Primary Year 3 SK Scheme of Work
open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and helps
the pace of the lesson.
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is less proficient at Writing has
tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ spoken language.
24
Primary Year 3 SK Scheme of Work
open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and helps
the pace of the lesson.
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is less proficient at Writing has
tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ spoken language.
24
Primary Year 3 SK Scheme of Work
5. Glossary of terms in Year 3
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find useful the following explanations
of important terms used in Learning Outlines.
Term in Year 3
Scheme of Work Meaning
brainstorm This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without worrying about
accuracy. It may be listing, categorising etc.
circle game In this kind of whole-class activity, pupils sit (or stand, if space is limited) in one large circle, including the teacher. Everyone can see and interact with
everyone else.
drill Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
may be recorded and pupils may repeat more/fewer times, individually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It
can be done in different fun ways.
elicit This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see what pupils
know and makes pupils more active in their learning and language use.
fast finishers Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to the next task
sooner than the majority of pupils because they finish earlier than the others.
gapped text This is a text which has missing words or phrases. Pupils should read and decide which words or phrases to complete the text. This is also known as ‘fill in
the blanks’ activity.
monitor Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are doing what they
should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.
peer-assessment This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their speaking. The
feedback can take the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior knowledge Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.
scaffolding Teaching strategies that aim to support pupils’ learning to help them to reach a higher level of understanding, thinking or language use. These may be
asking questions, giving examples or using pictures.
25
Primary Year 3 SK Scheme of Work
5. Glossary of terms in Year 3
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find useful the following explanations
of important terms used in Learning Outlines.
Term in Year 3
Scheme of Work Meaning
brainstorm This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without worrying about
accuracy. It may be listing, categorising etc.
circle game In this kind of whole-class activity, pupils sit (or stand, if space is limited) in one large circle, including the teacher. Everyone can see and interact with
everyone else.
drill Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
may be recorded and pupils may repeat more/fewer times, individually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It
can be done in different fun ways.
elicit This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see what pupils
know and makes pupils more active in their learning and language use.
fast finishers Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to the next task
sooner than the majority of pupils because they finish earlier than the others.
gapped text This is a text which has missing words or phrases. Pupils should read and decide which words or phrases to complete the text. This is also known as ‘fill in
the blanks’ activity.
monitor Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are doing what they
should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.
peer-assessment This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their speaking. The
feedback can take the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior knowledge Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.
scaffolding Teaching strategies that aim to support pupils’ learning to help them to reach a higher level of understanding, thinking or language use. These may be
asking questions, giving examples or using pictures.
25
Primary Year 3 SK Scheme of Work
Term in Year 3
Scheme of Work Meaning
self-assessment This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
need clarification or specific skills that need further development.
TPR activity TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It also lets teachers
check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some of
the terms used.
Term in Year 3 Curriculum Meaning
Framework
Listening
Listening 1.1.1 a range of target language phonemes
Recognise and reproduce with support a range of Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able
target language phonemes to hear and say most of the phonemes, including some of the less common ones.
Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the
contexts schemes of work and textbook, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2
topics.
Pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please
consider your local context to decide what is familiar to your pupils.
Listening 1.2.1 short simple texts
Understand with support the main idea of short Short simple texts are those with two sentences and more. They do not usually contain more than one
simple texts paragraph. They should be easy for pupils to understand.
See also:
Listening 1.2.2
Reading 3.2.1
Reading 3.2.2
Listening 1.2.3 short simple narratives
Understand with support short simple narratives Short narratives are stories which are more than 10 lines long, up to around 10–12 pages if in storybook form.
Simple narratives contain language and ideas that pupils can understand and which are familiar.
Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.
26
Primary Year 3 SK Scheme of Work
Term in Year 3
Scheme of Work Meaning
self-assessment This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
need clarification or specific skills that need further development.
TPR activity TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It also lets teachers
check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some of
the terms used.
Term in Year 3 Curriculum Meaning
Framework
Listening
Listening 1.1.1 a range of target language phonemes
Recognise and reproduce with support a range of Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able
target language phonemes to hear and say most of the phonemes, including some of the less common ones.
Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the
contexts schemes of work and textbook, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2
topics.
Pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please
consider your local context to decide what is familiar to your pupils.
Listening 1.2.1 short simple texts
Understand with support the main idea of short Short simple texts are those with two sentences and more. They do not usually contain more than one
simple texts paragraph. They should be easy for pupils to understand.
See also:
Listening 1.2.2
Reading 3.2.1
Reading 3.2.2
Listening 1.2.3 short simple narratives
Understand with support short simple narratives Short narratives are stories which are more than 10 lines long, up to around 10–12 pages if in storybook form.
Simple narratives contain language and ideas that pupils can understand and which are familiar.
Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.
26
Primary Year 3 SK Scheme of Work
Term in Year 3 Curriculum
Framework Meaning
Listening 1.2.4 wide range
Understand a wide range of short basic The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language.
supported classroom instructions short basic supported classroom instructions
Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated
See also: throughout the year. For example, Stand up in a circle.
Listening 1.2.5 Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
that pupils can understand what the teacher would like them to do, without the teacher having to use first
language.
Listening 1.2.5 short supported questions
Understand a wide range of short supported Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures
questions and objects to visually support meaning.
Listening 1.3.1 unfamiliar words
Guess the meaning of unfamiliar words by using These are words pupils do not already understand or produce in English.
visual clues when a teacher or classmate is
speaking
Speaking
Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples include pupils talking
about themselves, giving personal information or saying what they like.
Speaking 2.1.1 basic opinions
Ask about and express basic opinions Basic opinions are expressed in simple language and are simple in both the meaning and the thinking behind it,
for example I like/do not like … or giving an opinion about a film (e.g. It was good.)
Speaking 2.1.2 Basic everyday routines basic everyday routines
Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
Speaking 2.1.3 short sequence of basic directions
Give a short sequence of basic directions Basic directions are short, often two or three words long and use imperative verb forms, for example ‘Turn left’.
Two or three of these together make a short sequence of basic directions.
Speaking 2.2.1 short exchanges
Keep interaction going in short exchanges by An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short
repeating key words from the other speaker exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one
word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.
Speaking 2.3.1 short basic events
Narrate very short basic stories and events These may be something that a pupil has experienced, such as something that happened during holidays, a
birthday party or at the weekend. They are personal and will be very short, for example up to three or four
sentences. Often the narration will be prepared in advance if it is this long. It will be in very simple language.
27
Primary Year 3 SK Scheme of Work
Term in Year 3 Curriculum
Framework Meaning
Listening 1.2.4 wide range
Understand a wide range of short basic The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language.
supported classroom instructions short basic supported classroom instructions
Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated
See also: throughout the year. For example, Stand up in a circle.
Listening 1.2.5 Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
that pupils can understand what the teacher would like them to do, without the teacher having to use first
language.
Listening 1.2.5 short supported questions
Understand a wide range of short supported Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures
questions and objects to visually support meaning.
Listening 1.3.1 unfamiliar words
Guess the meaning of unfamiliar words by using These are words pupils do not already understand or produce in English.
visual clues when a teacher or classmate is
speaking
Speaking
Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples include pupils talking
about themselves, giving personal information or saying what they like.
Speaking 2.1.1 basic opinions
Ask about and express basic opinions Basic opinions are expressed in simple language and are simple in both the meaning and the thinking behind it,
for example I like/do not like … or giving an opinion about a film (e.g. It was good.)
Speaking 2.1.2 Basic everyday routines basic everyday routines
Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
Speaking 2.1.3 short sequence of basic directions
Give a short sequence of basic directions Basic directions are short, often two or three words long and use imperative verb forms, for example ‘Turn left’.
