opinions group if the sentence makes sense or not. For example.: this. Or you could
I was at home. The film (It) was scary. = I think this is ok. encourage them to find
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is the words in the textbook
silly. to check their spelling.
Ask pupils to remember some of the funny answers and feed back on those after the Ask pupils to add at least
activity. Monitor and help pupils with sentences and to decide whether they are ok or one or at least two words,
not. Keep the cards in groups’ sets for next lesson. depending on your class.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
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.
191
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 118 (Listening 23) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. You Student’s Book, according to the needs of
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Lesson delivery Teacher’s Book, differentiation strategies
contexts details of short p.119 listed in the introduction.
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the Please also consider the
words from the pre-lesson task, one on each card: home / shopping centre / cinema, Blank word following:
Complementary Complementary etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. cards (one set You could write and leave
Skill Skill Teach and include quiet/noisy, and ask pupils to add more words if they can. per group) the words on the board
Speaking 2.1 Speaking 2.1.1 3. Play a word association game with the word cards in groups of four: Divide the cards from the pre-lesson task
Communicate Ask about and into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, for pupils to copy later if
simple information express basic pupils turn over the top card of each pile and make a sentence. They then decide as a you think they will need
intelligibly opinions group if the sentence makes sense or not. For example.: this. Or you could
I was at home. The film (It) was scary. = I think this is ok. encourage them to find
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is the words in the textbook
silly. to check their spelling.
Ask pupils to remember some of the funny answers and feed back on those after the Ask pupils to add at least
activity. Monitor and help pupils with sentences and to decide whether they are ok or one or at least two words,
not. Keep the cards in groups’ sets for next lesson. depending on your class.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
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.
191
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 119 (Speaking 23) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
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 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.77 according to the needs of your
Communicate Ask about and that suits your pupils’ needs and interests and that will review language to pupils and class. Please see
simple information express basic prepare pupils for the lesson. Teacher’s Book, p.119 the seven differentiation
intelligibly opinions Pupil-made word cards strategies listed in the
Lesson delivery from Lesson 118 introduction. Please also
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review consider the following:
Complementary Complementary the Listening activity. If some stages of the lesson
Skill Skill are too difficult for some of
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. your pupils, or if they can’t
Communicate Narrate very short 4. Using the pupil-made cards from the last lesson, ask pupils to work in the think of anything to write, they
appropriately to a basic stories and same groups as in Lesson 118. Give the groups back their same cards. can choose some words from
small or large events Pupils divide the cards into sets, as before. Divide groups in pairs of pupils, earlier in the lesson or could
group they take either the places set of cards OR the activities + adjectives set make it up.
and use them to play a guessing game: More proficient pupils could
Places: Pupil A takes a card, pupil B has to guess where the pupil was: write in full sentences.
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g.
the film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their
group and play again.
192
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 119 (Speaking 23) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
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 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.77 according to the needs of your
Communicate Ask about and that suits your pupils’ needs and interests and that will review language to pupils and class. Please see
simple information express basic prepare pupils for the lesson. Teacher’s Book, p.119 the seven differentiation
intelligibly opinions Pupil-made word cards strategies listed in the
Lesson delivery from Lesson 118 introduction. Please also
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review consider the following:
Complementary Complementary the Listening activity. If some stages of the lesson
Skill Skill are too difficult for some of
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. your pupils, or if they can’t
Communicate Narrate very short 4. Using the pupil-made cards from the last lesson, ask pupils to work in the think of anything to write, they
appropriately to a basic stories and same groups as in Lesson 118. Give the groups back their same cards. can choose some words from
small or large events Pupils divide the cards into sets, as before. Divide groups in pairs of pupils, earlier in the lesson or could
group they take either the places set of cards OR the activities + adjectives set make it up.
and use them to play a guessing game: More proficient pupils could
Places: Pupil A takes a card, pupil B has to guess where the pupil was: write in full sentences.
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g.
the film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their
group and play again.
192
Primary Year 3 SK Scheme of Work
6. In notebooks, pupils write down where they were at the weekend. They write
their opinions of what they were doing. Pupils need only write in note form,
single words at this point. Monitor and help pupils write what they want to
write by supplying them with the vocabulary. Remind them to ask for your
help in English.
