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
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 141
1. Read the email.
To: [email protected]
From: [email protected]
st
Date: 21 January, 2019
Dear Ahmad,
How are you?
Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It
was summer in Australia and it was very hot! We went to Sydney and I went shopping. We
visited a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then
we went to the beach. We sailed a boat and went swimming. My dad saw two sharks but they
didn’t eat us! It was a really great holiday!
Please tell me about your holiday.
Love,
James
2. Find and answer the questions.
1. _______________________________________________________________
2. _______________________________________________________________
3.________________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
3. What’s the same? What’s different?
The same (and):
_________________________________________________________________
Different (but):
_________________________________________________________________
Questions for Lesson 141
1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?
232
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 142 (Writing 27) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Connect sentences your pupils’ needs and interests and that will review language to prepare pupils for p.91 your pupils and class. Please
basic information using basic the lesson. see the seven differentiation
intelligibly for a coordinating Teacher’s Book, strategies listed in the
range of purposes conjunctions Lesson delivery p.138–9 introduction. Please also
in print and digital 2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer. consider the following:
media Pupils can add information
Complementary 3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday about their holidays, with
Skill in Australia, and ask them to re-read the text on Student’s Book, p.91 to check. more proficient pupils adding
Complementary Writing 4.3.1 Use 4. Introduce any vocabulary that you think will be useful to pupils talking about their more than less proficient
Skill capital letters, full holidays. pupils.
Writing 4.3 stops and question
Communicate marks appropriately 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils You may need to focus
with appropriate in guided writing at to write their answers to these questions in their notebooks. Short answers are ok attention on features of the
language form sentence level at this stage. Note that it can be any holiday, not just a summer one! Monitor model email before pupils
and style for a closely and help with extra vocabulary as necessary. begin to write.
range of purposes
in print and digital 6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
media 7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but,
and to pay attention to punctuation, using James’s email as a model. If you have
email set up, pupils could use computers for this activity.
Monitor and help pupils, asking questions to elicit as much language as possible
and providing feedback on their language as well as the content.
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.
233
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 142 (Writing 27) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Connect sentences your pupils’ needs and interests and that will review language to prepare pupils for p.91 your pupils and class. Please
basic information using basic the lesson. see the seven differentiation
intelligibly for a coordinating Teacher’s Book, strategies listed in the
range of purposes conjunctions Lesson delivery p.138–9 introduction. Please also
in print and digital 2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer. consider the following:
media Pupils can add information
Complementary 3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday about their holidays, with
Skill in Australia, and ask them to re-read the text on Student’s Book, p.91 to check. more proficient pupils adding
Complementary Writing 4.3.1 Use 4. Introduce any vocabulary that you think will be useful to pupils talking about their more than less proficient
Skill capital letters, full holidays. pupils.
Writing 4.3 stops and question
Communicate marks appropriately 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils You may need to focus
with appropriate in guided writing at to write their answers to these questions in their notebooks. Short answers are ok attention on features of the
language form sentence level at this stage. Note that it can be any holiday, not just a summer one! Monitor model email before pupils
and style for a closely and help with extra vocabulary as necessary. begin to write.
range of purposes
in print and digital 6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
media 7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but,
and to pay attention to punctuation, using James’s email as a model. If you have
email set up, pupils could use computers for this activity.
Monitor and help pupils, asking questions to elicit as much language as possible
and providing feedback on their language as well as the content.
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.
233
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 143 (Language Arts 27) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past simple review
Environmental Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, p.92– according to the needs
5.2 5.2.1 your pupils’ needs and interests and that will introduce the words bear and cub to 93 of your pupils and
Express Ask and answer prepare pupils for the lesson. class. Please see the
personal simple questions Teacher’s Book, seven differentiation
responses to about characters, Lesson delivery p.140–141 strategies listed in the
literary texts actions and 2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture of a introduction. Please
events of interest bears. bear cub also consider the
in a text following:
Complementary 3. Tell pupils they will read a story about a bear cub. They should read the story and say Pictures of Malaysian Different pupils will be
Skill if it has a happy ending. Have pupils quietly read the story about the bears. bears (e.g. sun bear) able to give you a
Reading 3.3 Complementary 4. Ask pupils to read the story again and circle any new words/words they do not know. different response to
Read Skill They should then write the words in their notebook. your questions about
independently Reading 3.3.1 the story and in the
for information Read and enjoy 5. Ask pupils to work with a partner and to decide the meaning of the new words, based discussion about
and enjoyment A1 fiction/non- on the pictures in the story. They could draw a picture or write the meaning in their protecting animals.
