Primary Year 3 SJK SOW

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

adapt this plan so your lesson Depending on your Differentiate learning
d by your pupils. You might focus: according to the needs of
ork task, if appropriate. your pupils and class.
vities in Revision (Student’s Book Worksheets (see Please see the seven
offering pupils a choice of activities below) differentiation strategies
s Book p.45. listed in the introduction.
Picture of a girl and a Please also consider the
nit as needed for the lesson. For boy following:
sson activity from the list in the
Get Smart plus 3 You could offer pupils a
interests. choice of these activities or
Student’s Book, p.24 you could ask different
y is Hamid and the girl is May. Activities 1 and/or 2 pupils to do different
ok at and read silently the text on activities depending on
ple, Who wrote this? Hamid or Teacher’s Book, their individual needs,
p.44–45 based on formative
ething? Where do we find it in the assessment in this unit.
Self-assessment
worksheets Have pupils do more
activities and/or make their
own activities.

show them in an example)? Why?
tences? And at the end?
doing an example on the board.
ne set of jumbled sentences
pupil works on a different set.
ach other their sets and to check

50

 Something they always/never do every d

 Something someone else always/never d

 What they want to be when they grow up

Post-lesson

5. Ask pupils to think about what they have lear
feel they know the language now. They shou
Unit 2? self-assessment section of the works

Collect the worksheets from pupils and review t
If there are any areas of concern, prepare a rev

Primary Year 3 SJK Scheme of Work

day.
does every day.
p.

rned in Unit 2 and how well they
uld complete the How did I do in
sheet.
them to note pupils’ performance.
view of these in upcoming lessons.

51

Primary Year 3 SJK Scheme of Work

Materials for Lesson 16

Suggested text:

I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a
lifeguard. My sister likes playing with toy planes. She wants to be a pilot when she grows up
and fly a plane. I love my sister. We always take the bus to school together. We never walk to
school.

Jumbled sentences

Set 1:

1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /

Self-assessment Great! [ ] OK [ ] A little [ ]
How did I do in Unit 2? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
 say what I do every day Great! [ ] OK [ ] A little [ ]
Great! [ ] OK [ ] A little [ ]
 say what other people do every day

 talk about different jobs

 talk about different ways to travel

 say what I want to be when I grow up

52

UNIT 3WEEK: SCHEME OF WORK: TEXTBO

LESSON: 17 (Listening 3) MAIN SKILL FOCUS: Listening
TOPIC: Right now
CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Play a mime game using the flashcards for ru
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
contexts details of short 2. Introduce the new vocabulary (see Vocabular
simple texts flashcards

Complementary Complementary 3. Stick the flashcards around the room on the w
Skill Skill lesson), then put pupils in a large circle aroun
Listening Listening to you say run, jump, dance and move aroun
1.3 1.3.1 you say it. Stop and say Go. Pupils move to t
Use appropriate Guess the meaning and say I’m xxxing. Repeat as required.
listening of unfamiliar words
strategies in a by using visual 4. Pupils return to their seats. Follow the instruc
variety of contexts clues when a Activity 1
teacher or
classmate is Watch as pupils sing to see which pupils are
speaking confident. You can also then see which word
for your class. Note these so that you review

Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)
g THEME: World of Self, Family and Friends
ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

statements (be + -ing)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
un jump and dance. Get Smart plus 3
Differentiate learning
ry, Teacher’s Book, p.46) using Student’s Book, p.25 according to the needs of
your pupils and class.
walls, (or do this before the Teacher’s Book, p.46 Please see the seven
nd the room. They should listen differentiation strategies
nd the room doing this action as Flashcards of action verbs listed in the introduction.
the nearest flashcard, mime it Please also consider the
You can find sets of printable following:
ctions in Teacher’s Book, p.46 flashcards for this topic at:
http://learnenglishkids.british Depending on the level
confident and which are less council.org/en/flash and knowledge of your
ds in the song are more difficult cards/actions-flashcards class, you could
introduce more verbs.
them next lesson.
Some pupils may find it
p.46). too challenging to sing
along to all of the song.
Remind them, if
necessary, that they only
need to sing as much or
little as they want.

53

WEEK: LESSON: 18 (Speaking 4) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Speaking

CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity fro
Communicate Describe people your pupils’ needs and interests and that will
simple information and objects using the lesson.
intelligibly suitable words and
phrases Lesson delivery
2. Follow the instructions for Grammar Box (Te
Complementary Complementary 3. Draw attention to the sound of ‘ing’ and the s
Skill Skill
Listening 1.1 Listening 1.1.1 pupils repeat them together and individually.
Recognise and Recognise and 4. Play the Group pantomime game (see Teach
reproduce target reproduce with
language sounds support a range of feedback on pupils’ Speaking, rather than on
target language 5. Follow instructions for Activity 2 (Teacher’s B
phonemes
their pictures to each other and decide which
to choose some pupils who have made progr

Post-lesson

6. Play the song again and have pupils sing alo
as they hear them in the song, if appropriate.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)

g THEME: World of Self, Family and Friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits
l review language and prepare pupils for Get Smart plus 3 Differentiate learning
according to the needs
eacher’s Book, p.46) Student’s Book, of your pupils and
short forms (I’m, he’s, we’re etc). Have p.25 class. Please see the
seven differentiation
Teacher’s Book, strategies listed in the
p.46–7 introduction. Please
also consider the
her’s Book, p.47). Focus on giving following:
n which team wins.
Some pupils may take
Book, p.46). Monitor as pupils present a lot of time drawing,
h pupils to ask to present to the class. Try while others will do it
ress in their Speaking. much faster. Set a time
limit for drawing. You
ong. Or they could hold up their pictures could ask fast finishers
. to write their sentence
in their notebooks (but
not next to the picture,
as it is better they do
not read it later).

