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
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 126
My Diary
My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
205
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 127 (Language Arts 24) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express personal 5.2.1 your pupils’ needs and interests and that will review language to prepare pupils for p.82–83 your pupils and class.
responses to Ask and answer the lesson. Please see the seven
literary texts simple questions Lesson delivery Teacher’s Book, differentiation strategies
about characters, p.126–127 listed in the introduction.
actions and events 2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for Please also consider the
Complementary of interest in a text the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / following:
Skill fast food / cheeseburger / chips / delicious / film / popcorn / boring. Ask different pupils
Reading 3.2 3. Tell pupils they will read a story. Ask them to read the story and to tell you whose different questions about
Understand a Complementary weekend sounds best. Take a vote on the answer. Encourage pupils to guess the the story, and ask for
variety of linear Skill meaning of the word hospital from the pictures and the context. volunteers for other
and non-linear Reading 3.2.3 4. Ask pupils to read the story again and to check to see which words from step 2 of the questions. Ask some
print and digital Guess the meaning lesson are in the story. You could have them listen to the story on the CD at this pupils for their opinions of
texts by using of unfamiliar words stage. Consider asking the While reading questions (see Teacher’s Book, p.126). the story, and ask
appropriate from clues provided comprehension questions
reading strategies by visuals and the 5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value using some of the
topic (See Post-story activity, Teacher’s Book, p.126). language from the unit, or
6. Play the Press conference game (Teacher’s Book, p.127). different language for
Post-lesson more proficient pupils.
7. Have a set of pupils act out the text for the class and ask the audience to offer some
positive and constructive feedback.
206
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 127 (Language Arts 24) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express personal 5.2.1 your pupils’ needs and interests and that will review language to prepare pupils for p.82–83 your pupils and class.
responses to Ask and answer the lesson. Please see the seven
literary texts simple questions Lesson delivery Teacher’s Book, differentiation strategies
about characters, p.126–127 listed in the introduction.
actions and events 2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for Please also consider the
Complementary of interest in a text the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / following:
Skill fast food / cheeseburger / chips / delicious / film / popcorn / boring. Ask different pupils
Reading 3.2 3. Tell pupils they will read a story. Ask them to read the story and to tell you whose different questions about
Understand a Complementary weekend sounds best. Take a vote on the answer. Encourage pupils to guess the the story, and ask for
variety of linear Skill meaning of the word hospital from the pictures and the context. volunteers for other
and non-linear Reading 3.2.3 4. Ask pupils to read the story again and to check to see which words from step 2 of the questions. Ask some
print and digital Guess the meaning lesson are in the story. You could have them listen to the story on the CD at this pupils for their opinions of
texts by using of unfamiliar words stage. Consider asking the While reading questions (see Teacher’s Book, p.126). the story, and ask
appropriate from clues provided comprehension questions
reading strategies by visuals and the 5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value using some of the
topic (See Post-story activity, Teacher’s Book, p.126). language from the unit, or
6. Play the Press conference game (Teacher’s Book, p.127). different language for
Post-lesson more proficient pupils.
7. Have a set of pupils act out the text for the class and ask the audience to offer some
positive and constructive feedback.
206
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Depending on
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material according to the
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s and class. Please see
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book the seven
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Teacher’s Book introduction. Please
reading needs and interests and that will prepare pupils for the lesson. p.128–129 also consider the
strategies Complementary following:
Skill Lesson delivery Texts (see You could offer pupils
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), a choice of these
Complementary Understand a 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to colour activities or you could
Skill wide range of tell you which one they have, to check they know whether they are A or B. pencils/pens ask different pupils to
Listening 1.2 short supported 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils do different activities
Understand questions should fill in the texts with the correct form of be. Model an example on the board to show Self-assessment depending on their
meaning in a pupils what to do. worksheets individual needs,
variety of familiar based on formative
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not assessment in this
show each other the answers. unit.
6. With their new partner, pupils write at least two questions about the texts. Review question
forms before they begin as necessary, e.g. Have pupils do more
activities and/or make
Was there internet? their own activities.
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson
207
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Depending on
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material according to the
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s and class. Please see
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book the seven
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Teacher’s Book introduction. Please
reading needs and interests and that will prepare pupils for the lesson. p.128–129 also consider the
strategies Complementary following:
Skill Lesson delivery Texts (see You could offer pupils
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), a choice of these
Complementary Understand a 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to colour activities or you could
Skill wide range of tell you which one they have, to check they know whether they are A or B. pencils/pens ask different pupils to
Listening 1.2 short supported 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils do different activities
Understand questions should fill in the texts with the correct form of be. Model an example on the board to show Self-assessment depending on their
meaning in a pupils what to do. worksheets individual needs,
variety of familiar based on formative
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not assessment in this
show each other the answers. unit.
6. With their new partner, pupils write at least two questions about the texts. Review question
forms before they begin as necessary, e.g. Have pupils do more
activities and/or make
Was there internet? their own activities.
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson
207
Primary Year 3 SK Scheme of Work
8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know the
language now. They should complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the learning in this unit).
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Text A1:
When I was a child, we were often at the library to find out information for homework. There weren’t any computers but there were lots of books in the library. It was
quiet there and we were very quiet, too.
Text B1:
Now, sometimes there are children at the library. They are there at the weekends. But now, there is the internet to find out information for homework. Children do their
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s noisy.
Text A2:
Now, sometimes there _______ children at the library. They _______ there at the weekends. But now, there _______ the internet to find out information for homework.
Children do their homework at home. Sometimes at home it _______ quiet, but sometimes it _______ quiet, it _______ noisy.
Text B2:
When I _______ a child, we _______ often at the library to find out information for homework. There _______ any computers but there _______ lots of books in the
library. It _______ quiet there and we _______ very quiet, too.
Self-assessment worksheet
How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous units)
208
Primary Year 3 SK Scheme of Work
8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know the
language now. They should complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the learning in this unit).
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Text A1:
When I was a child, we were often at the library to find out information for homework. There weren’t any computers but there were lots of books in the library. It was
quiet there and we were very quiet, too.