fiction print and notebooks. Keep the focus on
digital texts of fluency, and try to ask
interest 6. Ask pupils what they think of the story. You could ask a few comprehension questions questions to stretch
to check their basic understanding of the story, but the aim of this reading is more for
pleasure, not for complete understanding. each pupil to their own
limit.
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the
instructions for Post-story activity on Teacher’s Book, p.141.
8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their
environment. Show a picture of a sun bear. You can find information to share with the
pupils online, for example, in English:
www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm or
nationalzoo.com.au/animal/malaysian-sun-bear/
Post-lesson
9. Play the Say if it’s true game (See Teacher’s Book, p.141).
234
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)
LESSON: 143 (Language Arts 27) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past simple review
Environmental Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, p.92– according to the needs
5.2 5.2.1 your pupils’ needs and interests and that will introduce the words bear and cub to 93 of your pupils and
Express Ask and answer prepare pupils for the lesson. class. Please see the
personal simple questions Teacher’s Book, seven differentiation
responses to about characters, Lesson delivery p.140–141 strategies listed in the
literary texts actions and 2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture of a introduction. Please
events of interest bears. bear cub also consider the
in a text following:
Complementary 3. Tell pupils they will read a story about a bear cub. They should read the story and say Pictures of Malaysian Different pupils will be
Skill if it has a happy ending. Have pupils quietly read the story about the bears. bears (e.g. sun bear) able to give you a
Reading 3.3 Complementary 4. Ask pupils to read the story again and circle any new words/words they do not know. different response to
Read Skill They should then write the words in their notebook. your questions about
independently Reading 3.3.1 the story and in the
for information Read and enjoy 5. Ask pupils to work with a partner and to decide the meaning of the new words, based discussion about
and enjoyment A1 fiction/non- on the pictures in the story. They could draw a picture or write the meaning in their protecting animals.
fiction print and notebooks. Keep the focus on
digital texts of fluency, and try to ask
interest 6. Ask pupils what they think of the story. You could ask a few comprehension questions questions to stretch
to check their basic understanding of the story, but the aim of this reading is more for
pleasure, not for complete understanding. each pupil to their own
limit.
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the
instructions for Post-story activity on Teacher’s Book, p.141.
8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their
environment. Show a picture of a sun bear. You can find information to share with the
pupils online, for example, in English:
www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm or
nationalzoo.com.au/animal/malaysian-sun-bear/
Post-lesson
9. Play the Say if it’s true game (See Teacher’s Book, p.141).
234
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple review
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on your focus: Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider Get Smart plus 3 according to the
Communicate Describe people using some of the material as a homework task, if appropriate. needs of your pupils
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s Book Student’s Book p.85, p.87, and class. Please see
intelligibly for a suitable words and p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of p.91, p.94 the seven
range of phrases activities. Teacher’s Book p.142–143 differentiation
purposes in print strategies listed in the
and digital media Pre-lesson Blank cards introduction. Please
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction that Verb flashcards from this also consider the
Skill suits your pupils’ needs and interests and that will prepare pupils for the lesson. unit following:
Complementary Listening 1.2.5 When pupils are
Skill Understand a wide Lesson delivery Self-assessment making the word
Listening 1.2 range of short 2. Use the flashcards to review key verbs in present form. worksheet cards, you could
Understand supported provide the verbs on
meaning in a questions 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, the board to copy. Or
variety of familiar to write the verb on a blank card (present tense). Repeat for all verbs. you could say the
contexts words, then elicit the
4. Write sentences on the board to show both present and past forms, e.g. spelling from some
I go to school at 8 o’clock every day. pupils so that others
can listen and write on
Yesterday, I went to school at 8 o’clock. the cards.