7. Pupils use their notes to tell their partner where they were and their opinion
(adjective). Monitor and help pupils use as much language as they are able
to. Some pupils may have difficulty using complete and accurate sentences.
Focus on communication rather than accuracy to help build confidence in
Speaking. You could correct some common mistakes and useful new
vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage pupils
to ask the speakers questions if they can. Again, focus on fluency rather
than accuracy and allow single words or phrases at this stage.
193
Primary Year 3 SK Scheme of Work
6. In notebooks, pupils write down where they were at the weekend. They write
their opinions of what they were doing. Pupils need only write in note form,
single words at this point. Monitor and help pupils write what they want to
write by supplying them with the vocabulary. Remind them to ask for your
help in English.
7. Pupils use their notes to tell their partner where they were and their opinion
(adjective). Monitor and help pupils use as much language as they are able
to. Some pupils may have difficulty using complete and accurate sentences.
Focus on communication rather than accuracy to help build confidence in
Speaking. You could correct some common mistakes and useful new
vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage pupils
to ask the speakers questions if they can. Again, focus on fluency rather
than accuracy and allow single words or phrases at this stage.
193
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 120 (Reading 23) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology
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 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.78– according to the needs of
Understand a Understand suits your pupils’ needs and interests and that will review vocabulary from the 79 your pupils and class.
variety of linear specific previous lesson, leaving the words on the board for later in this lesson. Please see the seven
and non-linear information and Teacher’s Book, p.120– differentiation strategies
print and digital details of short Lesson delivery 121 listed in the introduction.
texts by using simple texts 2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city Vocabulary flashcards Please also consider the
appropriate is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. following:
reading strategies Find out if pupils know this city or have been there, as appropriate. Ask them Consider pairing more and
when they think the pictures were taken [in the past, 1900]. less proficient pupils
Complementary together, so the more
Complementary Skill 3. Write key words in a list on the board, and ask pupils to read them as you write (if proficient pupil can support
Skill Writing 4.2.2 not already there from pre-lesson stage): cinemas / theatres / shopping centres. the less proficient one in
Writing 4.2 Make and give Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the the prediction activity.
Communicate reasons for words to elicit some sentences from more proficient pupils, introduce negative
basic information simple wasn’t/weren’t. Some pupils may write full
intelligibly for a predictions 4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with prediction sentences,
range of purposes these words). Ask pupils which of these things were found in New York City in others shorter ones (see
in print and digital 1900 – they should tick what was and cross what wasn’t found (in their opinion). example). Some may not
media Pupils work in pairs to make predictions and write their answers in full sentences, write anything, just put a
tick or a cross.
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check their
answers with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could
use this as a classroom-based informal assessment of Reading. Collect the
books after the activity to review and make a note of pupils’ performance.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
194
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 120 (Reading 23) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology
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 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.78– according to the needs of
Understand a Understand suits your pupils’ needs and interests and that will review vocabulary from the 79 your pupils and class.
variety of linear specific previous lesson, leaving the words on the board for later in this lesson. Please see the seven
and non-linear information and Teacher’s Book, p.120– differentiation strategies
print and digital details of short Lesson delivery 121 listed in the introduction.
texts by using simple texts 2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city Vocabulary flashcards Please also consider the
appropriate is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. following:
reading strategies Find out if pupils know this city or have been there, as appropriate. Ask them Consider pairing more and
when they think the pictures were taken [in the past, 1900]. less proficient pupils
Complementary together, so the more
Complementary Skill 3. Write key words in a list on the board, and ask pupils to read them as you write (if proficient pupil can support
Skill Writing 4.2.2 not already there from pre-lesson stage): cinemas / theatres / shopping centres. the less proficient one in
Writing 4.2 Make and give Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the the prediction activity.
Communicate reasons for words to elicit some sentences from more proficient pupils, introduce negative
basic information simple wasn’t/weren’t. Some pupils may write full
intelligibly for a predictions 4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with prediction sentences,
range of purposes these words). Ask pupils which of these things were found in New York City in others shorter ones (see
in print and digital 1900 – they should tick what was and cross what wasn’t found (in their opinion). example). Some may not
media Pupils work in pairs to make predictions and write their answers in full sentences, write anything, just put a
tick or a cross.