Text B1:
Now, sometimes there are children at the library. They are there at the weekends. But now, there is the internet to find out information for homework. Children do their
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s noisy.
Text A2:
Now, sometimes there _______ children at the library. They _______ there at the weekends. But now, there _______ the internet to find out information for homework.
Children do their homework at home. Sometimes at home it _______ quiet, but sometimes it _______ quiet, it _______ noisy.
Text B2:
When I _______ a child, we _______ often at the library to find out information for homework. There _______ any computers but there _______ lots of books in the
library. It _______ quiet there and we _______ very quiet, too.
Self-assessment worksheet
How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous units)
208
Primary Year 3 SK Scheme of Work
UNIT 9
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 129 (Listening 25) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements
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 1.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of your
Understand Understand with your pupils’ needs and interests and that will introduce the topic of holidays to p.85 pupils and class. Please see
meaning in a support the main prepare pupils for the lesson. the seven differentiation
variety of familiar idea of short simple Lesson delivery Teacher’s Book, strategies listed in the
contexts texts p.130 introduction. Please also
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit consider the following:
language about the topic. Show the pictures and ask pupils what they can see, Copies of the Some pupils will be better able
Complementary Complementary about their experiences. Use the key vocabulary in your questions and encourage pictures from to sing along than others,
Skill Skill pupils to guess what it means, based on the pictures you are showing them. Activity 1, one some pupils may want to sing,
Speaking 2.1 Speaking 2.1.5 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. picture per pupil but others may not want to.
Communicate Describe people 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to Don’t insist that all pupils sing.
simple information and objects using one another for the next stage of the lesson). Tell pupils they will listen to a song. Focus on enjoyment rather
intelligibly suitable words and When they hear the part about their picture, they should hold it up. Play the CD. than accuracy.
phrases
5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask Encourage as much language
pupils to try to remember the song (they should have their books closed), and to as possible at stage 2 and the
put their pictures in the order they appear in the song. post-lesson stage, but do not
6. Play the song again so pupils can check their answers. Encourage pupils to sing insist on full or accurate
along to some or all of the song if they want. Watch pupils to see which pupils are sentences – different pupils
confident at this stage, and which are less confident. will be able to produce
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85). different amounts of language.
Ask different questions and/or
Post-lesson give different prompts to
8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage different pupils to push them
a review of the key vocabulary. within their ability.
209
Primary Year 3 SK Scheme of Work
UNIT 9
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 129 (Listening 25) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements
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 1.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of your
Understand Understand with your pupils’ needs and interests and that will introduce the topic of holidays to p.85 pupils and class. Please see
meaning in a support the main prepare pupils for the lesson. the seven differentiation
variety of familiar idea of short simple Lesson delivery Teacher’s Book, strategies listed in the
contexts texts p.130 introduction. Please also
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit consider the following:
language about the topic. Show the pictures and ask pupils what they can see, Copies of the Some pupils will be better able
Complementary Complementary about their experiences. Use the key vocabulary in your questions and encourage pictures from to sing along than others,
Skill Skill pupils to guess what it means, based on the pictures you are showing them. Activity 1, one some pupils may want to sing,
Speaking 2.1 Speaking 2.1.5 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. picture per pupil but others may not want to.
Communicate Describe people 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to Don’t insist that all pupils sing.
simple information and objects using one another for the next stage of the lesson). Tell pupils they will listen to a song. Focus on enjoyment rather
intelligibly suitable words and When they hear the part about their picture, they should hold it up. Play the CD. than accuracy.
phrases
5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask Encourage as much language
pupils to try to remember the song (they should have their books closed), and to as possible at stage 2 and the
put their pictures in the order they appear in the song. post-lesson stage, but do not
6. Play the song again so pupils can check their answers. Encourage pupils to sing insist on full or accurate
along to some or all of the song if they want. Watch pupils to see which pupils are sentences – different pupils
confident at this stage, and which are less confident. will be able to produce
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85). different amounts of language.
Ask different questions and/or
Post-lesson give different prompts to
8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage different pupils to push them
a review of the key vocabulary. within their ability.
209
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 130 (Speaking 25) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.3.1 1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, p.85 according to the needs
Communicate Narrate very short of your pupils and
appropriately to a basic stories and Lesson delivery Teacher’s Book, class. Please see the
small or large events 2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards p.130 –131 seven differentiation
audience below). Sentence cards (see strategies listed in the
below, cut up, one set introduction. Please
Complementary 3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils per pair or small also consider the
following:
Complementary Skill what they did on their holiday and put some ideas on the board. Try to include the group)
Skill Reading 3.2.2 activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what You could ask pupils to
Reading 3.2 Understand specific they did on their holiday. Colour pens or present to each other in
Understand a information and 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk pencils groups if you have
variety of linear details of short about their pictures and choose some pupils who have made a good effort, to some very shy pupils in
and non-linear simple texts present to the class. Allow pupils to practise first before presenting to the class if your class. This will
print and digital necessary, and offer plenty of praise. Collect pupils’ pictures or ask them to keep give more pupils a
texts by using them safe for a later lesson. chance to present.
appropriate
reading strategies 5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
pictures or cut-up sentences from this lesson instead of more strips of paper as
mentioned in the instructions.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
210
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 130 (Speaking 25) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.3.1 1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, p.85 according to the needs
Communicate Narrate very short of your pupils and
appropriately to a basic stories and Lesson delivery Teacher’s Book, class. Please see the
small or large events 2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards p.130 –131 seven differentiation
audience below). Sentence cards (see strategies listed in the
below, cut up, one set introduction. Please
Complementary 3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils per pair or small also consider the
following:
Complementary Skill what they did on their holiday and put some ideas on the board. Try to include the group)
Skill Reading 3.2.2 activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what You could ask pupils to
Reading 3.2 Understand specific they did on their holiday. Colour pens or present to each other in
Understand a information and 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk pencils groups if you have
variety of linear details of short about their pictures and choose some pupils who have made a good effort, to some very shy pupils in
and non-linear simple texts present to the class. Allow pupils to practise first before presenting to the class if your class. This will
print and digital necessary, and offer plenty of praise. Collect pupils’ pictures or ask them to keep give more pupils a
texts by using them safe for a later lesson. chance to present.
appropriate
reading strategies 5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
pictures or cut-up sentences from this lesson instead of more strips of paper as
mentioned in the instructions.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
210
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It could be set for homework.