Hana doesn’t like cheese. Pupils can use the
Ali didn’t like the film at the cinema last week. Student’s Book (p.85
and p.87) to find the
5. Ask pupils why we use go and went in these sentences. They needn’t use words past tense forms of
like ‘past’ or ‘present’, but can say because it’s every day or because it was the verbs if they need
yesterday. Explain that it’s in the past. to, or they could use
6. Ask pupils in their pairs to write the past form of the verb on the back of each this to check them.
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help You could provide a
each other if necessary and/or check the verbs with the whole class. gapped text on a
7. Pairs play a game with their cards. They spread the cards on the table with the worksheet to support
present form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the
235
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)
WEEK: LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple review
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on your focus: Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider Get Smart plus 3 according to the
Communicate Describe people using some of the material as a homework task, if appropriate. needs of your pupils
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s Book Student’s Book p.85, p.87, and class. Please see
intelligibly for a suitable words and p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of p.91, p.94 the seven
range of phrases activities. Teacher’s Book p.142–143 differentiation
purposes in print strategies listed in the
and digital media Pre-lesson Blank cards introduction. Please
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction that Verb flashcards from this also consider the
Skill suits your pupils’ needs and interests and that will prepare pupils for the lesson. unit following:
Complementary Listening 1.2.5 When pupils are
Skill Understand a wide Lesson delivery Self-assessment making the word
Listening 1.2 range of short 2. Use the flashcards to review key verbs in present form. worksheet cards, you could
Understand supported provide the verbs on
meaning in a questions 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, the board to copy. Or
variety of familiar to write the verb on a blank card (present tense). Repeat for all verbs. you could say the
contexts words, then elicit the
4. Write sentences on the board to show both present and past forms, e.g. spelling from some
I go to school at 8 o’clock every day. pupils so that others
can listen and write on
Yesterday, I went to school at 8 o’clock. the cards.
Hana doesn’t like cheese. Pupils can use the
Ali didn’t like the film at the cinema last week. Student’s Book (p.85
and p.87) to find the
5. Ask pupils why we use go and went in these sentences. They needn’t use words past tense forms of
like ‘past’ or ‘present’, but can say because it’s every day or because it was the verbs if they need
yesterday. Explain that it’s in the past. to, or they could use
6. Ask pupils in their pairs to write the past form of the verb on the back of each this to check them.
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help You could provide a
each other if necessary and/or check the verbs with the whole class. gapped text on a
7. Pairs play a game with their cards. They spread the cards on the table with the worksheet to support
present form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the
235
Primary Year 3 SK Scheme of Work
past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then jumbled up questions
in their notebooks, pupils write at least two sentences about what they did at the on a worksheet if you
weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or
you could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?)
ask different pupils to
watch / you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. based on formative
Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils Have pupils do more
can think of no more questions to ask. Each pupil takes a turn to read their activities and/or make
sentences. their own activities.
Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.
12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.
Post-lesson
13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
236
Primary Year 3 SK Scheme of Work
past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then jumbled up questions
in their notebooks, pupils write at least two sentences about what they did at the on a worksheet if you
weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or
you could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?)
ask different pupils to
watch / you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. based on formative
Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils Have pupils do more
can think of no more questions to ask. Each pupil takes a turn to read their activities and/or make
sentences. their own activities.
Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.
12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.
Post-lesson
13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
236
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 144
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:
talk about last weekend Great! [ ] OK [ ] A little [ ]
talk about my holiday Great! [ ] OK [ ] A little [ ]
ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]
237
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 144
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:
talk about last weekend Great! [ ] OK [ ] A little [ ]
talk about my holiday Great! [ ] OK [ ] A little [ ]
ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]
237
Primary Year 3 SK Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; 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 1.2.2 1. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95 according to the needs of
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and 2. Use animal flashcards to further review animal words pupils know and to Animal flashcards (enough differentiation strategies
contexts details of short then introduce new animal vocabulary. for one per pupil, to include listed in the introduction.