54

WEEK: LESSON: 19 (Speaking 5) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Speaking

CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.5 1. Play a game to review vocabulary from the p
Communicate Describe people the written form of the words.
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases
Complementary 2. Have pupils work in small groups to play a ga
Skill Complementary (pairs of pictures of an action + written sente
Speaking Skill turns to try to find a matching pair of cards.
2.2 Speaking
Use appropriate 2.2.2 3. Follow the instructions for Activity 4 (Teache
communication Ask for attention or
strategies help from a teacher 4. Pupils play a game in small groups with their
or classmate by
using suitable - In turns, the pupil turns over a card, look at
questions
- The pupil gives a clue about the picture (e.g
- The pupil asks ‘What do you think? What’s
- The group guesses what’s in the picture.
Monitor as pupils work on this, helping with la
language resource. Encourage them to ask f
reviewing phrases for this (e.g. Can you help
English?) Note common mistakes as you mo

Post-lesson

5. Write a sentence on the board that contains
make. Ask pupils to correct the sentence with

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)
g THEME: World of Self, Family and Friends
ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

questions (be + -ing)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
previous lesson. This should focus on
Get Smart plus 3 Differentiate learning
ame, where they have sets of cards according to the needs of
ences). Pupils turn over two cards in Student’s Book, your pupils and class. Please
r’s Book, p.49). p.27 see the seven differentiation
r cards: strategies listed in the
Teacher’s Book, introduction. Please also
it but keep it secret. p.49 consider the following:
g. He’s in the bedroom)
he doing?’ Sets of cards The second card game (step
(pictures + 4) could be extended so that
sentences) pupils give more clues about
the flashcard, using more
language that they know.

Other pupils may not be able
to give clues, so the group
can simply guess what is on
the card from memory.

anguage as necessary to extend pupils’
for your help when they need it by
p me, please? How do I say xxx in
onitor.

a common mistake you heard pupils
h you.

55

WEEK: LESSON: 20 (Reading 4) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3..2.1 1. Tell pupils that you like to exercise and show
Understand a Understand the Give pupils 2–3 minutes to do some exercise
variety of linear main idea of short suggest aerobics or Zumba, for example. Wa
and non-linear simple texts vocabulary you can teach them afterwards to
print and digital – e.g. Zumba, aerobics, dancing, jogging.
texts by using Complementary
appropriate Skill Lesson delivery
reading strategies Reading
3.2.2 2. Follow the instructions for Warm up on Teach
Complementary Understand specific new vocabulary. Comment on the pupils’ exe
Skill information and you can teach them vocabulary for what they
Reading details of short
3.2 simple texts 3. Show pupils the pictures of the four children f
Understand a what they are doing. Put them on the board.
variety of linear
and non-linear 4. Give each pupil a text. Ask them to read the t
print and digital matches. Feed back by asking a pupil to com
texts by using the name of the child.
appropriate
reading strategies 5. Follow the instructions for Activity 1 (Teacher

6. Next, follow instructions for Grammar Box an
p.50–51).

You may wish to note pupils who have difficu
complete it easily. This will help you later in th
review and how to group pupils.

7. (If time) Play a True/False quiz. Talk about w
pictures (including a false statement, which in
doing). Pupils should call out True/False or Y

Post-lesson

8. Learning diaries:
Ask pupils to think back on their learning so f

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

w them what this word means. Get Smart plus 3 Differentiate learning
e in the classroom. You could according to the needs of
atch pupils to see which Student’s Book, p.28– your pupils and class. Please
o say what they are doing (if any) 29 see the seven differentiation
strategies listed in the
her’s Book, p.50, to introduce Teacher’s Book, p.50– introduction. Please also
ercise in the pre-lesson stage if 51 consider the following:
y were doing.
from the textbook. Ask them Copies of pictures of Fast finishers could do an
four children on additional Writing task at the
text and decide which picture it Student’s Book p.28 (1 end of this lesson, where
me out and label each picture with copy of each) they write a sentence about
each child to say one more
r’s Book, p.50) from Step 3). Copies of the texts from action they are not doing.
nd Activity 2 (Teacher’s Book, Student’s Book p.28
(one text per pupil) Ask different pupils
different/more/fewer
questions to guide their
understanding of the text
(see Teacher’s Book).

ulty with Activity 2 and those who
he week to decide how much to

what each child isn’t doing in the
ncludes what they are actually
Yes/No.

far this week. In their learning

56

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 Eng

Pupils began the year reflecting in their first la
level (simple words). Encourage pupils to beg
using more English as the year goes on. Som
this than others. Support pupils who may nee
everyone to complete their diaries. Ensure yo
your lesson plan. It shouldn’t be set for home

Primary Year 3 SJK Scheme of Work

glish)
anguage and at a very basic
gin to reflect more deeply and
me pupils will be more able to do
ed some help and encourage
ou allocate time for this activity in
ework.