Sentence cards to cut up for Lesson 130
We were on an island.
We packed our bags.
We jumped on a plane.
We played on the beach.
It was really fun!
We sailed a boat.
211
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It could be set for homework.
Sentence cards to cut up for Lesson 130
We were on an island.
We packed our bags.
We jumped on a plane.
We played on the beach.
It was really fun!
We sailed a boat.
211
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 131 (Reading 25) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular
verbs): Questions & statements
Environmental Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the p.86 of your pupils and
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Lesson delivery Teacher’s Book, seven differentiation
print and digital from clues p.132 strategies listed in the
texts by using provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and Pictures of forest introduction. Please
appropriate visuals and the elicit some differences between the forest and forests/jungles in your local area. Ask also consider the
reading strategies topic pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the Worksheets A & B following:
board. (see below) Some pupils may know
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children the vocabulary already.
Complementary Complementary in the story did any of the same things. Dictionaries If that is the case, plan
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words a different activity for
Reading 3.2 Reading 3.2.4 on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the Colour pens and them so they can work
Understand a Recognise and words in the dictionary. They should draw a picture to show what each one means. pencils (optional) towards the Learning
variety of linear use with support Pupils can work in pairs for this activity. Standards of this
and non-linear key features of a lesson.
print and digital simple 5. For the second part of the worksheet, pupils read the story to find the words on their
texts by using monolingual worksheet. Then they work in their pairs to guess the meaning and draw a picture to
appropriate dictionary show their understanding. Ask them to cover the vocabulary section at the top of the
reading strategies page.
6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether they
have experience of doing these things.
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.
212
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 131 (Reading 25) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular
verbs): Questions & statements
Environmental Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the p.86 of your pupils and
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Lesson delivery Teacher’s Book, seven differentiation
print and digital from clues p.132 strategies listed in the
texts by using provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and Pictures of forest introduction. Please
appropriate visuals and the elicit some differences between the forest and forests/jungles in your local area. Ask also consider the
reading strategies topic pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the Worksheets A & B following:
board. (see below) Some pupils may know
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children the vocabulary already.
Complementary Complementary in the story did any of the same things. Dictionaries If that is the case, plan
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words a different activity for
Reading 3.2 Reading 3.2.4 on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the Colour pens and them so they can work
Understand a Recognise and words in the dictionary. They should draw a picture to show what each one means. pencils (optional) towards the Learning
variety of linear use with support Pupils can work in pairs for this activity. Standards of this
and non-linear key features of a lesson.
print and digital simple 5. For the second part of the worksheet, pupils read the story to find the words on their
texts by using monolingual worksheet. Then they work in their pairs to guess the meaning and draw a picture to
appropriate dictionary show their understanding. Ask them to cover the vocabulary section at the top of the
reading strategies page.
6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether they
have experience of doing these things.
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.
212
Primary Year 3 SK Scheme of Work
Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest
fish
bee
lunch
2. Find the words in the story. Look at the pictures and draw.
flower
river
fire
picture
213
Primary Year 3 SK Scheme of Work
Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower
river
fire
picture
2. Find the words in the story. Look at the pictures and draw.
forest
fish
bee
lunch
214
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 132 (Writing 25) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
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 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate with draft and write an your pupils’ needs and interests and that will review language to prepare pupils for Student’s Book, your pupils and class.
appropriate increased range of the lesson. p.87 Please see the seven
language form and simple sentences Lesson delivery differentiation strategies
style for a range of Teacher’s Book, listed in the introduction.
purposes in print Complementary 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You p.132–133 Please also consider the
and digital media Skill could play the CD if necessary to remind them. Pictures from following:
Reading 3.2.2 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Fast finishers or more
Understand specific understanding that this is talking about the past by eliciting the date of the weekend. Lesson 130 proficient pupils could
Complementary information and 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. draw another picture about
Skill details of short Glue what they did at the
Reading 3.2 simple texts 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as weekend and write about
Understand a a prompt, ask pupils to draft sentences in their notebooks to describe what they did that as well.
variety of linear on holiday.
and non-linear Make sure you monitor carefully and support pupils, giving them feedback on their Encourage some pupils to
print and digital work and helping them with vocabulary and form. ask each other questions
texts by using 6. Pupils exchange their notebooks with a partner, who checks the work for them. about their holidays,
appropriate Encourage pupils to talk to each other about their writing and to give positive especially if they finish
reading strategies feedback about it. This might be about content or language. Monitor to see how quickly.
pupils work on peer feedback and help with any problems or corrections.
7. Ask pupils to write their final draft on a piece of paper.
8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong to
which pictures. This would provide extra reading practice.
Post-lesson
9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other questions
and/or ask them about their holidays.
215
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 132 (Writing 25) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
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 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate with draft and write an your pupils’ needs and interests and that will review language to prepare pupils for Student’s Book, your pupils and class.
appropriate increased range of the lesson. p.87 Please see the seven
language form and simple sentences Lesson delivery differentiation strategies
style for a range of Teacher’s Book, listed in the introduction.
purposes in print Complementary 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You p.132–133 Please also consider the
and digital media Skill could play the CD if necessary to remind them. Pictures from following:
Reading 3.2.2 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Fast finishers or more
Understand specific understanding that this is talking about the past by eliciting the date of the weekend. Lesson 130 proficient pupils could
Complementary information and 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. draw another picture about
Skill details of short Glue what they did at the
Reading 3.2 simple texts 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as weekend and write about
Understand a a prompt, ask pupils to draft sentences in their notebooks to describe what they did that as well.
variety of linear on holiday.
and non-linear Make sure you monitor carefully and support pupils, giving them feedback on their Encourage some pupils to
print and digital work and helping them with vocabulary and form. ask each other questions
texts by using 6. Pupils exchange their notebooks with a partner, who checks the work for them. about their holidays,
appropriate Encourage pupils to talk to each other about their writing and to give positive especially if they finish
reading strategies feedback about it. This might be about content or language. Monitor to see how quickly.
pupils work on peer feedback and help with any problems or corrections.