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check their
answers with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could
use this as a classroom-based informal assessment of Reading. Collect the
books after the activity to review and make a note of pupils’ performance.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
194
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
195
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
195
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 121 (Writing 23) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
& Citizenship
(n’t)) + determiners (many/a/any)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.78-79 of your pupils and
basic information and objects Lesson delivery class. Please see the
intelligibly for a using suitable Teacher’s Book, seven differentiation
range of purposes words and 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a p.120–121 strategies listed in the
in print and digital phrases sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. introduction. Please
media by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom). also consider the
following:
Change the focus to your hometown. For example: There weren’t any motorbikes in [your
town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the You could have pupils
Complementary Complementary date and add key vocabulary for talking about your town as appropriate. Make sure to use a work in pairs to help
Skill Skill range of language from the Grammar Box (Teacher’s Book, p.120). each other write
Writing 4.3 Writing 4.3.1 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. sentences.
Communicate with Use capital Include There weren’t any…+ plural. Alternatively, you could
appropriate letters, full stops 4. Follow instructions for Activity 3, Teacher’s Book, p.121 ask pupils to write
language form and and question individually (for
style for a range of marks 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can example, two or more
purposes in print appropriately in work in pairs to talk about and complete the table in Activity 4. Then they use their answers sentences) and to then
and digital media guided writing at to write two or more sentences in their notebooks. Remind pupils to take care with peer assess each
sentence level punctuation and spelling, and the apostrophe for n’t in particular. You could collect this other’s writing.
writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
196
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 121 (Writing 23) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
& Citizenship
(n’t)) + determiners (many/a/any)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.78-79 of your pupils and
basic information and objects Lesson delivery class. Please see the
intelligibly for a using suitable Teacher’s Book, seven differentiation
range of purposes words and 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a p.120–121 strategies listed in the
in print and digital phrases sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. introduction. Please
media by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom). also consider the
following:
Change the focus to your hometown. For example: There weren’t any motorbikes in [your
town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the You could have pupils
Complementary Complementary date and add key vocabulary for talking about your town as appropriate. Make sure to use a work in pairs to help
Skill Skill range of language from the Grammar Box (Teacher’s Book, p.120). each other write
Writing 4.3 Writing 4.3.1 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. sentences.
Communicate with Use capital Include There weren’t any…+ plural. Alternatively, you could
appropriate letters, full stops 4. Follow instructions for Activity 3, Teacher’s Book, p.121 ask pupils to write
language form and and question individually (for
style for a range of marks 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can example, two or more
purposes in print appropriately in work in pairs to talk about and complete the table in Activity 4. Then they use their answers sentences) and to then
and digital media guided writing at to write two or more sentences in their notebooks. Remind pupils to take care with peer assess each
sentence level punctuation and spelling, and the apostrophe for n’t in particular. You could collect this other’s writing.
writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
196
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education
How much did she/she spend? Numbers up to 100.
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a puzzle story for a classmate to solve
Main Skill Main Skill (Optional ): Differentiate
Language Arts Language Arts Pre-lesson flashcards to learning according
5.3 5.3.1 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to represent to the needs of your
Express an Respond the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and pupils and class.
imaginative imaginatively and Lesson delivery Alvin Please see the
response to intelligibly through 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of Worksheet seven differentiation
literary texts creating simple their suggestions were right. (see below, strategies listed in
action songs on 3. Went, bought and How much did she spend may be new language for pupils. If they are new Damia and the introduction.
Complementary familiar topics. words, pupils can guess their meaning from context. Briefly elicit their meaning and review if Alvin stories) If you have fast
Skill Other imaginative necessary. finishers in this
Reading 3.2 responses as 4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] lesson, they could
Understand a appropriate. 5. Check the answer with the whole class and ask them to explain how they reached the answer. write another or a
variety of linear Reward pupils for their effort to find the correct answers, even if they get the maths wrong different puzzle for
and non-linear Complementary (because doing maths in English may be harder than in their first language). their
print and digital Skill 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should partners/another
texts by using Reading 3.2.2 use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as pair/the class.
appropriate Understand you think is appropriate.
reading specific 7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
strategies information and Post-lesson
details of short 8. Share any well-written or interesting stories with the whole class.
simple texts
Worksheet for Lesson 122
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket
Alvin went to the supermarket. He bought _____________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
How much did he spend?