57

WEEK: LESSON: 21 (Writing 5) SCHEME OF WORK: TEXTBO
TOPIC: Right now
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.2 4.2.4 1. Play a True/False game, where you/pupils m
Communicate Describe people they are not doing as well as what they are d
basic information and objects using sentences at this stage, but use this as a way
intelligibly for a suitable words and beginning of the lesson.
range of purposes phrases
in print and digital Lesson delivery
media Complementary
Skill 2. Tell pupils they will make sentences. Pupils w
Complementary Reading words for a cut-up sentence (see sentences b
Skill 3.2.2 Ask pupils to arrange the words into a senten
Reading Understand specific tidy on their desk during the next step. Don’t
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s
variety of linear simple texts child their sentence is about. They can circle
and non-linear know the characters’ names.
print and digital
texts by using 4. Feed back on each sentence as a whole clas
appropriate
reading strategies 5. Tell pupils they are going to make a game. Th
game:

Put a model on the board, which describes ch

They’re not doing gymnastics. They’re no

Ask pupils to look at Student’s Book, p.29 an
sentences are about.

Draw pupils’ attention to the Grammar Box at
the contraction
(they are = they’re and others) and remind pu
carefully.

6. Give each pupil a small piece of paper. Indiv
about a child on p.29 on the paper.You could
negative sentences, depending on time. Supp

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
negative statements (be + -ing)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

mime an action. They should say what Get Smart plus 3 Differentiate learning
doing. Encourage, but don’t insist on full according to the needs of
y to assess pupils’ language at the Student’s Book, your pupils and class.
p.29 Please see the seven
work in pairs. Give each pair one set of differentiation strategies
below). There are several different sets. Small pieces of listed in the introduction.
nce. They should keep the sentences paper for Writing Please also consider the
feed back on this activity at this stage. activity, one per following:
Book, p.29, Activity 3, to find which pupil
the child in the picture if they don’t You could ask pupils to
write at least one/two
ss, so pairs can check their answers. sentences on their cards.
There are several steps to making the
Consider having pupils
write in pairs so that they
can support each other if
necessary.

hildren in Student’s Book, p.29. e.g.
ot skateboarding. Who are they?
nd tell you which children these

t the top of the page. Focus attention on
upils to punctuate their sentences

vidually, they write a similar sentence(s)
d have pupils write one, two or three
pport weaker pupils carefully.

58

7. Put pupils in groups. The groups collect the p
face-down on the table.
In turns, each pupil turns over a paper, reads
think it is from Student’s Book, p.29. Pupils ca
them if they don’t know their names. They win

8. Collect the papers so you can check them. C
coloured pen so pupils can check it themselv

Post-lesson
9. Read some of the papers for pupils to guess

an appropriate post-lesson activity from the li
pupils’ needs and interests and that will revie

Sentences for cut ups (one per pair)

He / isn’t / playing / table tennis.

She / isn’t / doing / gymnastics.

They / aren’t / skateboarding.

She / isn’t / dancing.

Primary Year 3 SJK Scheme of Work

papers from each pupil, and put them

s it aloud and says which character they
an point to the characters or describe
n a point if they are right.
Circle/underline any mistakes in a
ves.

as a whole class, or you could choose
ist in the introduction that suits your
ew the main areas covered in the lesson.

59

WEEK: LESSON: 22 (Writing 6) SCHEME OF WORK: TEXTBO
TOPIC: Right now MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate Plan, draft and write 1. Play a game using the cards from Lesson 44
with appropriate an increased range lesson tasks list for ideas.
language form of simple sentences
and style for a Lesson delivery
range of purposes Complementary
in print and digital Skill 2. Review the cards as a whole class, by followi
media Speaking 2.3.1 (Teacher’s Book, p.54).
Narrate very short
Complementary basic stories and 3. Follow the instructions for Activity 1 (Teacher
Skill events read the instructions silently before you read
Speaking 2.3 the pictures. Ask questions to check their und
Communicate cutting? What is she drawing? Is she writing n
appropriately to a
small or large 4. When pupils have finished, ask them to write
group of their picture.

5. Follow instructions for Activity 2 (Teacher’s B

6. When pupils have finished, ask them to exch
partner. Have the partners check their writing

7. Give out the small papers. Pupils redraft their
it to the front of the picture.

8. Display the pictures in the classroom.

Post-lesson

9. Play the Optional activity (Teacher’s Book, p.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 3)

ENT: Language THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

4. You could look at the pre- Get Smart plus 3 Differentiate learning
according to the needs of
ing the instructions in Warm up Student’s Book, p.31 your pupils and class. Please
see the seven differentiation
r’s Book, p.54). Ask pupils to Teacher’s Book, p.54–55 strategies listed in the
them aloud. Have them look at introduction. Please also
derstanding, e.g. What is she Sets of cards from consider the following:
now? Lesson 44
e about their pictures on the back Pupils will take different
Poster paper, scissors, times to draw and colour
colour pens/pencils per their pictures. Set a time
pupil limit.