7. Ask pupils to write their final draft on a piece of paper.
8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong to
which pictures. This would provide extra reading practice.
Post-lesson
9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other questions
and/or ask them about their holidays.
215
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will learn a poem, suggest an ending, and share their
Main Skill Main Skill finished poem with classmates. Flashcards or Differentiate learning according to
Language Arts 5.1 Language Arts drawings of a boy the needs of your pupils and class.
Enjoy and 5.1.2 Pre-lesson and a girl, a Please see the seven differentiation
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle, strategies listed in the introduction
rhymes, poems 2 text types: characters if preferred) and tell pupils that they went on holiday in a big room, box, key,
and songs simple poems. forest. Put the flashcard/drawing of the forest on the board. door.
Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit
their suggestions, and then tell them that they saw a castle. Add your Copy of Sasha
picture of the castle to the board. and Jason went
3. Show pupils the picture of the castle. Ask them to guess what was in the on holiday poem
castle, and again, elicit their suggestions. Don’t tell pupils what was really
Complementary in the castle.
Complementary Skill 4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Speaking 2.3.1 castle.
Speaking 2.3 Narrate very short 5. Start by saying the first two lines of the poem, pointing to the pictures on
Communicate basic stories and the board as you do so.
appropriately to a events 6. Put the picture of a room on the board, elicit what Sasha and Jason saw
small or large next, and say the next line of the poem.
group 7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point to
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind the
door. Tell them to practise saying their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to
each other. Pupils can mime and use body language as they perform their
poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
216
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
In this lesson, pupils will learn a poem, suggest an ending, and share their
Main Skill Main Skill finished poem with classmates. Flashcards or Differentiate learning according to
Language Arts 5.1 Language Arts drawings of a boy the needs of your pupils and class.
Enjoy and 5.1.2 Pre-lesson and a girl, a Please see the seven differentiation
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle, strategies listed in the introduction
rhymes, poems 2 text types: characters if preferred) and tell pupils that they went on holiday in a big room, box, key,
and songs simple poems. forest. Put the flashcard/drawing of the forest on the board. door.
Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit
their suggestions, and then tell them that they saw a castle. Add your Copy of Sasha
picture of the castle to the board. and Jason went
3. Show pupils the picture of the castle. Ask them to guess what was in the on holiday poem
castle, and again, elicit their suggestions. Don’t tell pupils what was really
Complementary in the castle.
Complementary Skill 4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Speaking 2.3.1 castle.
Speaking 2.3 Narrate very short 5. Start by saying the first two lines of the poem, pointing to the pictures on
Communicate basic stories and the board as you do so.
appropriately to a events 6. Put the picture of a room on the board, elicit what Sasha and Jason saw
small or large next, and say the next line of the poem.
group 7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point to
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind the
door. Tell them to practise saying their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to
each other. Pupils can mime and use body language as they perform their
poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
216
Primary Year 3 SK Scheme of Work
Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….
217
Primary Year 3 SK Scheme of Work
Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….
217
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 134 (Listening 26) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
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. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.87 your pupils and class. Please
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take see the seven differentiation
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, strategies listed in the
contexts details of short Lesson delivery p.133 introduction. Please also
simple texts consider the following:
2. Review past tense verb forms. You could do this by playing a mime game, where Verb flashcards Fast finishers could do
Complementary pupils mime what they did at the weekend. First play as a whole class, choosing a another round of this activity
Skill Complementary pupil to mime and the class to say You xxx at the weekend, then play in pairs or using the story on Student’s
Speaking 2.1 Skill small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Communicate Speaking 2.1.5 pupils’ minds.
simple information Describe people 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
intelligibly and objects using 4. In pairs or small groups, pupils play a True/False game based on the pictures in
suitable words and Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip
phrases to the forest, and their classmate(s) should say whether it is True or False.
Monitor carefully and listen for accurate use of past tense verb forms. Offer plenty
of praise but also give feedback and correction on past tense form as necessary.
5. Play Hot card pantomime using the verb flashcards (see Optional activity,
Teacher’s Book, p.133).
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.
218
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 134 (Listening 26) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
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. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.87 your pupils and class. Please
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take see the seven differentiation
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, strategies listed in the
contexts details of short Lesson delivery p.133 introduction. Please also
simple texts consider the following:
2. Review past tense verb forms. You could do this by playing a mime game, where Verb flashcards Fast finishers could do
Complementary pupils mime what they did at the weekend. First play as a whole class, choosing a another round of this activity
Skill Complementary pupil to mime and the class to say You xxx at the weekend, then play in pairs or using the story on Student’s
Speaking 2.1 Skill small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Communicate Speaking 2.1.5 pupils’ minds.
simple information Describe people 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
intelligibly and objects using 4. In pairs or small groups, pupils play a True/False game based on the pictures in
suitable words and Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip
phrases to the forest, and their classmate(s) should say whether it is True or False.
Monitor carefully and listen for accurate use of past tense verb forms. Offer plenty
of praise but also give feedback and correction on past tense form as necessary.
5. Play Hot card pantomime using the verb flashcards (see Optional activity,
Teacher’s Book, p.133).
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.