Two or three of these together make a short sequence of basic directions.
Speaking 2.2.1 short exchanges
Keep interaction going in short exchanges by An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short
repeating key words from the other speaker exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one
word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.
Speaking 2.3.1 short basic events
Narrate very short basic stories and events These may be something that a pupil has experienced, such as something that happened during holidays, a
birthday party or at the weekend. They are personal and will be very short, for example up to three or four
sentences. Often the narration will be prepared in advance if it is this long. It will be in very simple language.
27
Primary Year 3 SK Scheme of Work
Term in Year 3 Curriculum
Framework Meaning
Reading
Reading 3.2.4 key features of a simple monolingual dictionary
Recognise and use with support key features of A monolingual dictionary is one which has only English (the words and the definitions). Various titles are
a simple monolingual dictionary available specifically for children learning English or for CEFR A1 level learners.
Reading 3.3.1 A1 fiction/non-fiction print and digital texts
Read and enjoy A1 fiction/non-fiction print and These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes,
digital texts of interest emails, etc.
Writing
Writing 4.1.2 cursive writing
Begin to use cursive handwriting in a limited This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the
range of written work process of writing faster and is used by native writers of alphabetic scripts.
Writing 4.1.2 a limited range of written work
Begin to use cursive handwriting in a limited Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or
range of written work number is required). When pupils work on drafts of their writing, the teacher should encouraged them to work on
their cursive handwriting as well as on their language in a final version in particular. However, if pupils are to
write quickly, for example in a Listening task or a brainstorming activity, then they needn’t use cursive writing.
Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
a range of purposes
The range of purposes is described in the Learning Standards for Years 1-6. These purposes involve finding out
about and giving personal details and opinions.
Writing 4.2.1 simple opinions
Express simple opinions These are the expression of opinions such as what pupils like, dislike, prefer, or what they think of, for example,
an idea or some unusual food or clothes. The language used here will be very simple and the opinions at a basic
level. Pupils do not need to justify their opinion, but could begin to be asked for this in a basic way.
Writing 4.3.1 guided writing
Use capital letters, full stops and question marks Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and
appropriately in guided writing at sentence level language.
See also Writing 4.3.2
Writing 4.3.2 familiar high frequency words
Spell an increased range of familiar high High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the
frequency words accurately in guided writing week, and classroom objects. Please use your own judgement on familiar high frequency words, according to
words pupils write often in your lessons.
28
Primary Year 3 SK Scheme of Work
Term in Year 3 Curriculum
Framework Meaning
Reading
Reading 3.2.4 key features of a simple monolingual dictionary
Recognise and use with support key features of A monolingual dictionary is one which has only English (the words and the definitions). Various titles are
a simple monolingual dictionary available specifically for children learning English or for CEFR A1 level learners.
Reading 3.3.1 A1 fiction/non-fiction print and digital texts
Read and enjoy A1 fiction/non-fiction print and These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes,
digital texts of interest emails, etc.
Writing
Writing 4.1.2 cursive writing
Begin to use cursive handwriting in a limited This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the
range of written work process of writing faster and is used by native writers of alphabetic scripts.
Writing 4.1.2 a limited range of written work
Begin to use cursive handwriting in a limited Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or
range of written work number is required). When pupils work on drafts of their writing, the teacher should encouraged them to work on
their cursive handwriting as well as on their language in a final version in particular. However, if pupils are to
write quickly, for example in a Listening task or a brainstorming activity, then they needn’t use cursive writing.
Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
a range of purposes
The range of purposes is described in the Learning Standards for Years 1-6. These purposes involve finding out
about and giving personal details and opinions.
Writing 4.2.1 simple opinions
Express simple opinions These are the expression of opinions such as what pupils like, dislike, prefer, or what they think of, for example,
an idea or some unusual food or clothes. The language used here will be very simple and the opinions at a basic
level. Pupils do not need to justify their opinion, but could begin to be asked for this in a basic way.
Writing 4.3.1 guided writing
Use capital letters, full stops and question marks Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and
appropriately in guided writing at sentence level language.
See also Writing 4.3.2
Writing 4.3.2 familiar high frequency words
Spell an increased range of familiar high High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the
frequency words accurately in guided writing week, and classroom objects. Please use your own judgement on familiar high frequency words, according to
words pupils write often in your lessons.
28
Primary Year 3 SK Scheme of Work
6. Scheme of Work: Lessons 1–160
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: __ TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:
Values
Possessive pronouns His / Her + name + ‘s (contraction)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus Differentiate learning
Listening Listening 1. Pupils sit in circle to introduce themselves My name’s [Amir]. 3 according to the needs of your
1.3 1.3.1 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves and the pupil to Student’s Book pupils and class. Please see
Use appropriate Guess the meaning their right/left in the circle. p.5 Activity 1 the seven differentiation
listening of unfamiliar words 3. Play memory game in the circle to remember names. strategies listed in the
strategies in a by using visual Teacher’s Book introduction. Please also
variety of contexts clues when a Lesson delivery p.18 consider the following:
teacher or 4. Introduce/review adjectives (p.5) using flashcards, drawings and/or pupils as Adjectives Use a written model of
classmate is examples if appropriate. flashcards language on the board to
speaking support less proficient pupils.
5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18:
Complementary Complementary Vocabulary, Activity 1, TPR Activity. Ask pupils to write name cards
Skill Skill Monitor pupils carefully as they listen to the song to evaluate their vocabulary and if necessary to show during
Speaking Speaking Listening skills. Review vocabulary next lesson as necessary. memory game.
2.1 2.1.5 Post-lesson For fast finishers or more
Communicate Describe people proficient pupils you could
simple information and objects using 6. Use flashcards with the whole class to play a guessing game to review the adjectives extend introductions to include
intelligibly suitable words and again. You could choose an appropriate post-lesson activity from the list in the descriptions.
phrases introduction that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
29
Primary Year 3 SK Scheme of Work
6. Scheme of Work: Lessons 1–160
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: __ TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:
Values
Possessive pronouns His / Her + name + ‘s (contraction)
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus Differentiate learning
Listening Listening 1. Pupils sit in circle to introduce themselves My name’s [Amir]. 3 according to the needs of your
1.3 1.3.1 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves and the pupil to Student’s Book pupils and class. Please see
Use appropriate Guess the meaning their right/left in the circle. p.5 Activity 1 the seven differentiation
listening of unfamiliar words 3. Play memory game in the circle to remember names. strategies listed in the
strategies in a by using visual Teacher’s Book introduction. Please also
variety of contexts clues when a Lesson delivery p.18 consider the following:
teacher or 4. Introduce/review adjectives (p.5) using flashcards, drawings and/or pupils as Adjectives Use a written model of
classmate is examples if appropriate. flashcards language on the board to
speaking support less proficient pupils.
5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18:
Complementary Complementary Vocabulary, Activity 1, TPR Activity. Ask pupils to write name cards
Skill Skill Monitor pupils carefully as they listen to the song to evaluate their vocabulary and if necessary to show during
Speaking Speaking Listening skills. Review vocabulary next lesson as necessary. memory game.