Small papers for labelling With large classes, try
pictures, glue Activity 2 in groups.

Book, p.54).

hange their pictures with a
g.

r writing on the papers and stick

.54).

60

WEEK: LESSON: 23 (Language Arts 3) SCHEME OF WORK: NON-TEXT
TOPIC: Right Now
MAIN SKILL(S) FOCUS: Language

CROSS-CURRICULAR ELEMENT
Innovation; Values

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
In this lesson, pupils will create a song in small grou
Main Skill Main Skill
Language Arts 5.3 Language Arts Pre-lesson
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from
imaginative Respond
response to imaginatively and your pupils’ needs and interests and that will in
literary texts intelligibly through vocabulary).
creating simple
action songs on Lesson delivery
familiar topics. 2. Ask pupils to work in pairs. One pupil says the
Other imaginative
responses as mimes doing
appropriate. 3. the sport. Pupils then swap roles and continue

Complementary Complementary mime sports.
Skill Skill 4. Sing the first two verses of the song One finger
Speaking Speaking
2.1 2.1.5 We’re doing gymnastics. Ask pupils to move th
Communicate Describe people sing the song, and to mime the sports in any w
simple information and objects using 5. Write verses 3 and 4 on the board, or give pup
intelligibly suitable words 6. Put pupils into groups of 4–5 and ask them to c
and phrases verses 3 and 4, and to practise their song (see

Post-lesson
7. Pupils perform their songs with actions for their

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 3)

e Arts THEME: World of Self, Family and Friends

T: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
happening now, sports vocabulary

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ups.
Words and music to Differentiate learning
m the list in the introduction that suits the song One finger, according to the needs
ntroduce the topic of the lesson (sports one thumb, keep of your pupils and
moving (see below) class. Please see the
seven differentiation
strategies: listed in the
introduction.

name of a sport, and the other pupil

e in this way, taking turns to name and

r one thumb keep moving. Finish at
heir fingers, thumbs and arms as they
way they choose.
pils a handout.
choose new words and actions for
e worksheet below).

r classmates.

61

One finger one thumb keep moving – music sheet
(Replace the words We’ll all be merry and bright with everyday activities or sports as in the sug

Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%
Dany Rosevear.
One finger one thumb keep moving – words
One finger, one thumb, keep moving
One finger, one thumb, keep moving
One finger, one thumb, keep moving
We’re catching the ball
One finger, one thumb, one arm, keep moving
One finger, one thumb, one arm, keep moving
One finger, one thumb, one arm, keep moving
We’re doing gymnastics

Primary Year 3 SJK Scheme of Work

ggested words below )

%20more%20action%20songs%203.htm

One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
We’re _______________________________
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re _______________________________

62

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 24 (Language Awareness 3) MAIN SKILL FOCUS: Writing
TOPIC: Right now
CROSS-CURRICULAR ELEME
Values

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
Use your notes made on pupils during this unit to
Main Skill Main Skill that your lesson consolidates and extends langua
Writing 4.2 Writing 4.2.4 by your pupils. You might consider using some of
Communicate Describe people homework task, if appropriate.
basic information and objects using
intelligibly for a suitable words and Note: You could also make use of the review activ
range of purposes phrases (Student’s Book p.34 / Teacher’s Book p.58–59) a
in print and digital offering pupils a choice of activities.
media Complementary
Skill Pre-lesson
Complementary Listening 1.1.1
Skill Recognise and 1. Choose an appropriate pre-lesson activity fro
Listening 1.1 reproduce with introduction that suits your pupils’ needs and
Recognise and support a range of will review language and prepare pupils for th
reproduce target target language
language sounds phonemes Lesson delivery

2. Play the chant or song and have pupils mime
can choose or write your own chant or song,
https://www.youtube.com/watch?v=OYimASo

https://www.youtube.com/watch?v=t-xmGYN
https://www.youtube.com/watch?v=Dl8g2pZ8

You can change the words to these chants to
needs and the focus of the lesson.

3. Encourage pupils to sing/chant along on the s
Drawing attention to the contractions that the
uses/doesn’t use and review these. You coul
the board if necessary. Pay close attention to
pronunciation of these.