simple texts all the animals in the song) Please also consider the
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask following:
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill 4. Play a guessing game as a class. comparative sentence from
Listening 1.1 Complementary some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
phonemes
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:
238
Primary Year 3 SK Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; 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 1.2.2 1. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95 according to the needs of
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and 2. Use animal flashcards to further review animal words pupils know and to Animal flashcards (enough differentiation strategies
contexts details of short then introduce new animal vocabulary. for one per pupil, to include listed in the introduction.
simple texts all the animals in the song) Please also consider the
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask following:
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill 4. Play a guessing game as a class. comparative sentence from
Listening 1.1 Complementary some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
phonemes
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:
238
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some
pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
239
Primary Year 3 SK Scheme of Work
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some
pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
239
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
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 an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Lesson delivery Teacher’s Book, strategies listed in the
phrases p.144–145 introduction. Please also
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils have Animal Ask different pupils to write
Skill the cards spread around the room or on the table in front of a group. The teacher flashcards different words/
Listening 1.2 Complementary says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow pictures, ranging from a full
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
contexts support specific a flashcard and asking pupils to tell their partner a sentence about the animal pupils to single animal words
information and using adjective + -er + than. and/or adjectives for others.
details of short
simple texts 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).
Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.
240
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
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 an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Lesson delivery Teacher’s Book, strategies listed in the
phrases p.144–145 introduction. Please also
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils have Animal Ask different pupils to write
Skill the cards spread around the room or on the table in front of a group. The teacher flashcards different words/
Listening 1.2 Complementary says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then follow pictures, ranging from a full
meaning in a Listening 1.2.2 instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by showing finishers/ more proficient
contexts support specific a flashcard and asking pupils to tell their partner a sentence about the animal pupils to single animal words
information and using adjective + -er + than. and/or adjectives for others.
details of short
simple texts 5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).
Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.
240
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97 your pupils and class. Please
variety of linear information and pupils for the lesson. see the seven differentiation
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals consider the following:
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
7. Follow instructions for Activity 2 on Teacher’s Book, p.147.
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.
241
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand a Understand specific suits your pupils’ needs and interests and that will review language to prepare p.96–97 your pupils and class. Please
variety of linear information and pupils for the lesson. see the seven differentiation
and non-linear details of short Teacher’s Book, strategies listed in the
print and digital simple texts Lesson delivery p.146–147 introduction. Please also
texts by using 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals consider the following:
appropriate they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards If some pupils read much
reading strategies Complementary scary. Ask if they think sharks are scary. Do the same with the other sea faster than others, avoid
Skill animals and elicit adjectives for each. Worksheet (see rushing the slower readers.
Reading 3.2.3 below) You could ask faster pupils to
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and ask them to guess which animal by make a note in their
Skill of unfamiliar words circling it. They may not know the answer, but they can guess. notebooks of what they know
Reading 3.2 from clues provided 4. Play the CD and have pupils read along silently. They check their answers to about sharks / blue whales /
Understand a by visuals and the the worksheet. dolphins, and then ask them
variety of linear topic to tell the class when suitable.
and non-linear 5. Ask pupils to circle the words science and project. Encourage pupils to try to
print and digital work out what the words mean from the context and from the pictures,
texts by using especially picture 6. They should tell their partner before checking as a whole
appropriate class.
reading strategies
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
7. Follow instructions for Activity 2 on Teacher’s Book, p.147.
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.
241
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 147
Sea animals
Guess and circle.
Which one is…?
Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark
Now read and check.
242
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 147
Sea animals
Guess and circle.
Which one is…?
Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark
Now read and check.
242
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
Environmental Sustainability
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable Lesson delivery below) the seven
range of words and differentiation
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered following:
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
243
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
Environmental Sustainability
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable Lesson delivery below) the seven
range of words and differentiation
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a game Worksheet (see strategies listed in the
and digital media with these if you have time, for example a miming game or a guessing game. Teach the below) introduction. Please
word endangered. also consider the
Complementary 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered following:
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which animal notebooks.
with appropriate of familiar high you are talking about. Talk a little about these animals being endangered including the
language form frequency words reasons for this and some of the ways we can help to protect them. This could be done in
and style for a accurately in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
243
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 148
Animals in danger in Malaysia!
