Primary Year 3 SJK SOW

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 4)

ge Arts THEME: World of Stories

ENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;
prepositions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits Get Smart plus 3
uses on climate and weather. Differentiate learning
Student’s Book, according to the needs of your
now Globe. Show them the globe, or p.42–43 pupils and class. Please see
hey have seen something like this the seven differentiation
Teacher’s Book, strategies listed in the
ry will be about. Put some of the ideas in p. 70–71 introduction. Please also
consider the following:
dent’s Book, p.42) and ask them to tell A snow globe or
xts on p.42. Choose some pupils to read large clear ball if If pupils have a lot of difficulty
hey think will happen next. available writing freely, you could
ry silently before playing the CD. Follow provide some models of
Magic globe different kinds of sentences on
(Teacher’s Book, p.70–71) for talking to worksheet (see the board to give them some
sible. Ask pupils if they liked the story. below) ideas. They can also look in
y found a magic globe. Give pupils the the Student’s Book (p.43) for
eir ideas and to write at least one ideas.
a name.
s write what they can. You can give Let more proficient pupils write
ty for you to see how pupils can write as much as they can, too.
m write what they want to about their

magination and creativity. Encourage
out others’ work.

ugh them. Note individuals’ strengths
ed in the unit. Give written comments on
g sure to be positive and offer

76

Worksheet for Lesson 31

Name: __________

_________

________
_

________________

Primary Year 3 SJK Scheme of Work

____ Class: ______

________

______

_________________

77

SCHEME OF WORK: NON-TEXT

LESSON: 32 (Language Awareness 4) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Use your notes made during this unit to adapt this plan
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might cons
Communicate with Use capital letters, homework task, if appropriate.
appropriate full stops and
language form question marks Note: You could also make use of the review activities
and style for a appropriately in Book p.72–73) and/or consider offering pupils a choice
range of purposes guided writing at
in print and digital sentence level Pre-lesson
media
1. Choose an appropriate pre-lesson activity from the
needs and interests and that will prepare pupils fo

Complementary Complementary Lesson delivery
Skill Skill
Speaking Speaking 2. Ask pupils to take a piece of card (or paper if not a
2.1 2.1.2 and on the other side on.
Communicate Find out about
simple information and describe 3. Tell pupils you will say a sentence. If the sentence
intelligibly basic everyday that side of their card, if on they should show the o
routines practise the prepositions as covered in the unit. Pa
of the preposition. Pupils hold up their cards. Watc
game difficult. Example sentences:

I like to play tennis ___ spring.
It’s my birthday ___ March.

Hassan and Zikri have football ___ Saturday a

4. Ask pupils questions to elicit the rules for when we

5. Show the picture of the girl, and explain that this is
a survey. Hand out the worksheet (see below) and

6. Ask pupils to complete the questions. Support pup

7. Next, pupils write their own answers, before asking
answers on the worksheet. They should write the a
including punctuation.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 4)

THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

n so that your lesson consolidates and extends Depending on Differentiate learning
sider using some of the material as a your focus: according to the needs
of your pupils and class.
in Revision (Student’s Book p.44 / Teacher’s Get Smart plus 3 Please see the seven
e of activities. differentiation strategies
Student’s Book, listed in the introduction.
e list in the introduction that suits your pupils’ p.44 Please also consider the
or the lesson. following:
Teacher’s Book,
available). On one side, they should write in p.72–73 There is space on the
worksheet for another
e should use in then they hold up and show Card, if possible, question. More proficient
other side. Say some sentences which or plain paper pupils can write their
ause, ring a bell or knock on the desk in place own question here. They
ch carefully to see which pupils still find this Picture of a girl can also ask more than
one friend.
afternoon. Worksheet (see
below) Choose among these
and other available
Bell practice materials for
this Language
Awareness lesson,
based on the needs and
interests of your class.

e use in and on.

s Alya. She has answered some questions in
d show pupils Alya’s answers.

pils as necessary.

g their partner the questions and write their
answers following the model for Alya,

78

If you have extra time, you could ask pupils to writ
workbook.