218
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 135 (Speaking 26) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.2 Use Speaking 2.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
appropriate Keep interaction your pupils’ needs and interests and that will review language to prepare pupils for the p.87 your pupils and class.
communication going in short lesson. Please see the seven
strategies exchanges by Teacher’s Book, differentiation strategies
repeating key words Lesson delivery p.133 listed in the introduction.
from the other 2. Using the verb flashcards, model the question and answer: Verb flashcards Please also consider the
Complementary speaker following:
Skill Question: What did you do at the weekend? Worksheet (see Depending on your class
Writing 4.3 Answer: At the weekend? I xxx. below, optional) and/or individual pupils,
Communicate Complementary you could extend the
with appropriate Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that dialogue so pupils ask a
language form Writing 4.3.3 pupils are repeating the time expression in the answer as a way to practise discourse second question: How
and style for a Plan, draft and write and interaction skills (see Learning Standard, Main Skill). was it? This would review
range of purposes an increased range language from lessons in
in print and digital of simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the Unit 8.
media table on Student’s Book, p.87, or you could use a worksheet like the one below, which
is a little more pupil-friendly. They can also ask more classmates for their answers if
there is time.
Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.
5. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.
6. Ask pupils to check their partner’s work and provide some feedback. Monitor at this
stage and the previous one to check pupils’ use of past tense forms, giving support
and praise where needed.
7. If you are using the worksheet, pupils can write the final draft of their sentences on the
worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that you
can review their progress in use of past simple and identify any other areas that are
causing problems.
Post-lesson
219
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 135 (Speaking 26) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.2 Use Speaking 2.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
appropriate Keep interaction your pupils’ needs and interests and that will review language to prepare pupils for the p.87 your pupils and class.
communication going in short lesson. Please see the seven
strategies exchanges by Teacher’s Book, differentiation strategies
repeating key words Lesson delivery p.133 listed in the introduction.
from the other 2. Using the verb flashcards, model the question and answer: Verb flashcards Please also consider the
Complementary speaker following:
Skill Question: What did you do at the weekend? Worksheet (see Depending on your class
Writing 4.3 Answer: At the weekend? I xxx. below, optional) and/or individual pupils,
Communicate Complementary you could extend the
with appropriate Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that dialogue so pupils ask a
language form Writing 4.3.3 pupils are repeating the time expression in the answer as a way to practise discourse second question: How
and style for a Plan, draft and write and interaction skills (see Learning Standard, Main Skill). was it? This would review
range of purposes an increased range language from lessons in
in print and digital of simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the Unit 8.
media table on Student’s Book, p.87, or you could use a worksheet like the one below, which
is a little more pupil-friendly. They can also ask more classmates for their answers if
there is time.
Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.
5. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.
6. Ask pupils to check their partner’s work and provide some feedback. Monitor at this
stage and the previous one to check pupils’ use of past tense forms, giving support
and praise where needed.
7. If you are using the worksheet, pupils can write the final draft of their sentences on the
worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that you
can review their progress in use of past simple and identify any other areas that are
causing problems.
Post-lesson
219
Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
220
Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
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.
220
Primary Year 3 SK Scheme of Work
Alternative worksheet for Lesson 135
At the weekend
1. Ask about the weekend and note or draw.
Me My friend: My friend: My friend:
__________________ __________________ __________________
2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
221
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 136 (Reading 26) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple
(regular and irregular verbs): positive & negative
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand a Understand pupils’ needs and interests. Ask pupils if they keep a diary. p.88–89 needs of your pupils
variety of linear specific Lesson delivery and class. Please see
and non-linear information and Teacher’s Book, the seven
print and digital details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they p.133–134 differentiation
texts by using simple texts might hear. In pairs, they write three or four words on paper or in their notebooks (do not strategies listed in the
appropriate worry about spelling at this stage, and allow pupils to ask you for English vocabulary for introduction. Please
reading strategies words they want to include. also consider the
Complementary 3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). following:
Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the If your pupils need
Complementary Reading 3.2.4 CD. They should check to see if their predictions were correct. Give feedback. extra support, you
Skill Recognise and could give a sentence
Reading 3.2 use with support 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard for each picture in
Understand a key features of a / museum (if they are new to your pupils). Activity 2, and ask
variety of linear simple 6. Ask pupils to tell a partner what they think these words mean, based on the content of the them to decide Yes or
and non-linear monolingual text (they can use their first language if necessary). Then ask them to check all the words in No for each one as
print and digital dictionary the dictionary to see if they were correct. Feed back by asking if they had guessed correctly. you say them.
texts by using 7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
appropriate 8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this
reading strategies activity and help as necessary. Some pupils may find this activity difficult as there are a lot of
pictures and they need to understand a lot of details in the text to decide if they are right or
not.
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.
222
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 136 (Reading 26) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple
(regular and irregular verbs): positive & negative
statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand a Understand pupils’ needs and interests. Ask pupils if they keep a diary. p.88–89 needs of your pupils
variety of linear specific Lesson delivery and class. Please see
and non-linear information and Teacher’s Book, the seven
print and digital details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they p.133–134 differentiation
texts by using simple texts might hear. In pairs, they write three or four words on paper or in their notebooks (do not strategies listed in the
appropriate worry about spelling at this stage, and allow pupils to ask you for English vocabulary for introduction. Please
reading strategies words they want to include. also consider the
Complementary 3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). following:
Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the If your pupils need
Complementary Reading 3.2.4 CD. They should check to see if their predictions were correct. Give feedback. extra support, you
Skill Recognise and could give a sentence
Reading 3.2 use with support 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard for each picture in
Understand a key features of a / museum (if they are new to your pupils). Activity 2, and ask
variety of linear simple 6. Ask pupils to tell a partner what they think these words mean, based on the content of the them to decide Yes or
and non-linear monolingual text (they can use their first language if necessary). Then ask them to check all the words in No for each one as
print and digital dictionary the dictionary to see if they were correct. Feed back by asking if they had guessed correctly. you say them.
texts by using 7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
appropriate 8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this
reading strategies activity and help as necessary. Some pupils may find this activity difficult as there are a lot of
pictures and they need to understand a lot of details in the text to decide if they are right or
not.
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.