197
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education
How much did she/she spend? Numbers up to 100.
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will create a puzzle story for a classmate to solve
Main Skill Main Skill (Optional ): Differentiate
Language Arts Language Arts Pre-lesson flashcards to learning according
5.3 5.3.1 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to represent to the needs of your
Express an Respond the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and pupils and class.
imaginative imaginatively and Lesson delivery Alvin Please see the
response to intelligibly through 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of Worksheet seven differentiation
literary texts creating simple their suggestions were right. (see below, strategies listed in
action songs on 3. Went, bought and How much did she spend may be new language for pupils. If they are new Damia and the introduction.
Complementary familiar topics. words, pupils can guess their meaning from context. Briefly elicit their meaning and review if Alvin stories) If you have fast
Skill Other imaginative necessary. finishers in this
Reading 3.2 responses as 4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] lesson, they could
Understand a appropriate. 5. Check the answer with the whole class and ask them to explain how they reached the answer. write another or a
variety of linear Reward pupils for their effort to find the correct answers, even if they get the maths wrong different puzzle for
and non-linear Complementary (because doing maths in English may be harder than in their first language). their
print and digital Skill 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should partners/another
texts by using Reading 3.2.2 use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as pair/the class.
appropriate Understand you think is appropriate.
reading specific 7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
strategies information and Post-lesson
details of short 8. Share any well-written or interesting stories with the whole class.
simple texts
Worksheet for Lesson 122
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket
Alvin went to the supermarket. He bought _____________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
How much did he spend?
197
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 123 (Listening 24) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson 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 them for the lesson. p.80 needs of your pupils
meaning in a support specific Lesson delivery and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one p.122 differentiation
simple texts of these and ask them how it was. Review some adjectives at this point and introduce/review strategies listed in the
interesting. Ask pupils for examples of something they find interesting. Flashcards of introduction. Please
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson also consider the
Skill Complementary 4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look vocabulary following:
Speaking 2.2 Skill carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. You can use more
Use appropriate Speaking 2.2.1 proficient or confident
communication Keep interaction 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line pupils to model the
strategies going in short to an adjective each in pencil. They should tell their partner their guesses. Model the dialogue with you in
exchanges by exchange, e.g. step 5 You could write
repeating key Pupil A: I think the circus was noisy. it on the board to
words from the Pupil B: Noisy? Me too. / I do not think so. I think it was boring. support some pupils,
other speaker 6. Tell pupils what the children did and how it was. You can make up your own sentences here, perhaps erasing it
or can use: after some time.
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. 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.
198
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 123 (Listening 24) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson 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 them for the lesson. p.80 needs of your pupils
meaning in a support specific Lesson delivery and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one p.122 differentiation
simple texts of these and ask them how it was. Review some adjectives at this point and introduce/review strategies listed in the
interesting. Ask pupils for examples of something they find interesting. Flashcards of introduction. Please
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson also consider the
Skill Complementary 4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look vocabulary following:
Speaking 2.2 Skill carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. You can use more
Use appropriate Speaking 2.2.1 proficient or confident
communication Keep interaction 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line pupils to model the
strategies going in short to an adjective each in pencil. They should tell their partner their guesses. Model the dialogue with you in
exchanges by exchange, e.g. step 5 You could write
repeating key Pupil A: I think the circus was noisy. it on the board to
words from the Pupil B: Noisy? Me too. / I do not think so. I think it was boring. support some pupils,
other speaker 6. Tell pupils what the children did and how it was. You can make up your own sentences here, perhaps erasing it
or can use: after some time.
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. 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.
198
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 124 (Speaking 24) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Communicate Ask about and suits your pupils’ needs and interests and that will review places, activities and Word cards from Lesson your pupils and class.
simple information express basic adjectives to prepare pupils for the lesson. 118 Please see the seven
intelligibly opinions Lesson delivery differentiation strategies
listed in the introduction.