What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o
3. r – t – g – e – i
4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r
244
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 148
Animals in danger in Malaysia!
What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o
3. r – t – g – e – i
4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r
244
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their
Main Skill Main Skill classmates to solve. Five pairs of sentences Differentiate
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson 1. They live in the sea. to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than pupils and class.
imaginative imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. dolphins. Please see the
response to intelligibly through Lesson delivery 2. They’ve got four legs. seven differentiation
literary texts creating simple 2. Read out the first pair of your five pairs of animal description sentences. Ask pupils They’re faster than dogs. strategies listed in
action songs on in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They the introduction.
familiar topics. than one answer is possible. Accept different answers. are smaller than rats.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences. 4. They are black and
responses as 4. Elicit from pupils that the first sentence is a fact about the animal, and the second white. They are bigger
appropriate. sentence compares it with another animal. Pupils may not use the word ‘compare’ than rats.
but may find other ways to convey its meaning. 5. They are grey. They are
Complementary 5. Choose an animal, and ask the whole class to suggest two possible sentences for it fatter than cats.
Complementary Skill (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill Writing 4.2.4 than a giraffe.). Ask pupils to sing their sentences and mime. Possible answers include
Writing 4.2 Describe people 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 1. Blue whales
Communicate and objects using of sentences following the pattern identified. Write the patterns on the board to help 2. Lions, tigers, cheetahs
basic information suitable words pupils if necessary. 3. Mice
intelligibly for a and phrases 4. Zebras
range of purposes Post-lesson 5. Hippos
in print and digital 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
media classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.
245
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their
Main Skill Main Skill classmates to solve. Five pairs of sentences Differentiate
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson 1. They live in the sea. to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits They’re bigger than pupils and class.
imaginative imaginatively and your pupils’ needs and interests and that reviews animals and adjectives. dolphins. Please see the
response to intelligibly through Lesson delivery 2. They’ve got four legs. seven differentiation
literary texts creating simple 2. Read out the first pair of your five pairs of animal description sentences. Ask pupils They’re faster than dogs. strategies listed in
action songs on in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They the introduction.
familiar topics. than one answer is possible. Accept different answers. are smaller than rats.
Other imaginative 3. Repeat step 2 for your other four pairs of animal sentences. 4. They are black and
responses as 4. Elicit from pupils that the first sentence is a fact about the animal, and the second white. They are bigger
appropriate. sentence compares it with another animal. Pupils may not use the word ‘compare’ than rats.
but may find other ways to convey its meaning. 5. They are grey. They are
Complementary 5. Choose an animal, and ask the whole class to suggest two possible sentences for it fatter than cats.
Complementary Skill (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter
Skill Writing 4.2.4 than a giraffe.). Ask pupils to sing their sentences and mime. Possible answers include
Writing 4.2 Describe people 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs 1. Blue whales
Communicate and objects using of sentences following the pattern identified. Write the patterns on the board to help 2. Lions, tigers, cheetahs
basic information suitable words pupils if necessary. 3. Mice
intelligibly for a and phrases 4. Zebras
range of purposes Post-lesson 5. Hippos
in print and digital 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
media classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to
guess.
245
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.97 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, p.147 Please see the seven
variety of familiar information and Animals flashcards differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six Please also consider the
per pair/small group) following:
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the Student’s Book, worksheets from previous lessons, or a dictionary to the ordering task
suitable words and check spelling. more/less challenging.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.
Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
7. Learning diaries:
246
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.97 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, p.147 Please see the seven
variety of familiar information and Animals flashcards differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six Please also consider the
per pair/small group) following:
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the Student’s Book, worksheets from previous lessons, or a dictionary to the ordering task
suitable words and check spelling. more/less challenging.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.
Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
7. Learning diaries:
246
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
247
Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
247
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable Lesson delivery differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask following:
Complementary pupils to do different actions, e.g. Prepare 5–6 Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. in the class might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.