2.1 2.1.5 Post-lesson For fast finishers or more
Communicate Describe people proficient pupils you could
simple information and objects using 6. Use flashcards with the whole class to play a guessing game to review the adjectives extend introductions to include
intelligibly suitable words and again. You could choose an appropriate post-lesson activity from the list in the descriptions.
phrases introduction that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
29
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: __ TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:
have got (1 & 3 person statements)
st
rd
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Speaking Speaking 1. Play a game to review vocabulary and language from previous lesson. Student’s Book to the needs of your pupils and
2.1 2.1.5 Lesson delivery p.5 Activity 2 class. Please see the seven
Communicate Describe people differentiation strategies listed in
simple information and objects using 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She Teacher’s Book the introduction. Please also
intelligibly suitable words and has got brown hair / I have got brown hair. See also Teacher’s Book p.18: p.18–19 consider the following:
phrases Grammar Box Textbook Ask some pupils for complete
3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind character sentences, while others may
Complementary pupils of the importance of being sensitive when describing people (e.g. for the flashcards form incomplete sentences at
Skill Complementary adjective ugly). this stage.
Listening Skill Continue to monitor pupils as they work in pairs. Note which pupils are having
1.2 Listening difficulties or seem to find the activity easy. This will be useful for pairing and Set different targets for the
Understand 1.2.2 grouping pupils in future lessons. number of pupils they describe.
meaning in a Understand with For more proficient
variety of familiar support specific Post-lesson pupils/classes, you could
contexts information and 4. See Before leaving activity (Teacher’s Book p.18). introduce a few more adjectives
details of short for describing people’s
simple texts appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).
30
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: __ TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:
have got (1 & 3 person statements)
st
rd
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Speaking Speaking 1. Play a game to review vocabulary and language from previous lesson. Student’s Book to the needs of your pupils and
2.1 2.1.5 Lesson delivery p.5 Activity 2 class. Please see the seven
Communicate Describe people differentiation strategies listed in
simple information and objects using 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She Teacher’s Book the introduction. Please also
intelligibly suitable words and has got brown hair / I have got brown hair. See also Teacher’s Book p.18: p.18–19 consider the following:
phrases Grammar Box Textbook Ask some pupils for complete
3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind character sentences, while others may
Complementary pupils of the importance of being sensitive when describing people (e.g. for the flashcards form incomplete sentences at
Skill Complementary adjective ugly). this stage.
Listening Skill Continue to monitor pupils as they work in pairs. Note which pupils are having
1.2 Listening difficulties or seem to find the activity easy. This will be useful for pairing and Set different targets for the
Understand 1.2.2 grouping pupils in future lessons. number of pupils they describe.
meaning in a Understand with For more proficient
variety of familiar support specific Post-lesson pupils/classes, you could
contexts information and 4. See Before leaving activity (Teacher’s Book p.18). introduce a few more adjectives
details of short for describing people’s
simple texts appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).
30
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:
Numbers up to 100 / have got question and Yes/No answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Reading Reading 1. Review previous learning by playing a Guess who game as a whole class. Student’s Book to the needs of your pupils and
3.2 3.2.2 Lesson delivery p.6 Activity 1, class. Please see the seven
Understand a Understand specific p.7 Activity 2 differentiation strategies listed in
variety of linear information and 2. Follow with Warm up activity (See Teacher’s Book, p.20). the introduction. Please also
and non-linear details of short 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor Teacher’s Book consider the following:
print and digital simple texts closely to see whether pupils are comfortable with numbers up to 100. If some are p.20 Pupils may need more time to
texts by using having difficulty, build in extra practice in this lesson (see step 2) and in the next Numbers review numbers (see step 2).
appropriate few lessons. Consider setting a homework task related to this. flashcards
reading strategies 4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by Fast finishers could ask each
tracking the words on the page with their finger as they listen to the recording. For next lesson, other how many shells they
Complementary make sure pupils have.
Skill 5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in bring their
Reading Complementary the story to guess the meaning of the words they don’t know in Activity 2. notebooks to
3.2 Skill Post-lesson create their
Understand a Reading 6. Play a Stand up if it’s true – sit down if it’s false game using have/has got. learning diaries
variety of linear 3.2.3
and non-linear Guess the meaning
print and digital of unfamiliar words
texts by using from clues provided
appropriate by visuals and the
reading strategies topic
31
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:
Numbers up to 100 / have got question and Yes/No answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Reading Reading 1. Review previous learning by playing a Guess who game as a whole class. Student’s Book to the needs of your pupils and
3.2 3.2.2 Lesson delivery p.6 Activity 1, class. Please see the seven
Understand a Understand specific p.7 Activity 2 differentiation strategies listed in
variety of linear information and 2. Follow with Warm up activity (See Teacher’s Book, p.20). the introduction. Please also
and non-linear details of short 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor Teacher’s Book consider the following:
print and digital simple texts closely to see whether pupils are comfortable with numbers up to 100. If some are p.20 Pupils may need more time to
texts by using having difficulty, build in extra practice in this lesson (see step 2) and in the next Numbers review numbers (see step 2).
appropriate few lessons. Consider setting a homework task related to this. flashcards
reading strategies 4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by Fast finishers could ask each
tracking the words on the page with their finger as they listen to the recording. For next lesson, other how many shells they
Complementary make sure pupils have.
Skill 5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in bring their
Reading Complementary the story to guess the meaning of the words they don’t know in Activity 2. notebooks to
3.2 Skill Post-lesson create their
Understand a Reading 6. Play a Stand up if it’s true – sit down if it’s false game using have/has got. learning diaries
variety of linear 3.2.3
and non-linear Guess the meaning
print and digital of unfamiliar words
texts by using from clues provided
appropriate by visuals and the
reading strategies topic
31
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). Teacher’s Book according to the needs of your
4.2 4.2.4 You could choose an appropriate pre-lesson activity from the list in the introduction p.20 pupils and class. Please see
Communicate Describe people that suits your pupils’ needs and interests and that will review language and/or the seven differentiation
basic information and objects using vocabulary and prepare the pupils for the lesson. Family flashcards strategies listed in the
intelligibly for a suitable words and Lesson delivery Worksheet for introduction. Please also
range of purposes phrases drawing and consider the following:
in print and digital 2. Build model sentences on the board about pupils’ families/your own family: My writing (see Provide a gapped text (‘fill in
media name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language suggestion below) the blanks’) on the worksheet
from pupils as possible rather than giving them the language directly. for pupils to complete, or
Complementary 3. Pupils complete worksheet by drawing a picture of their family and writing about it provide/hide model sentences
Skill under the picture. Tell pupils that the work will be displayed so they should take on the board. For example,
Writing Complementary care with handwriting and neatness. Go around the classroom and check the pupils’ pupils need only write family
4.1 Skill writing. If some pupils are finding writing certain letters within a word challenging, description words and phrases
Form letters and Writing either show on the whiteboard how to write it, or show them on a blank page how to complete the sentences
words in neat 4.1.2 you would write it. If they are still finding it challenging, you could write that word in provided on the
legible print using Begin to use cursive dotted line and ask the pupil to trach them. Display the pictures in the classroom. worksheet/board.
cursive writing handwriting in a 4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of some pupils. You could also follow Teacher’s Book p.20 Grammar Box here. Some pupils could write more
written work detail about themselves on the
5. Pupils move to the classroom display. Play a guessing game using the worksheets worksheet or ask more
displayed: questions in the guessing
P1: Has she got one brother? game, e.g. about appearance.
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to
find a well-drawn picture or some neat handwriting.