4. Ask pupils to look at Part A on the worksheet
should read the sentences and write Yes if th
No if they are not. Answers:

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 3)

THEME: World of Self, Family and Friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous (be + -
ing)

adapt this plan so MATERIALS / DIFFERENTIATION STRATEGIES
age areas needed REFERENCES
f the material as a Differentiate learning according to the needs
A chant or song of your pupils and class. Please see the
vities in Revision focusing on present seven differentiation strategies listed in the
and/or consider continuous. You can introduction. Please also consider the
choose something following:
om the list in the suitable for your pupils
interests and that that they will enjoy and You could add some activities from
find useful. Student’s Book, p.34 to provide extra
he lesson. practice with problematic language or for fast
Get Smart plus 3 finishers.
e the action. You
or use one of: Student’s Book p.34 You could ask some pupils to create some
oZ6oI review activities for the class.
Teacher’s Book p.58–
NgrJk&vl=en 59
82ME .
o suit your pupils’ Worksheets (see
below)

second listening.

e chant
ld review these on
o pupils’

t (see below). They
hey are correct and

63

1. Yes; 2. No; 3. Yes; 4. No; 5. No

5. Draw pupils’ attention to the grammar explan
worksheet. Build some model sentences to s
form the present continuous. It is better not to
grammar words in your explanation but to sho
mean with examples.

6. Ask them to rewrite the sentences so they are
B on the worksheet. Check answers as a clas
pairs/groups.

7. Use cards to review the question forms. Play
practise them if necessary.

8. Ask pupils to complete the questions in Part C
Part A of the worksheet. Check answers as a
pairs/groups.

Post-lesson

9. Ask pupils to think about what they have lear
how well they feel they know the language no
complete the How did I do in Unit 3? self-ass
the worksheet.

10. Collect the worksheets from pupils and review
pupils’ performance. If there are any areas of
a review of these in upcoming lessons.

Primary Year 3 SJK Scheme of Work

nation on the
show pupils how to
o use too many
ow them what you

e all correct in Part
ss or in

y a game in pairs to

C. They relate to
a class or in

rned in Unit 3 and
ow. They should
sessment section of

w them to note
f concern, prepare

64

Worksheet for Lesson 24 Primary Year 3 SJK Scheme of Work

Part A Yes/No
Look at the sentences. Are they correct? Write Yes or No.
1. She’s playing tennis.
2. They’s watching TV.
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics.
5. Yes, he’s. Robbie play tennis.

How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Part C
Complete the questions.

1. What is she ________? 4. Is Siti ________ __________?

2. What ________ they doing? 5. Is ________ ________ tennis?

3. ________ Mira and Jack ________ tennis?

Self-assessment:

How did I do in Unit 3?

In English, I know how to:

 say what I’m doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 say what other people are doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 ask about what people are doing Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ]

 talk about jobs to do in the house Great! [ ]

65

WEEK:UNIT 4 SCHEME OF WORK: TEXTBO

LESSON: 25 (Listening 4) MAIN SKILL FOCUS: Listening
TOPIC: Year in, year out
CROSS-CURRICULAR ELEME
Environmental Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Ask pupils what the weather is like today. Re
Listening 1.2 Listening 1.2.1
Understand Understand with vocabulary.
meaning in a variety support the main
of familiar contexts idea of short Lesson delivery
simple texts 2. Put the four seasons flashcards on the board

Complementary Complementary up (Teacher’s Book, p.60). Ask pupils: What
Skill Skill a cold country in winter?; Have you seen sno
Speaking 2.2 Speaking 2.2.1 3. Follow the instructions in Teacher’s Book, p.
Use appropriate Keep interaction Use this as a chance to see how much voca
communication going in short weather. Do an extra review activity if neces
strategies exchanges by 4. Draw pupils’ attention to the Grammar Box o
repeating key to tell each other what their favourite season
words from the 5. Have pupils stand in lines or in a circle. They
other speaker
Pupil A: My favourite season is x.
Pupil B: x? My favourite season is y / M
Pupil C: y? My favourite season is z. / M
Model the language clearly before starti
and do not share favourites.

Post-lesson
6. Ask pupils to mime the weather as they liste

activity, Teacher’s Book, p.60).

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

ENT: LANGUAGE/GRAMMAR FOCUS: Present simple for describing
weather, seasons, favourites

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning according to
the needs of your pupils and
eview or teach the necessary Student’s Book, class. Please see the seven
p.35 differentiation strategies listed in
the introduction. Please also
d. Follow the instructions for Warm Teacher’s Book, consider the following:
t season is it now?; Have you been in p.60
ow before? If the final circle activity is difficult
Flashcards of to manage with your class, or you
.60, for Vocabulary and Activity 1. seasons have pupils who prefer not to
abulary pupils know on the topic of speak in front of the whole class,
ssary. you could try this in small groups.
on Student’s Book, p.35. Ask pupils Try nominating one pupil in each
n is. group to come to you for
instructions and returning to the
y should play a chain game: group to explain what to do.

My favourite season is x too. Review more weather vocabulary
My favourite season is y too. at the beginning of the lesson with
ing, using different pupils who share some or all of your pupils if you
think this is necessary.

en to the song again (see TPR

66

WEEK: LESSON: 26 (Speaking 6) SCHEME OF WORK: SCHEME OF WORK
TOPIC: Year in, year out
MAIN SKILL FOCUS: Speaking

CROSS-CURRICULAR ELEME
Environmental Sustainability

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity fro
Communicate Ask about and introduction that suits your pupils’ needs and
simple information express basic will review weather and seasons vocabulary.
intelligibly opinions
Lesson delivery
Complementary Complementary
Skill Skill 2. Play the song from Student’s Book, p.35 and
Listening 1.2 Listening 1.2.2 along. Watch and listen as they do this to see
Understand Understand with remember the key vocabulary.
meaning in a support specific
variety of familiar information and 3. Explain to pupils that in many countries in the
contexts details of short seasons have weather as described in the so
simple texts explain that in some countries, the school yea
September (e.g. European countries), which
countries (e.g. Japan), it starts in the spring, A
tell you when the school year starts in Malays
know when it starts in any other countries. As
the song words and think about how it might
Malaysia.