248
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable Lesson delivery differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask following:
Complementary pupils to do different actions, e.g. Prepare 5–6 Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. in the class might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.
248
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology
adjectives; Statements & questions with which
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Understand pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98 of your pupils and class.
variety of linear specific pupils for the lesson. Please see the seven
and non-linear information and Lesson delivery Teacher’s Book, differentiation strategies
print and digital details of short 2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils p.148–9 listed in the
texts by using simple texts may know a lot but others may not, or they may know it in their first language, but not in Picture of the introduction. Please
appropriate English. Solar System also consider the
reading (e.g. Student’s following:
strategies Complementary 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils Book, p.98) If you have pupils who
Skill which ofder they think they come in (in terms of their position from the sun or in terms od their know a lot about the
Reading 3.2.3 sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Complementary Guess the know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Skill meaning of set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Reading 3.2 unfamiliar words class later. System and/or the
Understand a from clues 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
variety of linear provided by
and non-linear visuals and the 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
print and digital topic Book, p.98 or other Solar System picture) and to guess what Solar System means.
texts by using 6. Ask pupils to read the text to find out whether their answers were correct about the order.
appropriate Note that the answer is in the first paragraph. You could have them race to find the answer
reading perhaps.
strategies
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
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.
249
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology
adjectives; Statements & questions with which
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Understand pupils’ needs and interests and that will introduce the topic of the Solar System to prepare p.98 of your pupils and class.
variety of linear specific pupils for the lesson. Please see the seven
and non-linear information and Lesson delivery Teacher’s Book, differentiation strategies
print and digital details of short 2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils p.148–9 listed in the
texts by using simple texts may know a lot but others may not, or they may know it in their first language, but not in Picture of the introduction. Please
appropriate English. Solar System also consider the
reading (e.g. Student’s following:
strategies Complementary 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils Book, p.98) If you have pupils who
Skill which ofder they think they come in (in terms of their position from the sun or in terms od their know a lot about the
Reading 3.2.3 sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Complementary Guess the know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Skill meaning of set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Reading 3.2 unfamiliar words class later. System and/or the
Understand a from clues 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
variety of linear provided by
and non-linear visuals and the 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
print and digital topic Book, p.98 or other Solar System picture) and to guess what Solar System means.
texts by using 6. Ask pupils to read the text to find out whether their answers were correct about the order.
appropriate Note that the answer is in the first paragraph. You could have them race to find the answer
reading perhaps.
strategies
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
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.
249
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology
adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences Lesson delivery seven differentiation
style for a range of Teacher’s Book, strategies listed in the
purposes in print 2. Introduce the superlative adjectives using pupils as examples in a similar way (and p.149 introduction. Please
and digital media Complementary with similar caution) as Lesson 151. also consider the
Skill 3. Follow instructions for Grammar Box on Teacher’s Book p.149. Worksheet (see following:
Writing 4.3.1 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer below) Consider using a model
Complementary Use capital letters, using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of
Skill full stops and at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into worksheet or you could
appropriate guided writing at full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, write it on the board. Or
language form and sentence level spelling etc. Check the answers and focus on language accuracy as well as the you could elicit some
style for a range of content of the answers. model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.
250
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology
adjectives
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences Lesson delivery seven differentiation
style for a range of Teacher’s Book, strategies listed in the
purposes in print 2. Introduce the superlative adjectives using pupils as examples in a similar way (and p.149 introduction. Please
and digital media Complementary with similar caution) as Lesson 151. also consider the
Skill 3. Follow instructions for Grammar Box on Teacher’s Book p.149. Worksheet (see following:
Writing 4.3.1 4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer below) Consider using a model
Complementary Use capital letters, using a short answer (usually one word) from memory and knowledge, without looking for writing, for one of
Skill full stops and at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into worksheet or you could
appropriate guided writing at full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, write it on the board. Or
language form and sentence level spelling etc. Check the answers and focus on language accuracy as well as the you could elicit some
style for a range of content of the answers. model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.