2. Using the questions from this lesson (see worksheet below), ask some pupils Please also consider the
Complementary Complementary about yesterday/the weekend/last week: following:
Skill Skill Where were you yesterday? You may want to ask the
Listening 1.2 Listening 1.2.5 When were you there? more confident pupils
Understand Understand a questions at first, and
meaning in a wide range of How was it? others after, supporting
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils them by putting key
contexts questions by writing some/all of the questions and possible answers on the board. Allow words on the board or
short answers at this stage. Note which pupils have problems so that you can asking simpler questions
give them extra support at the next stage. (e.g. Were you at the
3. Give out the worksheets (see below) and ask pupils to write the questions in full xxx?)
in the left-hand column of the worksheet. Monitor carefully and support pupils,
and encourage pupils to help each other too. Allow pupils to help each
other when writing the
4. Show and explain the example answer, and ask pupils to write their own answers questions on the
in the table. Monitor carefully as before and provide relevant vocabulary if worksheet.
needed.
5. Ask pupils to talk to at least two friends and make a note of their answers. They
should not show each other their worksheets. Feed back on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118.
Shuffle the cards all together. Pupil A takes a card. Pupils B, C & D take turns to
ask Pupil A questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday
evening.
Pupil D asks: How was it? // It was good.
199
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 124 (Speaking 24) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Communicate Ask about and suits your pupils’ needs and interests and that will review places, activities and Word cards from Lesson your pupils and class.
simple information express basic adjectives to prepare pupils for the lesson. 118 Please see the seven
intelligibly opinions Lesson delivery differentiation strategies
listed in the introduction.
2. Using the questions from this lesson (see worksheet below), ask some pupils Please also consider the
Complementary Complementary about yesterday/the weekend/last week: following:
Skill Skill Where were you yesterday? You may want to ask the
Listening 1.2 Listening 1.2.5 When were you there? more confident pupils
Understand Understand a questions at first, and
meaning in a wide range of How was it? others after, supporting
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils them by putting key
contexts questions by writing some/all of the questions and possible answers on the board. Allow words on the board or
short answers at this stage. Note which pupils have problems so that you can asking simpler questions
give them extra support at the next stage. (e.g. Were you at the
3. Give out the worksheets (see below) and ask pupils to write the questions in full xxx?)
in the left-hand column of the worksheet. Monitor carefully and support pupils,
and encourage pupils to help each other too. Allow pupils to help each
other when writing the
4. Show and explain the example answer, and ask pupils to write their own answers questions on the
in the table. Monitor carefully as before and provide relevant vocabulary if worksheet.
needed.
5. Ask pupils to talk to at least two friends and make a note of their answers. They
should not show each other their worksheets. Feed back on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118.
Shuffle the cards all together. Pupil A takes a card. Pupils B, C & D take turns to
ask Pupil A questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday
evening.
Pupil D asks: How was it? // It was good.
199
Primary Year 3 SK Scheme of Work
Continue until pupils have each had at least two turns at taking a card.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
Worksheet for Lesson 124
A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:
_______________________ _______________________
Where at the
__________________ ? cinema
When yesterday
___________________? evening
How funny
____________________?
B: Now ask at least two friends
200
Primary Year 3 SK Scheme of Work
Continue until pupils have each had at least two turns at taking a card.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
Worksheet for Lesson 124
A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:
_______________________ _______________________
Where at the
__________________ ? cinema
When yesterday
___________________? evening
How funny
____________________?
B: Now ask at least two friends
200
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 125 (Reading 24) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
(was/were/n’t) statements
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.118 according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will introduce the topic of your pupils and class.
variety of linear information and transport to prepare pupils for the lesson. Teacher’s Book, p.181 Please see the seven
and non-linear details of short Cut-out copies of car & differentiation strategies
print and digital simple texts Lesson delivery bicycle pictures from listed in the introduction.
texts by using 2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118 Please also consider the
appropriate p.181. (one set per pair) following:
reading strategies Complementary Think about how to pair
Skill 3. Hand out the worksheets (see below) and the pictures – one set per pair. Glue pupils. Sometimes pupils
Reading 3.2.3 Pupils stick the pictures in the correct squares. Check the answers before Worksheet (see below), will work well when they
Complementary Guess the meaning moving on to the next stage of the lesson. one per pair are with a friend and they
Skill of unfamiliar words will support each other,
Reading 3.2 from clues provided 4. Ask pupils to look at part 2 of the worksheet. They should read the words and whatever their
try to put them in the grid on the worksheet.