4. Put pupils in groups of four. Give each group
paper. Check that all pupils know the names
Ask pupils to write the name of a season on e
then brainstorm vocabulary and ideas for eac
seasons. They write one word/phrase/idea on
then pass it to their neighbour, who writes an
on. They needn’t focus on accuracy here, jus
Offer help where you can or suggest they wri
language if necessary and you can supply the

5. Have groups tell you their ideas and build a m
board.

6. Ask pupils what their favourite season is agai
like it. Follow the instructions for Activity 2 (Te

Primary Year 3 SJK Scheme of Work

K: TEXTBOOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

ENT: LANGUAGE/GRAMMAR FOCUS: Present simple for describing
weather, seasons, favourites

om the list in the MATERIALS / DIFFERENTIATION STRATEGIES
interests and that REFERENCES
Differentiate learning according to the needs
d have pupils sing Get Smart plus 3 of your pupils and class. Please see the seven
e how well they Student’s Book, p.35 differentiation strategies listed in the
Teacher’s Book, p.60 introduction. Please also consider the
following:
Plain paper, 4 pieces
per group of 4 Pupils may have different and unexpected
ideas when brainstorming. Encourage these
e world, the and support them with the necessary
ong. You can also language. Stretch more proficient pupils by
ar starts in encouraging them to then use it in the
is autumn. In other Speaking activity.
April. Ask pupils to
sia and if they
sk pupils to look at
be different for

p four pieces of
of the seasons.
each one. Pupils
ch of the different
n the paper and

nother idea, and so
st to get their ideas.
ite in their first
e English later.

mind map on the

in, and why they
eacher’s Book,

67

p.60).

Post-lesson

7. Learning diaries:
Ask pupils to think back on their learning so f
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 Eng

Encourage pupils to begin to reflect more dee
more English as the year goes on. Some pup
able to do this than others. Support pupils wh
help and encourage everyone to complete th
you allocate time for this activity in your lesso
be set for homework.

Primary Year 3 SJK Scheme of Work

far this week. In

glish)
eply and using
pils will be more
ho may need some
heir diaries. Ensure
on plan. It shouldn’t

68

WEEK: LESSON: 27 (Speaking 7) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and 1. Play a word game that focuses on the curren
simple information describe basic appropriate pre-lesson activity from the list in
intelligibly everyday routines needs and interests.

Lesson delivery

Complementary Complementary 2. Give each pupil a month word card. Ask all th
Skill Skill hand/card, then February and so on. Elicit the
Writing 4.1
Form letters and Writing 4.1.2 3. Have pupils stand up and say the months on
words in neat
legible print using Begin to use cursive modelling. Repeat, but a little faster and cont
cursive writing
handwriting in a drill.

limited range of 4. Follow the instructions in the Teacher’s Book
written work

5. Show pupils the present, ask them when we

6. Put the month cards around the room. Ask pu

and go and stand by it. Ask pupils, by month
It’s in x.

7. Remind pupils which month it is. Give the pre
this month and say Happy birthday!

8. Have pupils mingle (walk around the room) to
is. Set a time limit or a number of pupils to as

9. Follow the Teacher’s Book (p.63) for Activity
spelling of the months, to remember the capit
cursive.

10. If you have time, show pupils how to make a
birthday cards for a friend or family member w

If you notice pupils are not using the preposit
they are not using a full sentence.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 4)

g THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions (birth month): It’s in + month

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

nt month. You could choose an Get Smart plus 3 Differentiate learning
n the introduction that suits your pupils’ Student’s Book, p.37 according to the needs of
Teacher’s Book, p.63 your pupils and class.
he pupils with January to raise their Please see the seven
e order of the months as you go. Month word cards (one differentiation strategies
their cards in order, without per pupil) listed in the introduction.
tinue as necessary, making this a fun Please also consider the
A wrapped-up present following:
k (p.63) for Activity 4.
give presents. Elicit birthday. Card and coloured pends If you have a more
upils to find the month of their birthday & pencils for birthday proficient class, you
When’s your birthday? Pupils reply cards, if time. could introduce giving the
date of their birthday,
esent to the pupils whose birthday it is which uses on. Explain
why it is on and not in (it
o ask each other when their birthday is a precise day).
sk.
5. Encourage pupils to check the Some pupils may say a
tal letters and to practise writing in full sentence in Activity 5,
while others may give a
short answer. However,
encourage them all to
use in.

birthday card. Ask pupils to make
who has a birthday soon

tion, encourage them to do so, even if

69

Post-lesson
11. Learning diaries:

Ask pupils to think back on their learning so f
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 Eng

Encourage pupils to begin to reflect more dee
year goes on. Some pupils will be more able
who may need some help and encourage eve
Ensure you allocate time for this activity in yo
homework.