222
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 137 (Writing 26) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus
Main Skill Main Skill 3 Differentiate
learning according
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Communicate Plan, draft and suits your pupils’ needs and interests and that will review language from this unit Student’s to the needs of your
pupils and class.
with appropriate write an to prepare pupils for the lesson. Book, p.89
language form increased range Lesson delivery Please see the
seven differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word Teacher’s
range of sentences search (see worksheet below. Note: answers are in red for you, print in black Book, p.135 strategies listed in
the introduction.
purposes in print and white).
and digital Worksheet Please also
consider the
media Complementary 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures (see below)
Skill and answers to Activity 2 on Student’s Book, p.89. following:
Writing 4.3.2 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Complementary Spell an 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Skill increased range Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Writing 4.3 of familiar high carefully at the beginning of the activity and be ready to help pupils as they six pupils) for the
Communicate frequency words write. Note that the focus isn’t on accuracy at this stage. If necessary, have write, fold and pass
with appropriate accurately in pupils write just notes on the papers at this stage. activity. This would
language form guided writing 6. At the end of the activity, pupils/pairs take the paper that they started. They allow more
and style for a should read through the paper and check the language and/or develop the proficient pupils to
range of sentences. They should ask for help if they need it, from you or from the pupil(s) support lower
purposes in print who wrote the line of the story. Monitor closely and support pupils at this stage proficiency pupils in
and digital to help them develop a more accurate piece of writing. Writing.
media
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark
mistakes to show pupils where they are (e.g. by circling them) if you think they
can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.
223
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 137 (Writing 26) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus
Main Skill Main Skill 3 Differentiate
learning according
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Communicate Plan, draft and suits your pupils’ needs and interests and that will review language from this unit Student’s to the needs of your
pupils and class.
with appropriate write an to prepare pupils for the lesson. Book, p.89
language form increased range Lesson delivery Please see the
seven differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word Teacher’s
range of sentences search (see worksheet below. Note: answers are in red for you, print in black Book, p.135 strategies listed in
the introduction.
purposes in print and white).
and digital Worksheet Please also
consider the
media Complementary 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures (see below)
Skill and answers to Activity 2 on Student’s Book, p.89. following:
Writing 4.3.2 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Complementary Spell an 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Skill increased range Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Writing 4.3 of familiar high carefully at the beginning of the activity and be ready to help pupils as they six pupils) for the
Communicate frequency words write. Note that the focus isn’t on accuracy at this stage. If necessary, have write, fold and pass
with appropriate accurately in pupils write just notes on the papers at this stage. activity. This would
language form guided writing 6. At the end of the activity, pupils/pairs take the paper that they started. They allow more
and style for a should read through the paper and check the language and/or develop the proficient pupils to
range of sentences. They should ask for help if they need it, from you or from the pupil(s) support lower
purposes in print who wrote the line of the story. Monitor closely and support pupils at this stage proficiency pupils in
and digital to help them develop a more accurate piece of writing. Writing.
media
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark
mistakes to show pupils where they are (e.g. by circling them) if you think they
can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.
223
Primary Year 3 SK Scheme of Work
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
Worksheet for Lesson 137
Look, find and write.
T I F C O D S W A A
E.g. take: took
1. do: ______________ U L D I D A N E A T
2. go: ______________
B I H M F B J N M E
3. buy: ______________
4. is: ______________ W S R G B O R T A D
5. eat: ______________
G Q W O S U U K C W
6. swim: ______________
7. are: ______________ S C A A V G B N Z E
8. find: ______________
Y P S E M H D O D R
F T O O K T W U R E
224
Primary Year 3 SK Scheme of Work
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
Worksheet for Lesson 137
Look, find and write.
T I F C O D S W A A
E.g. take: took
1. do: ______________ U L D I D A N E A T
2. go: ______________
B I H M F B J N M E
3. buy: ______________
4. is: ______________ W S R G B O R T A D
5. eat: ______________
G Q W O S U U K C W
6. swim: ______________
7. are: ______________ S C A A V G B N Z E
8. find: ______________
Y P S E M H D O D R
F T O O K T W U R E
224
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 138 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.
TOPIC: On holiday
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a song.
Main Skill Main Skill Flashcards or drawings of a sea Differentiate
Language Arts Language Arts Pre-lesson horse, jellyfish, turtle, octopus, baby learning according
5.1 5.1.2 1. Write the title of the song on the board. Tell pupils that the sailor is a woman, shark and blue whale. to the needs of your
Enjoy and In addition to and ask them to guess some of the things she saw. Write their suggestions Super simple songs video of : A pupils and class.
appreciate Year 2 text on the board. sailor went to sea, sea, sea: Please see the
rhymes, poems types: simple Lesson delivery www.youtube.com/watch? seven differentiation
and songs poems. 2. Tell pupils that now they can check their guesses. Ask them to listen to the v=DX2Er--LYmQ strategies listed in
song and remember two animals or more which the sailor saw. the introduction.
3. Play (or sing) the song. Pupils can join in if they like. You can download the video by
4. Elicit answers from pupils. If they tell you the names of the animals in their typing in ss before YouTube i.e
own language, accept their answers, and write the animal names in English www.ssyoutube.com/watch?
on the board. v=DX2Er--LYmQ
5. Show pupils an animal flashcard/drawing and ask them to say which word If you cannot play the video in class,
Complementary Complementary the picture goes with. Continue in this way for the other five animals in the sing the song yourself. The lyrics
Skill Skill song. and music notes are on the next
Speaking 2.1 Speaking 2.1.5 6. Ask pupils to make a note of the animals in their books. page. (The lyrics to the music notes
Communicate Describe people 7. Play (or sing) the song again and ask pupils to sing along with the song. are slightly different to the lyrics of
simple and objects the song we have chosen: we
information using suitable Post-lesson suggest that you stay with our
intelligibly words and 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the words.)
phrases song with pupils, pointing to the flashcards on the board as you do so, to help
their memory as they sing.
225
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 138 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.
TOPIC: On holiday
CONTENT LEARNING DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE MATERIALS / REFERENCES STRATEGIES
In this lesson, pupils will sing a song.