7. Learning diaries:
32
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). Teacher’s Book according to the needs of your
4.2 4.2.4 You could choose an appropriate pre-lesson activity from the list in the introduction p.20 pupils and class. Please see
Communicate Describe people that suits your pupils’ needs and interests and that will review language and/or the seven differentiation
basic information and objects using vocabulary and prepare the pupils for the lesson. Family flashcards strategies listed in the
intelligibly for a suitable words and Lesson delivery Worksheet for introduction. Please also
range of purposes phrases drawing and consider the following:
in print and digital 2. Build model sentences on the board about pupils’ families/your own family: My writing (see Provide a gapped text (‘fill in
media name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language suggestion below) the blanks’) on the worksheet
from pupils as possible rather than giving them the language directly. for pupils to complete, or
Complementary 3. Pupils complete worksheet by drawing a picture of their family and writing about it provide/hide model sentences
Skill under the picture. Tell pupils that the work will be displayed so they should take on the board. For example,
Writing Complementary care with handwriting and neatness. Go around the classroom and check the pupils’ pupils need only write family
4.1 Skill writing. If some pupils are finding writing certain letters within a word challenging, description words and phrases
Form letters and Writing either show on the whiteboard how to write it, or show them on a blank page how to complete the sentences
words in neat 4.1.2 you would write it. If they are still finding it challenging, you could write that word in provided on the
legible print using Begin to use cursive dotted line and ask the pupil to trach them. Display the pictures in the classroom. worksheet/board.
cursive writing handwriting in a 4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of some pupils. You could also follow Teacher’s Book p.20 Grammar Box here. Some pupils could write more
written work detail about themselves on the
5. Pupils move to the classroom display. Play a guessing game using the worksheets worksheet or ask more
displayed: questions in the guessing
P1: Has she got one brother? game, e.g. about appearance.
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to
find a well-drawn picture or some neat handwriting.
7. Learning diaries:
32
Primary Year 3 SK Scheme of Work
Tell pupils that they are going to create their own diaries to write their thoughts in.
The diary can be a small section in their notebooks. 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)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.
Suggested material for Lesson 4:
Develop a worksheet that gives space for pupils to draw a picture of their family. Add lines under the picture so pupils can write sentences about their families. For example:
Name: _______________ Class: ________ Date: __________
A picture of my family
About my family:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
33
Primary Year 3 SK Scheme of Work
Tell pupils that they are going to create their own diaries to write their thoughts in.
The diary can be a small section in their notebooks. 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)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.
Suggested material for Lesson 4:
Develop a worksheet that gives space for pupils to draw a picture of their family. Add lines under the picture so pupils can write sentences about their families. For example:
Name: _______________ Class: ________ Date: __________
A picture of my family
About my family:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
33
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
rd
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3 person, has
contraction
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a class year book in groups. This can either be put
Main Skill Main Skill together as a book, which can be copied for each pupil to take home, or it could be an Prepare and write Differentiate learning
Language Arts Language Arts open book, displayed on the wall. Pupils will describe something interesting about their a sentence (using according to the needs of
5.3 5.3.1 peers appearance, therefore responding creatively in writing. the lesson your pupils and class. Please
Express an Respond grammar focus) see the seven differentiation
imaginative imaginatively and Pre-lesson about each pupil strategies listed in the
response to intelligibly through 1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to on a strip of paper introduction. Please also
literary texts creating simple guess who it is about. They should find that pupil and check. Feed back by asking A digital camera consider the following:
action songs on pupils to read the sentence to the class. and computer to Ask pupils to write two or
familiar topics. upload and print more sentences about the
Other imaginative Lesson delivery out photos pupil in the group.
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
appropriate. Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s Plain paper, string You could ask more
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can and scissors (if proficient pupils or groups to
Complementary write their sentences in their notebook. For example, Amir has a green hat. He likes making a wall write some questions for
Complementary Skill green colour. display) their classmates about the
Skill Writing Plain paper, glue photos.
Writing 4.3.3 Monitor as pupils write and support them as necessary. Encourage pupils to support and ruler (if
4.3 Plan, draft and each other in their groups. As you monitor, you could take a photo of each group. When making a class
Communicate write an increased groups are finished, they can help you to upload and print out the photo of their group. book)
with appropriate range of simple 3. Ask each group to check each other’s sentences and to discuss any changes that are
language form sentences needed before writing a final version.
and style for a For a wall display:
range of purposes Pupils write on a small piece of paper. They then put up the photo on the display with the
in print and digital papers around it and a piece of string connecting it to the picture of the pupil it describes.
media For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).
34
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
rd
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3 person, has
contraction
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
In this lesson, pupils will make a class year book in groups. This can either be put
Main Skill Main Skill together as a book, which can be copied for each pupil to take home, or it could be an Prepare and write Differentiate learning
Language Arts Language Arts open book, displayed on the wall. Pupils will describe something interesting about their a sentence (using according to the needs of
5.3 5.3.1 peers appearance, therefore responding creatively in writing. the lesson your pupils and class. Please
Express an Respond grammar focus) see the seven differentiation
imaginative imaginatively and Pre-lesson about each pupil strategies listed in the
response to intelligibly through 1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to on a strip of paper introduction. Please also
literary texts creating simple guess who it is about. They should find that pupil and check. Feed back by asking A digital camera consider the following:
action songs on pupils to read the sentence to the class. and computer to Ask pupils to write two or
familiar topics. upload and print more sentences about the
Other imaginative Lesson delivery out photos pupil in the group.
responses as 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
appropriate. Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s Plain paper, string You could ask more
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can and scissors (if proficient pupils or groups to
Complementary write their sentences in their notebook. For example, Amir has a green hat. He likes making a wall write some questions for
Complementary Skill green colour. display) their classmates about the
Skill Writing Plain paper, glue photos.
Writing 4.3.3 Monitor as pupils write and support them as necessary. Encourage pupils to support and ruler (if
4.3 Plan, draft and each other in their groups. As you monitor, you could take a photo of each group. When making a class
Communicate write an increased groups are finished, they can help you to upload and print out the photo of their group. book)
with appropriate range of simple 3. Ask each group to check each other’s sentences and to discuss any changes that are
language form sentences needed before writing a final version.
and style for a For a wall display:
range of purposes Pupils write on a small piece of paper. They then put up the photo on the display with the
in print and digital papers around it and a piece of string connecting it to the picture of the pupil it describes.
media For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).
34
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 6 (Listening 2) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Using flashcards, review key vocabulary and questions. Alternatively, choose to Student’s Book according to the needs of your
1.2 1.2.2 deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3 pupils and class. Please see
Understand Understand with that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
meaning in a support specific Lesson delivery Teacher’s Book strategies listed in the
variety of familiar information and p.21 introduction. Please also
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. Vocabulary consider the following:
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards Pupils can write about one, or
the board. more than one, of the people
Word & in Activity 3.
Complementary Complementary 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards
Skill Skill 5. Partners read each other’s sentences to guess who it is. Encourage them to check Fast finishers could talk or
Writing Writing their partner’s work for correct punctuation (use of capitals, full stops and write about something that
4.3 4.3.1 apostrophes). they collect or that someone
Communicate Use capital letters, they know collects.
with appropriate full stops and 6. Pupils rewrite their sentence based on their partner’s feedback.
language form question marks
and style for a appropriately in 7. Review and give feedback on pupils’ written work for both first and second drafts as
range of purposes guided writing at well as the peer’s feedback. Make a note of common problems to review next lesson.
in print and digital sentence level Post-lesson
media 8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order
to make a sentence. Play as a whole class and then in groups if time allows.
35
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 6 (Listening 2) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Using flashcards, review key vocabulary and questions. Alternatively, choose to Student’s Book according to the needs of your
1.2 1.2.2 deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3 pupils and class. Please see
Understand Understand with that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
meaning in a support specific Lesson delivery Teacher’s Book strategies listed in the
variety of familiar information and p.21 introduction. Please also
contexts details of short 2. Follow the steps in Teacher’s Book p.21 for Activity 3. Vocabulary consider the following:
simple texts 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards Pupils can write about one, or
the board. more than one, of the people
Word & in Activity 3.