Primary Year 3 SJK Scheme of Work

far this week. In their learning diary,

glish)

eply and using more English as the
to do this than others. Support pupils
eryone to complete their diaries.
our lesson plan. It shouldn’t be set for

70

WEEK: LESSON: 28 (Reading 5) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
& Citizenship

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand specific 1. Choose an appropriate pre-lesson activity fro
variety of linear information and your pupils’ needs and interests and that focu
and non-linear details of short
print and digital simple texts Lesson delivery
texts by using
appropriate Complementary 2. Put the world map on the board/wall and ask
reading strategies Skill to show you various countries, first Malaysia,
Speaking 2.2.2 about major world countries and include Aust
Complementary Ask for attention or show you where they are, if they can.
Skill help from a teacher
Speaking 2.2 or classmate by 3. Introduce and practise the vocabulary using t
Use appropriate using suitable pupils in which countries they might find thes
communication questions answers. Ask pupils if we find these things in
strategies
4. Follow the Teacher’s Book (p.64) for Vocabu

5. *Make sure the texts are stuck on the wall for
the pictures on Student’s Book, p.38. Ask the
Tell pupils they will read about the three coun
to read together. Assign roles – three of the p
one of the countries each; the fourth pupil is t
the desk with the worksheet (see below). The
the countries to the relevant team member, w
out if it is true or false. They return to the man
should not see the worksheet and the manag
ask each other to repeat or explain orally.

This activity may be a little difficult to set up in
front of the class, making sure they understan

6. Check the answers as a whole class.

7. Follow the instructions for Activity 2 (see Tea

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 4)

THEME: World of Knowledge

ENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month/season

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
uses on familiar foreign countries. according to the needs of
Student’s Book, p.38– your pupils and class.
pupils to gather around it. Ask pupils 39 Please see the seven
, then Singapore and Thailand. Talk differentiation strategies
tralia and Canada, asking pupils to Teacher’s Book, p.64– listed in the introduction.
65 Please also consider the
the flashcards. Using the map, ask following:
se things. Accept different suitable A large world map
n Malaysia. Consider the roles
Vocabulary flashcards carefully, so that the
ulary. manager is a capable
Texts from Student’s pupil in the group.
r this stage of the lesson. Show pupils Book p.38 cut up (and Provide visual or oral
em which country they think each is. stuck on the walls prompts if your class is
ntries. They will work in teams of four around the room before mainly low proficiency to
pupils are runners, they will read about the lesson). Two or help them carry out step
the manager. The manager stays at three copies of each 5.
e manager reads the sentences about text.
who runs to their text on the wall to find Review expressions for
nager and tell them. The runners Worksheet (see below, asking for help or
ger should not see the texts. They can one per group) clarification and leave
them on the board if
n English. Have one group model it in necessary. Support
nd the rules. pupils with different
questions as they read
the texts on the wall.

acher’s Book p.65).

71

Post-lesson

8. Choose an appropriate post-lesson activity fr
your pupils’ needs and interests and that will
lesson.

Worksheet for Lesson 28 True False
Find and read. Circle True or False. True False
1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia.
6. People wear clothes for hot weather in Thailand.

Primary Year 3 SJK Scheme of Work

rom the list in the introduction that suits
review the main areas covered in the

72

WEEK: LESSON: 29 (Writing 7) SCHEME OF WORK: NON-TEXT
TOPIC: Year in, year out
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
& Citizenship

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate with Plan, draft and write 1. Choose an appropriate pre-lesson activity fro
appropriate an increased range suits your pupils’ needs and interests and tha
language form and of simple sentences pupils for the lesson.
style for a range of
purposes in print Complementary Lesson delivery
and digital media Skill
Listening 1.2.5 2. Elicit and use flashcards to introduce vocabu
Complementary Understand a wide common activities and clothes related to Mal
Skill range of short
Listening 1.2 supported questions 3. Ask questions and talk to pupils about these
Understand Remember to use different questions for diffe
meaning in a
variety of familiar 4. Ask pupils to work in groups. Show them som
contexts make posters about Malaysia. First have pup
four sentences about Malaysia on a piece of
use the texts on Student’s Book, p.38 as mod

5. In groups, pupils make their posters so that t
written with the pictures. Then they add the s
they are working in their groups, monitor and
sentences and work with each group to help
asking questions and eliciting language so th
version on the poster.

6. Display the posters on the classroom walls.

Post-lesson

7. Talk to pupils about the posters. Give positiv
encourage pupils to tell you what they like ab

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 4)

ENT: Patriotism THEME: World of Knowledge
LANGUAGE/GRAMMAR FOCUS: Prepositions review

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that
at will review language and prepare Get Smart plus 3 Differentiate learning
Student’s Book, p.38 according to the needs of
ulary related to weather, seasons, your pupils and class.
laysia and/or your own local area. Poster paper per Please see the seven
aspects of their own country. group differentiation strategies
erent pupils. listed in the introduction.
me pictures from Malaysia. They will Flashcards for Please also consider the
pils work together to write three or common activities, following:
paper or in a notebook. They can weather, clothes etc.
dels. Consider assigning roles for
they match the sentences they have Pictures from different pupils in each
sentences to their posters. While magazines/internet group, e.g. writer, designer,
d check on progress. Check their etc. artist etc. which will let each
them improve the sentences by pupil work to their strength
hat they can write it in the final Glue, colour pens, and abilities.
paper
Take care that any
questions you ask support
and stretch pupils.

ve feedback to each group and
bout each one.