Understand a by visuals and the proficiencies.
variety of linear topic 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils
and non-linear to guess meaning from the pictures in the book. Plan a task for fast
print and digital finishers – for example,
texts by using 6. Ask pupils to read the text again. They should check their answers to the ask them to add more
appropriate worksheet. Note that some of their answers may also be true, so discuss words they think may be
reading strategies these with pupils (e.g. a carriage is faster than an old bicycle, so they may in the texts.
have put fast for the carriage).
7. Follow instructions for Activity 2 on Teacher’s Book, p.181.
8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).
Post-lesson
9. 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
201
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 125 (Reading 24) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
(was/were/n’t) statements
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.118 according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will introduce the topic of your pupils and class.
variety of linear information and transport to prepare pupils for the lesson. Teacher’s Book, p.181 Please see the seven
and non-linear details of short Cut-out copies of car & differentiation strategies
print and digital simple texts Lesson delivery bicycle pictures from listed in the introduction.
texts by using 2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118 Please also consider the
appropriate p.181. (one set per pair) following:
reading strategies Complementary Think about how to pair
Skill 3. Hand out the worksheets (see below) and the pictures – one set per pair. Glue pupils. Sometimes pupils
Reading 3.2.3 Pupils stick the pictures in the correct squares. Check the answers before Worksheet (see below), will work well when they
Complementary Guess the meaning moving on to the next stage of the lesson. one per pair are with a friend and they
Skill of unfamiliar words will support each other,
Reading 3.2 from clues provided 4. Ask pupils to look at part 2 of the worksheet. They should read the words and whatever their
try to put them in the grid on the worksheet.
Understand a by visuals and the proficiencies.
variety of linear topic 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils
and non-linear to guess meaning from the pictures in the book. Plan a task for fast
print and digital finishers – for example,
texts by using 6. Ask pupils to read the text again. They should check their answers to the ask them to add more
appropriate worksheet. Note that some of their answers may also be true, so discuss words they think may be
reading strategies these with pupils (e.g. a carriage is faster than an old bicycle, so they may in the texts.
have put fast for the carriage).
7. Follow instructions for Activity 2 on Teacher’s Book, p.181.
8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).
Post-lesson
9. 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
201
Primary Year 3 SK Scheme of Work
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.
202
Primary Year 3 SK Scheme of Work
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.
202
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 125
Our names:
___________________________ and ___________________________
Tansport now and in the past
1. Stick the pictures onto the grid in the right place.
CARS BICYCLES
NOW
IN THE
PAST
2. Now write the words in the grid. Sometimes you can write the words in more than
one square:
small wheel carriage big wheels
fast slow very fast
203
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 126 (Writing 24) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple
& Citizenship
(was/were/n’t: questions and statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Play a word game that focuses on the spelling of the words which will be used later in Student’s Book, according to the needs
Communicate with draft and write an the lesson. p.81 of your pupils and
appropriate language increased range of class. Please see the
form and style for a simple sentences Lesson delivery Teacher’s Book, seven differentiation
range of purposes in 2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they p.124–125 strategies listed in the
print and digital media write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday. A diary introduction. Please
Complementary also consider the
Skill 3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step). Worksheet (see following:
Complementary Writing 4.3.2 Spell below) Remind pupils that they
Skill an increased range 4. Draw attention to the Writing Tip on Student’s Book, p.81. can use Kelly’s diary
Writing 4.3 of familiar high 5. In their notebooks, pupils write short answers to the questions in the blue box on (Student’s Book, p.81)
Communicate with frequency words Student’s Book, p.81. Monitor and help pupils with ideas and vocabulary. as a model.
appropriate language accurately in guided
form and style for a writing Pupils then draft full sentences for these answers in their notebooks. Fast finishers could
range of purposes in 6. Ask pupils to exchange their work with a partner, who should read and check their answer the questions
print and digital media writing (spelling, language, punctuation, etc). They should also find one thing they like about more than one
about their partner’s writing. Monitor closely to make sure this peer feedback is day of the week.
productive, kind and that the corrections that pupils suggest are correct.
7. For the final draft on the worksheet (see below), ask pupils to focus on making their
diaries look good. They can illustrate the diary in the space at the bottom of the page, or
they could write about another day if there is extra time.
Collect their writing and review it as informal classroom-based assessment. Note
common problems and errors, and give plenty of positive feedback.
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.
204
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