Complementary Complementary 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards
Skill Skill 5. Partners read each other’s sentences to guess who it is. Encourage them to check Fast finishers could talk or
Writing Writing their partner’s work for correct punctuation (use of capitals, full stops and write about something that
4.3 4.3.1 apostrophes). they collect or that someone
Communicate Use capital letters, they know collects.
with appropriate full stops and 6. Pupils rewrite their sentence based on their partner’s feedback.
language form question marks
and style for a appropriately in 7. Review and give feedback on pupils’ written work for both first and second drafts as
range of purposes guided writing at well as the peer’s feedback. Make a note of common problems to review next lesson.
in print and digital sentence level Post-lesson
media 8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order
to make a sentence. Play as a whole class and then in groups if time allows.
35
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 7 (Speaking 2) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver Student’s Book according to the needs of your
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4 pupils and class. Please see
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
simple information and objects using Lesson delivery Teacher’s Book strategies listed in the
intelligibly suitable words and p.21 introduction. Please also
phrases 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking Strips of paper for consider the following:
pupils about the people and what they have got. pupils to write a You could offer the choice of
Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on writing a full sentence, a
Skill Complementary phrase or drawing a picture +
Listening Skill 4. Give pupils a strip of paper. Ask them to write something they have got lots of and a number.
1.2 Listening how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to
Understand 1.2.5 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s Pupils may need extra support
rd
meaning in a Understand a wide for third person. in changing the form from 3
st
variety of familiar range of short 5. Put pupils in large groups. One pupil collects the papers, mixes them and to 1 person.
contexts supported questions redistributes them. You could ask more proficient
pupils to try to find something
6. Pupils read the strips and take turns to ask the group members Have you got…? to they have got in common with
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 a classmate at the post-lesson
books. stage.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.
36
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 7 (Speaking 2) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver Student’s Book according to the needs of your
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4 pupils and class. Please see
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
simple information and objects using Lesson delivery Teacher’s Book strategies listed in the
intelligibly suitable words and p.21 introduction. Please also
phrases 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking Strips of paper for consider the following:
pupils about the people and what they have got. pupils to write a You could offer the choice of
Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on writing a full sentence, a
Skill Complementary phrase or drawing a picture +
Listening Skill 4. Give pupils a strip of paper. Ask them to write something they have got lots of and a number.
1.2 Listening how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to
Understand 1.2.5 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s Pupils may need extra support
rd
meaning in a Understand a wide for third person. in changing the form from 3
st
variety of familiar range of short 5. Put pupils in large groups. One pupil collects the papers, mixes them and to 1 person.
contexts supported questions redistributes them. You could ask more proficient
pupils to try to find something
6. Pupils read the strips and take turns to ask the group members Have you got…? to they have got in common with
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 a classmate at the post-lesson
books. stage.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.
36
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 8 (Reading 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play an action or miming game to review key sports vocabulary. Student’s Book according to the needs of your
3.2 3.2.1 Lesson delivery p.8 Activity 1; pupils and class. Please see
Understand a Understand the p.9 Activity 2 the seven differentiation
variety of linear main idea of short 2. Begin the main lesson by following Teacher’s Book p.22 Warm up strategies listed in the
and non-linear simple texts 3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per Teacher’s Book introduction. Please also
print and digital group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – p.22 consider the following:
texts by using pupils talk about the pictures). Sets of texts and Step 4 could be group reading;
appropriate 4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pictures on or each pupil in a group could
reading strategies pupils to read them and match to the correct pictures (which they already have). Student’s Book have one or more of the texts
p.8 cut up for to read or match;
Complementary 5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22). matching or some pupils could have a
Skill Complementary 6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22). text, others a picture to match.
Reading Skill
3.2 Reading Post-lesson You could ask various
Understand a 3.2.3 7. Ask pupils to put up their hands if they can paint/do karate etc. questions about the pictures of
variety of linear Guess the meaning the children to extend the
and non-linear of unfamiliar words 8. Monitor as pupils work on the activities in the lesson to assess their understanding of activity (e.g. what they look
print and digital from clues provided can. Use this to decide how much to review and extend the language focus in the like or, to more proficient
texts by using by visuals and the next few lessons. pupils, questions about how
appropriate topic they feel when they do the
reading strategies activities).
37
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 8 (Reading 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play an action or miming game to review key sports vocabulary. Student’s Book according to the needs of your
3.2 3.2.1 Lesson delivery p.8 Activity 1; pupils and class. Please see
Understand a Understand the p.9 Activity 2 the seven differentiation
variety of linear main idea of short 2. Begin the main lesson by following Teacher’s Book p.22 Warm up strategies listed in the
and non-linear simple texts 3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per Teacher’s Book introduction. Please also
print and digital group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – p.22 consider the following:
texts by using pupils talk about the pictures). Sets of texts and Step 4 could be group reading;
appropriate 4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pictures on or each pupil in a group could
reading strategies pupils to read them and match to the correct pictures (which they already have). Student’s Book have one or more of the texts
p.8 cut up for to read or match;
Complementary 5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22). matching or some pupils could have a
Skill Complementary 6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22). text, others a picture to match.
Reading Skill
3.2 Reading Post-lesson You could ask various
Understand a 3.2.3 7. Ask pupils to put up their hands if they can paint/do karate etc. questions about the pictures of
variety of linear Guess the meaning the children to extend the
and non-linear of unfamiliar words 8. Monitor as pupils work on the activities in the lesson to assess their understanding of activity (e.g. what they look
print and digital from clues provided can. Use this to decide how much to review and extend the language focus in the like or, to more proficient
texts by using by visuals and the next few lessons. pupils, questions about how
appropriate topic they feel when they do the
reading strategies activities).
37
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 9 (Writing 2) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
Writing Writing 1. Use sports flashcards to play a vocabulary review game. 3 according to the needs of your
4.3 4.3.2 Lesson delivery Student’s Book pupils and class. Please see
Communicate with Spell an p.9 Activity 3 & 4 the seven differentiation
appropriate increased range 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can strategies listed in the
language form of familiar high he/she X? Pupils reply Yes, he/she can or No, he/she can’t. Teacher’s Book introduction. Please also
and style for a frequency words 3. Follow on with Activity 3 (Teacher’s Book, p.23). p.23 consider the following:
range of purposes accurately in Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your Sports Vary the type of activity to
in print and digital guided writing pupils are ready for it. This would be a chance to introduce some sports or hobbies that are flashcards include movement and visuals
media popular with children at the moment in Malaysia. to support understanding and
help pupils remember
Complementary 4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the language according to the
Skill Complementary letters/words and ask pupils to rearrange them correctly). needs of your own pupils.
Listening Skill 5. Follow on with Activity 4 (Teacher’s Book p.23).
1.2 Listening Post-lesson If you have proficient pupils,
Understand 1.2.1 you could focus on adverbs
meaning in a Understand with 6. If time allows, play a spelling game with sports words and pictures. (e.g. very well) from Activity 4.
variety of familiar support the main 7. Learning diaries: Include an extension activity to
contexts idea of short Ask pupils to think back on their learning so far this week. In their learning diary, they can practise these in writing.
simple texts 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)
Remember that as it is still the beginning of the school year, pupils may begin reflecting in their
first language and at a very basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
38
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 9 (Writing 2) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
Writing Writing 1. Use sports flashcards to play a vocabulary review game. 3 according to the needs of your
4.3 4.3.2 Lesson delivery Student’s Book pupils and class. Please see
Communicate with Spell an p.9 Activity 3 & 4 the seven differentiation
appropriate increased range 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can strategies listed in the
language form of familiar high he/she X? Pupils reply Yes, he/she can or No, he/she can’t. Teacher’s Book introduction. Please also
and style for a frequency words 3. Follow on with Activity 3 (Teacher’s Book, p.23). p.23 consider the following:
range of purposes accurately in Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your Sports Vary the type of activity to
in print and digital guided writing pupils are ready for it. This would be a chance to introduce some sports or hobbies that are flashcards include movement and visuals
media popular with children at the moment in Malaysia. to support understanding and
help pupils remember
Complementary 4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the language according to the
Skill Complementary letters/words and ask pupils to rearrange them correctly). needs of your own pupils.