73

WEEK: LESSON: 30 (Writing 8) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Innovation; ICT

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity fro
Communicate Describe people
basic information and objects using your pupils’ needs and interests and that will
intelligibly for a suitable words and the lesson by reviewing the names of the six
range of purposes phrases
in print and digital Lesson delivery
media
Note: This lesson is based on the project on Stud
Complementary Complementary
Skill Skill 2. Divide pupils into five or six groups, dependin
Speaking 2.2 Speaking 2.2.2 should be 4–6 pupils in each group.
Use appropriate Ask for attention or
communication help from a teacher 3. Tell pupils they will find out about a country a
strategies or classmate by pupils the example of Student’s Book, p.41 A
using suitable
questions 4. Assign roles to pupils in the group or have pu
least one:

 researcher (to look on the computer for i

 designer (to decide which pictures go wh

 cutter & sticker (to cut out pictures and s

 writer (to annotate the picture).

5. Have groups choose a country. First they sho
about. Allow all pupils to work briefly on the c
information about the country before the ‘rese
their tasks.

*Select, in advance, websites that are safe an
use to find information e.g. www.kiddle.co or

6. Monitor pupils carefully as they use the intern
protected. Help as necessary with search term
pictures and other resources or information th
they find because this is not their language a

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 4)

THEME: World of Knowledge
ENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits
review language and prepare pupils for Get Smart plus 3 Differentiate learning
countries. Student’s Book, p.41 according to the needs
Teacher’s Book, of your pupils and
dent’s Book, p.41. p.68–9 class. Please see the
ng on the size of your class. There seven differentiation
Computers strategies listed in the
and make a collage. You can show introduction. Please
Activity 2 so they know what to do. Magazines and/or a also consider the
upils decide between themselves. At printer following:

information about the country*) Set a specific number
here) of pictures or
stick them to the collage) information to find on
the country so that
ould decide what information to find out there is enough time in
computer to start finding out basic the lesson.
earcher’ takes over and the others do
At the writing stage,
nd are simple to follow, that pupils can you could either have a
www.kidzsearch.com more proficient pupil in
net, especially if your network is not the group be the main
ms. Pupils may need help to print out writer (and others
hey find. They should avoid using texts contribute) or,
and other pupils may not understand it. preferably, you could
ask each pupil to write
one/two sentences
each, so they share the
writing.

74

7. Have pupils create a collage. Set a fixed time
time you have available in your lesson.

8. Have pupils write in their notebooks about the

Note that pupils should work reasonably inde
for your help in English when they need it. Mo
support them. Ask questions about their choic
monitor.

Post-lesson

9. Pupils display their collages and read their se
find the correct collage. Encourage pupils to a
countries.

Primary Year 3 SJK Scheme of Work

e limit for this activity depending on the

e country.
ependently in this lesson, and should ask
ove around groups as they work and
ce of pictures for the collage as you

entences for others to hear and point to /
ask each other questions about the

75

WEEK: LESSON: 31 (Language Arts 4) SCHEME OF WORK: TEXTBO
TOPIC: Year in, year out
MAIN SKILL FOCUS: Languag

CROSS-CURRICULAR ELEME
Imagination

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.3 Language Arts 5.3.1
Express an Respond 1. Choose an appropriate pre-lesson activity fro
imaginative imaginatively and your pupils’ needs and interests and that focu
response to intelligibly through
literary texts creating simple Lesson delivery
action songs on
Complementary familiar topics. 2. Tell pupils you will read a story called The Sn
Skill Other imaginative use a picture of a snow globe. Ask pupils if th
Writing 4.2 responses as before.
Communicate appropriate
basic information 3. Ask pupils to tell you what they think the stor
intelligibly for a Complementary note form on the board.
range of purposes Skill
in print and digital Writing 4.2.1 4. Show pupils the first picture of the story (Stud
media Express simple you about the picture. Let pupils read the tex
opinions different characters’ parts. Ask pupils what th

5. Have pupils read the second page of the stor
While reading and after reading suggestions
pupils about the story. Elicit as much as poss

6. Ask pupils where they would like to go if they
worksheet (below) and ask them to draw the
sentence about it. They can give it a title or a

This is a free writing activity, which lets pupils
some suggestions, but it is a good opportunit
without a model. Support them and help them
pictures.

Post-lesson

7. Display pupils’ work and comment on their im
pupils to give feedback on what they like abo

8. Collect the pupils’ worksheets and look throu
and weaknesses in relation to what is covere
their work, in a brightly coloured pen, making
constructive help if necessary.