250
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 153
Name: _____________________
The Solar System.
This is
____________________________.
___________________________________
___________________________________
___________________________________
___________________________________
251
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 153
Name: _____________________
The Solar System.
This is
____________________________.
___________________________________
___________________________________
___________________________________
___________________________________
251
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions
Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About
Main Skill Main Skill Differentiate learning
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the your pupils and class.
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page Please see the seven
personal simple questions needed below – tallest, longest, highest, etc. If you think that differentiation strategies
responses to about Lesson delivery other pupils in listed in the introduction.
literary texts characters, 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the your school would For step 5, provide
actions and worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can enjoy answering weaker pupils if
events of see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange ask pupils to
Complementary 106 Building, Kuala Lumpur). compile their Which is the __est ___
Skill Complementary 4. Ask pupils to write the questions individually and to check their questions with a partner. questions into a in Malaysia?’
Writing 4.3 Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the quiz. Your pupils Fast finishers can use
Communicate Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions could share the their own ideas to make
with appropriate Plan, draft and quiz with pupils in extra superlatives
language form write an Example questions: other classes. questions.
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River]
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu] For step 8, weaker pupils
purposes in print sentences can use ideas on p.98
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin if necessary
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.
252
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)
LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions
Sustainability
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About
Main Skill Main Skill Differentiate learning
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during worksheet on the your pupils and class.
Express Ask and answer ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones next page Please see the seven
personal simple questions needed below – tallest, longest, highest, etc. If you think that differentiation strategies
responses to about Lesson delivery other pupils in listed in the introduction.
literary texts characters, 2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the your school would For step 5, provide
actions and worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can enjoy answering weaker pupils if
events of see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange ask pupils to
Complementary 106 Building, Kuala Lumpur). compile their Which is the __est ___
Skill Complementary 4. Ask pupils to write the questions individually and to check their questions with a partner. questions into a in Malaysia?’
Writing 4.3 Skill 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the quiz. Your pupils Fast finishers can use
Communicate Writing 4.3.3 on the board. Check their questions with the whole class and the answer to each questions could share the their own ideas to make
with appropriate Plan, draft and quiz with pupils in extra superlatives
language form write an Example questions: other classes. questions.
and style for a increased range Which is the longest river in Malaysia? [ the Rajang River]
range of of simple Which is the highest mountain in Malaysia? [ Mount Kinabalu] For step 8, weaker pupils
purposes in print sentences can use ideas on p.98
and digital media Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] from the Student’s Book
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin if necessary
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own general
knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the
world?).
8. Ask pupils to share questions and answers with the whole class.
252
Primary Year 3 SK Scheme of Work
253
Primary Year 3 SK Scheme of Work
253
Primary Year 3 SK Scheme of Work
1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999
Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com
254
Primary Year 3 SK Scheme of Work
1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999
Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com
254
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to your pupils and class. Please
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery Pupils’ worksheets introduction. Please also
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153 consider the following:
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short 4. Ask pupils to write one question in their notebooks about the planet that they challenge each other with
variety of linear simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as the information they know.
and non-linear models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
7. 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)
255
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)
LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.99 according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will review adjectives to your pupils and class. Please
meaning in a range of short prepare pupils for the lesson. Teacher’s Book, see the seven differentiation
variety of familiar supported questions p.149 strategies listed in the
contexts Lesson delivery Pupils’ worksheets introduction. Please also
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow instructions from Lesson 153 consider the following:
Skill for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short 4. Ask pupils to write one question in their notebooks about the planet that they challenge each other with
variety of linear simple texts will ask other pupils. They can use the questions on Student’s Book, p.99 as the information they know.
and non-linear models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The others
appropriate in the group have to try to guess the answer. They should write it in their
reading strategies notebooks.
6. To check the answers, have pupils show each other their worksheets from
Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
7. 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)
255
Primary Year 3 SK Scheme of Work
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?
Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.
256
Primary Year 3 SK Scheme of Work
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and answer
the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?
Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace
the post-lesson activity but shouldn’t be set for homework.
256
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