Listening Skill 5. Follow on with Activity 4 (Teacher’s Book p.23).
1.2 Listening Post-lesson If you have proficient pupils,
Understand 1.2.1 you could focus on adverbs
meaning in a Understand with 6. If time allows, play a spelling game with sports words and pictures. (e.g. very well) from Activity 4.
variety of familiar support the main 7. Learning diaries: Include an extension activity to
contexts idea of short Ask pupils to think back on their learning so far this week. In their learning diary, they can practise these in writing.
simple texts 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)
Remember that as it is still the beginning of the school year, pupils may begin reflecting in their
first language and at a very basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
38
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements
Imagination
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You Online song (see pupils and class. Please see
Express an Respond may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline) the seven differentiation
imaginative imaginatively and so check first. strategies listed in the
response to intelligibly through 2. Give each pupil a card. They look at the card and mime the action, either as I can or I Lines of the song introduction. Please also
literary texts creating simple can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). cut up (in verses) consider the following:
action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: Plan how to group pupils for
familiar topics. She can’t play chess.). Pupils keep the cards. this task. If your class has
Other imaginative mixed levels of proficiency,
responses as Lesson delivery then try to group pupils so
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from pre- there is a range of proficiency
Complementary lesson stage). If they hear their word, they should hold up their card. Play the song: in each group. However,
Skill Complementary http://learnenglishkids.britishcouncil.org/en/songs/i-can-run encourage all pupils to
Language Arts Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song participate equally by sharing
5.1 Language Arts again. out the lines of the song at the
Enjoy and 5.1.1 performance stage.
appreciate In addition to Year 2 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
rhymes, poems text types: simple They divide the lines between them, one each. Play the song again. Pupils order the For fast finishing groups, ask
and songs poems lines as they hear them. them to write a second verse.
6. Feed back by having groups sing the song in the order of verses (with or without the
video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
39
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements
Imagination
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You Online song (see pupils and class. Please see
Express an Respond may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline) the seven differentiation
imaginative imaginatively and so check first. strategies listed in the
response to intelligibly through 2. Give each pupil a card. They look at the card and mime the action, either as I can or I Lines of the song introduction. Please also
literary texts creating simple can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). cut up (in verses) consider the following:
action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: Plan how to group pupils for
familiar topics. She can’t play chess.). Pupils keep the cards. this task. If your class has
Other imaginative mixed levels of proficiency,
responses as Lesson delivery then try to group pupils so
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from pre- there is a range of proficiency
Complementary lesson stage). If they hear their word, they should hold up their card. Play the song: in each group. However,
Skill Complementary http://learnenglishkids.britishcouncil.org/en/songs/i-can-run encourage all pupils to
Language Arts Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song participate equally by sharing
5.1 Language Arts again. out the lines of the song at the
Enjoy and 5.1.1 performance stage.
appreciate In addition to Year 2 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
rhymes, poems text types: simple They divide the lines between them, one each. Play the song again. Pupils order the For fast finishing groups, ask
and songs poems lines as they hear them. them to write a second verse.
6. Feed back by having groups sing the song in the order of verses (with or without the
video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
39
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 11 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a word game such as Word Ladder (you can create it online: www.edu- Student’s Book p.9 according to the needs of your
1.2 1.2.5 games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming Activity 5 pupils and class. Please see
Understand Understand a wide activity in groups. Pupils write vocabulary related to the activities topic. the seven differentiation
meaning in a range of short Lesson delivery Teacher’s Book strategies listed in the
variety of familiar supported questions p.22 introduction. Please also
contexts 2. Return to some difficult or new words from the pre-lesson activity and check Action flashcards consider the following:
spellings/vocabulary as a whole class. Introduce new words according to the needs from last lesson Extend vocabulary according
Complementary and personal interests of your pupils. to the needs and interests of
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game your class.
Speaking Skill
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach If you have extra time, pupils
Use appropriate 2.2.2 some phrases for this such as Can you help me/us, please? could write about themselves
communication Ask for attention or 4. Follow the Teacher’s Book p.22 instructions for Activity 5. and/or their partner in their
strategies help from a teacher notebooks, based on their
or classmate by Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the findings.
using suitable notes to help plan upcoming lessons.
questions
Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve
TPR (listen and mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they
can’t do the action. Those who sit down, ask them another Can you xx?
40
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 11 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a word game such as Word Ladder (you can create it online: www.edu- Student’s Book p.9 according to the needs of your
1.2 1.2.5 games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming Activity 5 pupils and class. Please see
Understand Understand a wide activity in groups. Pupils write vocabulary related to the activities topic. the seven differentiation
meaning in a range of short Lesson delivery Teacher’s Book strategies listed in the
variety of familiar supported questions p.22 introduction. Please also
contexts 2. Return to some difficult or new words from the pre-lesson activity and check Action flashcards consider the following:
spellings/vocabulary as a whole class. Introduce new words according to the needs from last lesson Extend vocabulary according
Complementary and personal interests of your pupils. to the needs and interests of
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game your class.
Speaking Skill
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach If you have extra time, pupils
Use appropriate 2.2.2 some phrases for this such as Can you help me/us, please? could write about themselves
communication Ask for attention or 4. Follow the Teacher’s Book p.22 instructions for Activity 5. and/or their partner in their
strategies help from a teacher notebooks, based on their
or classmate by Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the findings.
using suitable notes to help plan upcoming lessons.
questions
Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve
TPR (listen and mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they
can’t do the action. Those who sit down, ask them another Can you xx?
40
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 12 (Speaking 3) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking Speaking 1. Play a circle game (a whole class activity where pupils sit or stand in a large circle) Student’s Book p.10 according to the needs of your
2.1 2.1.2 to review numbers up to twelve. Teacher can choose another pre-lesson activity Activity 1 pupils and class. Please see
Communicate Find out about and from the list provided in the introduction. the seven differentiation
simple information describe basic Lesson delivery Teacher’s Book strategies listed in the
intelligibly everyday routines p.24–25 introduction. Please also
2. Introduce telling the time (on the hour and half past) using the board or toy clocks if Toy clock(s) consider the following:
Complementary Complementary available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this It may be helpful for some
Skill Skill stage. YouTube game pupils to have and use toy
Listening Listening 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). suggestion for post- clocks instead of / as well as
1.2 1.2.5 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor lesson the pictures in the book (p.24).
Understand Understand a wide as pupils work on this activity. Depending on their performance, you could ask Small pieces of
meaning in a range of short pupils to repeat Activity 1 with new partners. paper scrunched up For more proficient classes,
variety of familiar supported questions (pupils can make you could introduce and
contexts 5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ practise more times (e.g. 3.15
performance and interests. these for / quarter past three)
themselves)
Post-lesson
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s Note: for next
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.