Main Skill Main Skill Flashcards or drawings of a sea Differentiate
Language Arts Language Arts Pre-lesson horse, jellyfish, turtle, octopus, baby learning according
5.1 5.1.2 1. Write the title of the song on the board. Tell pupils that the sailor is a woman, shark and blue whale. to the needs of your
Enjoy and In addition to and ask them to guess some of the things she saw. Write their suggestions Super simple songs video of : A pupils and class.
appreciate Year 2 text on the board. sailor went to sea, sea, sea: Please see the
rhymes, poems types: simple Lesson delivery www.youtube.com/watch? seven differentiation
and songs poems. 2. Tell pupils that now they can check their guesses. Ask them to listen to the v=DX2Er--LYmQ strategies listed in
song and remember two animals or more which the sailor saw. the introduction.
3. Play (or sing) the song. Pupils can join in if they like. You can download the video by
4. Elicit answers from pupils. If they tell you the names of the animals in their typing in ss before YouTube i.e
own language, accept their answers, and write the animal names in English www.ssyoutube.com/watch?
on the board. v=DX2Er--LYmQ
5. Show pupils an animal flashcard/drawing and ask them to say which word If you cannot play the video in class,
Complementary Complementary the picture goes with. Continue in this way for the other five animals in the sing the song yourself. The lyrics
Skill Skill song. and music notes are on the next
Speaking 2.1 Speaking 2.1.5 6. Ask pupils to make a note of the animals in their books. page. (The lyrics to the music notes
Communicate Describe people 7. Play (or sing) the song again and ask pupils to sing along with the song. are slightly different to the lyrics of
simple and objects the song we have chosen: we
information using suitable Post-lesson suggest that you stay with our
intelligibly words and 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the words.)
phrases song with pupils, pointing to the flashcards on the board as you do so, to help
their memory as they sing.
225
Primary Year 3 SK Scheme of Work
Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see
A sailor went to sea, sea, sea But all that she could see, see, see
To see what she could see, see, see Was a baby shark swimming and an octopus swimming and a turtle
But all that she could see, see, see swimming and a jellyfish swimming and a sea horse swimming in the sea,
Was the bottom of the sea, sea, sea! sea, sea!
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see To see what she could see, see, see
But all that she could see, see, see But all that she could see, see, see
Was a sea horse swimming sea, sea, sea! Was a blue whale swimming and a baby shark swimming and an octopus
swimming and a turtle swimming and a jellyfish swimming and a sea horse
A sailor went to sea, sea, sea swimming in the sea, sea, sea!
To see what she could see, see, see
But all that she could see, see, see
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a turtle swimming and a jellyfish swimming and a sea horse swimming in
the sea, sea, sea!
A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!
226
Primary Year 3 SK Scheme of Work
Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see
A sailor went to sea, sea, sea But all that she could see, see, see
To see what she could see, see, see Was a baby shark swimming and an octopus swimming and a turtle
But all that she could see, see, see swimming and a jellyfish swimming and a sea horse swimming in the sea,
Was the bottom of the sea, sea, sea! sea, sea!
A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see To see what she could see, see, see
But all that she could see, see, see But all that she could see, see, see
Was a sea horse swimming sea, sea, sea! Was a blue whale swimming and a baby shark swimming and an octopus
swimming and a turtle swimming and a jellyfish swimming and a sea horse
A sailor went to sea, sea, sea swimming in the sea, sea, sea!
To see what she could see, see, see
But all that she could see, see, see
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!
A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a turtle swimming and a jellyfish swimming and a sea horse swimming in
the sea, sea, sea!
A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!
226
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
LESSON: 139 (Listening 27) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements
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 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Lesson delivery Pupils’ shared strategies listed in the
contexts writing from introduction. Please also
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Lesson 137 consider the following:
Complementary your feedback on it. Pupils work in their pairs to write a final draft, based on the If there are some common
Complementary Skill feedback on their draft. They should write on paper. Coloured pencils mistakes pupils have made in
Skill Writing 4.3.3 Plan, 3. Ask pairs to join another pair, so that they are working in groups of four their writing, you could cover
Writing 4.3 draft and write an (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Worksheets these as a whole class at the
Communicate with increased range of story and draw (sketch if time is short) the six stages of the story onto the (marked) from beginning of the lesson.
appropriate simple sentences worksheet (see below). If necessary, show pupils how they can draw a negative Lesson 137 Monitor carefully and help
language form and (She didn’t xxx) by drawing the picture and putting a line through it. lower proficiency pupils with
style for a range of 4. Spread the picture worksheets and the final stories around the room or on a big Worksheet (see corrections. You can ask fast
purposes in print table. Ask pupils to look at the pictures and read the stories to try to match them. below) finishers to help you with this.
and digital media You could do this as a whole class or it could be in large groups, depending on
your class size and set up.
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.
227
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
LESSON: 139 (Listening 27) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements
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 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Lesson delivery Pupils’ shared strategies listed in the
contexts writing from introduction. Please also
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Lesson 137 consider the following:
Complementary your feedback on it. Pupils work in their pairs to write a final draft, based on the If there are some common
Complementary Skill feedback on their draft. They should write on paper. Coloured pencils mistakes pupils have made in
Skill Writing 4.3.3 Plan, 3. Ask pairs to join another pair, so that they are working in groups of four their writing, you could cover
Writing 4.3 draft and write an (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Worksheets these as a whole class at the
Communicate with increased range of story and draw (sketch if time is short) the six stages of the story onto the (marked) from beginning of the lesson.
appropriate simple sentences worksheet (see below). If necessary, show pupils how they can draw a negative Lesson 137 Monitor carefully and help
language form and (She didn’t xxx) by drawing the picture and putting a line through it. lower proficiency pupils with
style for a range of 4. Spread the picture worksheets and the final stories around the room or on a big Worksheet (see corrections. You can ask fast
purposes in print table. Ask pupils to look at the pictures and read the stories to try to match them. below) finishers to help you with this.
and digital media You could do this as a whole class or it could be in large groups, depending on
your class size and set up.
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.
227
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 139
Listen and draw.
1. 2. 3.
4. 5. 6.
228
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 139
Listen and draw.
1. 2. 3.
4. 5. 6.