41
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 12 (Speaking 3) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking Speaking 1. Play a circle game (a whole class activity where pupils sit or stand in a large circle) Student’s Book p.10 according to the needs of your
2.1 2.1.2 to review numbers up to twelve. Teacher can choose another pre-lesson activity Activity 1 pupils and class. Please see
Communicate Find out about and from the list provided in the introduction. the seven differentiation
simple information describe basic Lesson delivery Teacher’s Book strategies listed in the
intelligibly everyday routines p.24–25 introduction. Please also
2. Introduce telling the time (on the hour and half past) using the board or toy clocks if Toy clock(s) consider the following:
Complementary Complementary available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this It may be helpful for some
Skill Skill stage. YouTube game pupils to have and use toy
Listening Listening 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). suggestion for post- clocks instead of / as well as
1.2 1.2.5 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor lesson the pictures in the book (p.24).
Understand Understand a wide as pupils work on this activity. Depending on their performance, you could ask Small pieces of
meaning in a range of short pupils to repeat Activity 1 with new partners. paper scrunched up For more proficient classes,
variety of familiar supported questions (pupils can make you could introduce and
contexts 5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ practise more times (e.g. 3.15
performance and interests. these for / quarter past three)
themselves)
Post-lesson
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s Note: for next
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.
41
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 13 (Reading 3) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Follow instructions for Teacher’s Book p.26 Warm up. Student’s Book p.11 according to the needs of your
3.2 3.2.2 Lesson delivery Activity 1 pupils and class. Please see
Understand a Understand specific the seven differentiation
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book strategies listed in the
and non-linear details of short p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7 introduction. Please also
print and digital simple texts they will read. Family photos (from consider the following:
texts by using 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each you and your pupils) Ask different prediction
appropriate pupil, or on a worksheet). Ask pupils to read their question. questions to different pupils,
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions depending on their level of
question. They could write their answer on the paper or in their notebook. worksheet/strips, proficiency. Some may be
Complementary Complementary from Teacher’s closed questions, others open
Skill Skill 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading Book p.26 questions.
Speaking Speaking skills. Use questions to support or extend their understanding. Make notes on pupils
2.1 2.1.5 as necessary. You could give more than one
Communicate Describe people 6. Feed back as a whole class. Ask pupils to read their question then give the answer. question to some pupils to
simple information and objects using Pupils can then check each other’s answers as they listen. answer.
intelligibly suitable words and 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). Plan which pupils will answer
phrases questions during feedback to
Post-lesson help showcase pupils who
8. Play a True/False game based on the information in the text. Ask pupils to explain have worked hard.
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.
42
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 13 (Reading 3) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Follow instructions for Teacher’s Book p.26 Warm up. Student’s Book p.11 according to the needs of your
3.2 3.2.2 Lesson delivery Activity 1 pupils and class. Please see
Understand a Understand specific the seven differentiation
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book strategies listed in the
and non-linear details of short p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7 introduction. Please also
print and digital simple texts they will read. Family photos (from consider the following:
texts by using 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each you and your pupils) Ask different prediction
appropriate pupil, or on a worksheet). Ask pupils to read their question. questions to different pupils,
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their Questions depending on their level of
question. They could write their answer on the paper or in their notebook. worksheet/strips, proficiency. Some may be
Complementary Complementary from Teacher’s closed questions, others open
Skill Skill 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading Book p.26 questions.
Speaking Speaking skills. Use questions to support or extend their understanding. Make notes on pupils
2.1 2.1.5 as necessary. You could give more than one
Communicate Describe people 6. Feed back as a whole class. Ask pupils to read their question then give the answer. question to some pupils to
simple information and objects using Pupils can then check each other’s answers as they listen. answer.
intelligibly suitable words and 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). Plan which pupils will answer
phrases questions during feedback to
Post-lesson help showcase pupils who
8. Play a True/False game based on the information in the text. Ask pupils to explain have worked hard.
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.
42
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 14 (Writing 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome!
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate
Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. Student’s Book learning according
4.3 4.3.1 Lesson delivery p.11 Activity 1 to the needs of your
Communicate with Use capital letters, pupils and class.
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book Teacher’s Book Please see the
language form and question marks p.11) while pupils read along. p.27 seven differentiation
style for a range of appropriately in 3. Pupils use the sentence beginnings to tell their partner about their family (two or more Family photos strategies listed in
purposes in print guided writing at sentences). This is to review the language and help with oral planning. the introduction.
and digital media sentence level Please also
4. Follow on with the Writing Tip (Teacher’s Book p.27). consider the
Complementary 5. Have pupils write two or more sentences about their family in their notebooks or for following:
Skill Complementary classroom display. They could add the family photos they brought if they are not too Provide
Writing Skill valuable to them. individualised
4.3 Writing feedback on pupils’
Communicate with 4.3.3 6. Collect the writing and use it to informally assess learning in this unit. Give positive and Writing.
appropriate Plan, draft and write constructive feedback to pupils using your notes on their performance during this unit. Use
language form and an increased range a basic marking key to show pupils where their mistakes are so that they can correct their You could set
style for a range of of simple sentences own work. See this link for ideas on basic marking key: different Writing
purposes in print www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 targets for different
and digital media This could be done in the next lesson(s) or as homework. pupils depending on
your pupils’ levels.
Post-lesson
If you have extra
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. time, pupils could
8. Learning diaries: play a guessing
game where they
Ask pupils to think back on their learning so far this week. In their learning diary, they can read each other’s
write:
work and guess
New words I remember whose family it is.
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 in my English
Remember that as it is still the beginning of the school year, pupils may begin reflecting in
their first language and at a very basic level (simple words). Encourage pupils to begin to
43
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 14 (Writing 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome!
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate
Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. Student’s Book learning according
4.3 4.3.1 Lesson delivery p.11 Activity 1 to the needs of your
Communicate with Use capital letters, pupils and class.
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book Teacher’s Book Please see the
language form and question marks p.11) while pupils read along. p.27 seven differentiation
style for a range of appropriately in 3. Pupils use the sentence beginnings to tell their partner about their family (two or more Family photos strategies listed in
purposes in print guided writing at sentences). This is to review the language and help with oral planning. the introduction.
and digital media sentence level Please also
4. Follow on with the Writing Tip (Teacher’s Book p.27). consider the
Complementary 5. Have pupils write two or more sentences about their family in their notebooks or for following:
Skill Complementary classroom display. They could add the family photos they brought if they are not too Provide
Writing Skill valuable to them. individualised
4.3 Writing feedback on pupils’
Communicate with 4.3.3 6. Collect the writing and use it to informally assess learning in this unit. Give positive and Writing.
appropriate Plan, draft and write constructive feedback to pupils using your notes on their performance during this unit. Use
language form and an increased range a basic marking key to show pupils where their mistakes are so that they can correct their You could set
style for a range of of simple sentences own work. See this link for ideas on basic marking key: different Writing
purposes in print www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 targets for different
and digital media This could be done in the next lesson(s) or as homework. pupils depending on
your pupils’ levels.
Post-lesson
If you have extra
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. time, pupils could
8. Learning diaries: play a guessing
game where they
Ask pupils to think back on their learning so far this week. In their learning diary, they can read each other’s
write:
work and guess
New words I remember whose family it is.
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 in my English
Remember that as it is still the beginning of the school year, pupils may begin reflecting in
their first language and at a very basic level (simple words). Encourage pupils to begin to
43
Primary Year 3 SK Scheme of Work
reflect more deeply and using more English as the year goes on. Some pupils will be more
able to do this than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
44
Primary Year 3 SK Scheme of Work
reflect more deeply and using more English as the year goes on. Some pupils will be more
able to do this than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
44
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning according
Language Arts Language Arts 1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional). 3 to the needs of your pupils and
5.2 5.2.1 Lesson delivery Student’s Book class. Please see the seven
Express personal Ask and answer p.12–13 differentiation strategies listed in
responses to simple questions 2. Introduce the characters of the story using the puppets you have prepared. Ask the introduction. Please also
literary texts about characters, pupils questions about the puppets to review key language and predict the story. Teacher’s Book consider the following:
actions and events 3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to p.19, p.28–29 If you have extra time, you could
of interest in a text help them act out the story in pairs. See materials do the Optional activity (see
list on Teacher’s Teacher’s Book p.29).
Complementary Complementary 4. Pupils should practise before performing to the whole class. You could use this as Book p.28
Skill Skill an opportunity for peer feedback, by asking pupils to comment on each other’s Give individualised constructive
Speaking Speaking performances. Make notes, too, on pupils’ performance related to pronunciation in Stick puppets of feedback to pupils by thinking
2.3 2.3.1 particular. Give plenty of positive feedback to each pair/group and summarise areas characters from about the progress each pupil
Communicate Narrate very short to work on for the whole class after the activity. story (cut out a has made over the unit. You can
appropriately to a basic stories and Post-lesson picture of each use your notes to help.
small or large events and glue it on to
group 5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29, Post- a stick/straw)
story activity). This could be done in pupils’ first language if necessary. Sticks/straws,
scissors for
pairs/groups
45
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning according
Language Arts Language Arts 1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional). 3 to the needs of your pupils and
5.2 5.2.1 Lesson delivery Student’s Book class. Please see the seven
Express personal Ask and answer p.12–13 differentiation strategies listed in
responses to simple questions 2. Introduce the characters of the story using the puppets you have prepared. Ask the introduction. Please also
literary texts about characters, pupils questions about the puppets to review key language and predict the story. Teacher’s Book consider the following:
actions and events 3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to p.19, p.28–29 If you have extra time, you could
of interest in a text help them act out the story in pairs. See materials do the Optional activity (see
list on Teacher’s Teacher’s Book p.29).
Complementary Complementary 4. Pupils should practise before performing to the whole class. You could use this as Book p.28
Skill Skill an opportunity for peer feedback, by asking pupils to comment on each other’s Give individualised constructive
Speaking Speaking performances. Make notes, too, on pupils’ performance related to pronunciation in Stick puppets of feedback to pupils by thinking
2.3 2.3.1 particular. Give plenty of positive feedback to each pair/group and summarise areas characters from about the progress each pupil
Communicate Narrate very short to work on for the whole class after the activity. story (cut out a has made over the unit. You can
appropriately to a basic stories and Post-lesson picture of each use your notes to help.
small or large events and glue it on to
group 5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29, Post- a stick/straw)
story activity). This could be done in pupils’ first language if necessary. Sticks/straws,
scissors for
pairs/groups
45
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
3.2 3.2.2 material as a homework task, if appropriate. Worksheets class. Please see the seven
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending (see below) differentiation strategies listed in
variety of linear information and the main language points in Unit 1 according to the needs of your pupils. the introduction. Please also
and non-linear details of short Flashcards of consider the following:
print and digital simple texts Pre-lesson characters from You could offer pupils a choice
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Get Smart plus of these activities or you could
appropriate your pupils’ needs and interests and that will prepare the pupils for the lesson. 3 (Greg & Anna, ask different pupils to do
reading strategies Student’s Book different activities depending on
Lesson delivery p.6) their individual needs, based on
Complementary Have got: Action cards formative assessment in this
Skill Complementary 2. Show flashcards of characters from the textbook. Elicit sentences about the unit.
Writing Skill characters He/She has got... Write the sentences on the board and put the pictures Toy clocks
4.3 Writing next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or Get Smart plus Have pupils do more activities
Communicate 4.3.1 have got with he and she. 3 and/or make their own activities.
with appropriate Use capital letters,
language form full stops and 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the Student’s Book
and style for a question marks board, write their name and write a sentence about themselves I have got… Ask p.14 Activities 1
range of purposes appropriately in pupils questions about the form with I (have got). and/or 2 and/or
in print and digital guided writing at 3
media sentence level 4. Next pupils complete Sections A & B of the worksheet (see below).
5. Feed back on the answers as a whole class. Note any common problems or Teacher’s Book
mistakes and review as necessary. p.31
Self-assessment
Can:
worksheets
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
46
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language
CROSS-CURRICULAR ELEMENT: Language
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
3.2 3.2.2 material as a homework task, if appropriate. Worksheets class. Please see the seven
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending (see below) differentiation strategies listed in
variety of linear information and the main language points in Unit 1 according to the needs of your pupils. the introduction. Please also
and non-linear details of short Flashcards of consider the following:
print and digital simple texts Pre-lesson characters from You could offer pupils a choice
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Get Smart plus of these activities or you could
appropriate your pupils’ needs and interests and that will prepare the pupils for the lesson. 3 (Greg & Anna, ask different pupils to do
reading strategies Student’s Book different activities depending on
Lesson delivery p.6) their individual needs, based on
Complementary Have got: Action cards formative assessment in this
Skill Complementary 2. Show flashcards of characters from the textbook. Elicit sentences about the unit.
Writing Skill characters He/She has got... Write the sentences on the board and put the pictures Toy clocks
4.3 Writing next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or Get Smart plus Have pupils do more activities
Communicate 4.3.1 have got with he and she. 3 and/or make their own activities.
with appropriate Use capital letters,
language form full stops and 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the Student’s Book
and style for a question marks board, write their name and write a sentence about themselves I have got… Ask p.14 Activities 1
range of purposes appropriately in pupils questions about the form with I (have got). and/or 2 and/or
in print and digital guided writing at 3
media sentence level 4. Next pupils complete Sections A & B of the worksheet (see below).
5. Feed back on the answers as a whole class. Note any common problems or Teacher’s Book
mistakes and review as necessary. p.31
Self-assessment
Can:
worksheets
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
46
Primary Year 3 SK Scheme of Work
9. Feed back on the answers as a whole class. Note any common problems or
mistakes and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s
x o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a
clock and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: You could also make use of the review activities in Revision (Student’s Book
p.14 / Teacher’s Book p.30–31) and/or consider offering pupils a choice of activities
from the optional activities described on Teacher’s Book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? self-
assessment section of the worksheet.
13. Collect the worksheets from pupils and review them to note pupils’ performance. If
there are any areas of concern, prepare a review of these in upcoming lessons.
47
Primary Year 3 SK Scheme of Work
9. Feed back on the answers as a whole class. Note any common problems or
mistakes and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s
x o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a
clock and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: You could also make use of the review activities in Revision (Student’s Book
p.14 / Teacher’s Book p.30–31) and/or consider offering pupils a choice of activities
from the optional activities described on Teacher’s Book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? self-
assessment section of the worksheet.
13. Collect the worksheets from pupils and review them to note pupils’ performance. If
there are any areas of concern, prepare a review of these in upcoming lessons.
47
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 16 (Language Awareness 1)
Unit 1: Welcome!
Language Awareness
Name: _________________________________ Class: ______________
A: Read and draw
Laila is a girl.
She has got long, straight, black hair.
She has big brown eyes.
She’s got a big smile.
B : Read and circle the correct answer
1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.
3. I has got / have got seven shells. 4. You has got / have got two brothers.
C: Unscramble the words to write a full sentence. Do not forget punctuation!
1. play / she / piano / can / the
___________________________________________
___________________________________________
2. can / dive / he /
___________________________________________
he / no / can’t
___________________________________________
3. they / can / swim
___________________________________________
can / yes / they
___________________________________________
48
Primary Year 3 SK Scheme of Work
D: Read and draw the time on the clocks.
It’s five o’clock. It’s eleven o’clock.
It’s half past two. It’s half past three.
How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…
say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____
49
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