228
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 140 (Speaking 27) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose one of the games in Revision (See Teacher’s Book, p.136). Student’s Book, according to the needs of
Communicate Describe people Lesson delivery p.90 your pupils and class. Please
simple information and objects using see the seven differentiation
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, strategies listed in the
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ p.136–137 introduction. Please also
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards consider the following:
Complementary for this. Verb flashcards If you have extra time in this
Skill Complementary 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. lesson, or if you have fast
Listening 1.2 Skill 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. Scissors finishers, you could extend
Understand Listening 1.2.5 step 2 (or repeat it later) into
meaning in a Understand a wide 5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). a guessing game in pairs,
variety of familiar range of short Pupils could use their cut-ups from Activity 1 for this game. also based on the stories
contexts supported Post-lesson pupils wrote before.
questions
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
229
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 140 (Speaking 27) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose one of the games in Revision (See Teacher’s Book, p.136). Student’s Book, according to the needs of
Communicate Describe people Lesson delivery p.90 your pupils and class. Please
simple information and objects using see the seven differentiation
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, strategies listed in the
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ p.136–137 introduction. Please also
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards consider the following:
Complementary for this. Verb flashcards If you have extra time in this
Skill Complementary 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. lesson, or if you have fast
Listening 1.2 Skill 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. Scissors finishers, you could extend
Understand Listening 1.2.5 step 2 (or repeat it later) into
meaning in a Understand a wide 5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). a guessing game in pairs,
variety of familiar range of short Pupils could use their cut-ups from Activity 1 for this game. also based on the stories
contexts supported Post-lesson pupils wrote before.
questions
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
229
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 141 (Reading 27) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular): Negatives & questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.91 according to the needs of your
Understand a Understand specific introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
variety of linear information and review language to prepare pupils for the lesson. Teacher’s Book, p.138 the seven differentiation
and non-linear details of short Worksheets (see below) strategies listed in the
print and digital simple texts Lesson delivery introduction. Please also
texts by using 2. Tell pupils they will read an email about a holiday. Give pupils a Questions (cut up and consider the following:
appropriate worksheet (see below, one per pair) and ask pupils to tell you who stuck around the room In the email Reading activity
reading strategies Complementary went on holiday [James]. You could ask them about the email before the lesson) pupils could write short
Skill (To/From/Date). answers or full sentences,
Writing 4.2.5 depending on their proficiency
Complementary Connect sentences 3. Tell pupils they will answer some questions about James’s email. level.
Skill using basic There are 5 questions around the room (remember to stick these up
Writing 4.2 coordinating before the lesson). Pupils, in pairs, should take it in turns to go and find
Communicate conjunctions the question, read and remember it, return to their partner and tell the
basic information partner. Together they should find the answer in the text. The partner
intelligibly for a writes the answer. Then they swap roles for the next question. The
range of purposes pupil writing must be sitting at the desk and the pupil reading the
in print and digital question cannot take the question off the wall or shout it to their
media partner – they must remember it and tell it to the partner. Check the
answers as a class after having pairs check with another pair.
Monitor carefully during this activity to manage behaviour and pairwork
as well as to evaluate pupils’ Reading, memory,
Speaking/communication and Writing skills.
4. Have pupils look at the picture on Student’s Book, p.91. Ask them to
tell you about the boy in the picture and where they think he is. Play
the CD and ask pupils to read along with it.
5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not
follow the teacher’s guide for this stage from Teacher’s Book, p.138.
230
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 141 (Reading 27) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular): Negatives & questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.91 according to the needs of your
Understand a Understand specific introduction that suits your pupils’ needs and interests and that will pupils and class. Please see
variety of linear information and review language to prepare pupils for the lesson. Teacher’s Book, p.138 the seven differentiation
and non-linear details of short Worksheets (see below) strategies listed in the
print and digital simple texts Lesson delivery introduction. Please also
texts by using 2. Tell pupils they will read an email about a holiday. Give pupils a Questions (cut up and consider the following:
appropriate worksheet (see below, one per pair) and ask pupils to tell you who stuck around the room In the email Reading activity
reading strategies Complementary went on holiday [James]. You could ask them about the email before the lesson) pupils could write short
Skill (To/From/Date). answers or full sentences,
Writing 4.2.5 depending on their proficiency
Complementary Connect sentences 3. Tell pupils they will answer some questions about James’s email. level.
Skill using basic There are 5 questions around the room (remember to stick these up
Writing 4.2 coordinating before the lesson). Pupils, in pairs, should take it in turns to go and find
Communicate conjunctions the question, read and remember it, return to their partner and tell the
basic information partner. Together they should find the answer in the text. The partner
intelligibly for a writes the answer. Then they swap roles for the next question. The
range of purposes pupil writing must be sitting at the desk and the pupil reading the
in print and digital question cannot take the question off the wall or shout it to their
media partner – they must remember it and tell it to the partner. Check the
answers as a class after having pairs check with another pair.
Monitor carefully during this activity to manage behaviour and pairwork
as well as to evaluate pupils’ Reading, memory,
Speaking/communication and Writing skills.
4. Have pupils look at the picture on Student’s Book, p.91. Ask them to
tell you about the boy in the picture and where they think he is. Play
the CD and ask pupils to read along with it.
5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not
follow the teacher’s guide for this stage from Teacher’s Book, p.138.
230
Primary Year 3 SK Scheme of Work
6. Ask pupils to look again at James’s email. They find and tell their
partner two or three similarities and two or three differences between
his holiday and Tim’s holiday.
Some suggestions:
Similarities:
It was hot in Australia and Mexico.
Tim and James took pictures.
Tim and James enjoyed (liked) their holiday.
Tim and James were at the beach.
Tim and James went swimming and sailed a boat.
Differences:
Tim was in Mexico but James was in Australia.
Tim bought a hat but James didn’t buy anything.
James’s dad saw a shark but Tim’s dad didn’t see a shark. (we
think)
7. Ask pupils to write at least one similarity and one difference on the
worksheet individually. You could collect these to review pupils’
progress.
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.
231
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