Post-lesson

8. Ask pupils to think about what they have learned in
language now. They should complete the How did
worksheet.

Collect the worksheets from pupils and review them
any areas of concern, prepare a review of these in

Worksheet for Lesson 32

A. Write words to finish the questions.

Question Alya Me
When’s your b__________? It’s in May.

What’s your f__________ season? It’s winter.

What clothes do you w__________ in summer? I wear a dress.

What kind of w__________ do you like? I like sun.

What’s your favourite d__________? I like Friday.

Self-assessment: Great! [ ]
How did I do in Unit 4? Great! [ ]
In English, I know how to: Great! [ ]
Great! [ ]
 say what I do at different times of the year Great! [ ]
 know when to use different words like in and on
 talk about seasons
 talk about weather
 talk about different sports and activities

Primary Year 3 SJK Scheme of Work

te sentences about their partner in their

n Unit 4 and how well they feel they know the
d I do in Unit 4? self-assessment section of the

m to note pupils’ performance. If there are
n upcoming lessons.

e My friend

OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]
OK [ ] A little [ ]

79

WEEK:UNIT 5 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 33 (Listening 5) CROSS-CURRICULAR ELEME
TOPIC: My new house

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Choose an appropriate pre-lesson activity fro
meaning in a support specific your pupils’ needs and interests and that focu
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Play Run and touch, where you say Touch th
Skill Complementary touch the place. Use parts of the room vocab
Listening 1.2 Skill prepositions behind and in front of. Extend to
Understand Listening 1.2.1 only run and touch if you say please.
meaning in a Understand with
variety of familiar support the main 3. Follow instructions for Warm up (Teacher’s B
contexts idea of short simple already know the prepositions and modify you
texts
4. Follow instructions for Activity 1 (Teacher’s B
they should point to the correct room in the h

5. Review the key prepositions and vocabulary
for pupils by playing a group or whole class g

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)
g THEME: World of self, family and friends
ENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
uses on the word house. according to the
Student’s Book, p.45 needs of your pupils
he (window) and pupils run (or walk) and and class. Please see
bulary (door, floor etc.) and then introduce Teacher’s Book, the seven
o a game like Simon Says, where they p.74–5 differentiation
strategies listed in the
Book, p.74). Observe how well pupils Flashcards of key introduction. Please
ur lesson plan accordingly. vocabulary also consider the
Book, p.74), but the first time pupils listen, following:
house as they hear it.
that you have noticed is new or difficult You could ask some
game. more confident pupils
to become teacher in
rom the list in the introduction that suits the first stage of the
review the main areas covered in the lesson (Run and
Touch game).

Now you know your
pupils a little better,
choose how best they
will work in a review
game (in pairs, small
groups or as a whole
class).

80

WEEK: LESSON: 34 (Speaking 8) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5
Communicate Describe people 1. Play the song from Lesson 65 and encourag
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases 2. Ask pupils about the song: Where’s the doll/R
Complementary
Skill Complementary to review and check understanding of the pre
Listening 1.2 Skill pupils are finding these difficult at this stage,
Understand Listening 1.2.5 them further, such as a ‘listen and draw’ in th
meaning in a Understand a wide 3. Follow the instructions for Activity 2 (Teache
variety of familiar range of short 4. Introduce the clothes vocabulary (see Studen
contexts supported questions flashcards. Play a game to practise the new

5. Assign half the class as Pupil As and the oth
the pupils are not sitting A+B together right n
some socks in the house (picture on Student
draw a dress and some trousers in the house

6. Pair As with Bs. Pupils ask and answer Whe
their books. They draw the partner’s answers

Monitor carefully as pupils work, and check t
are managing the target language

Post-lesson

7. Choose an appropriate post-lesson activity fr
suits your pupils’ needs and interests and tha
in the lesson.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)

g THEME: World of Self, family & friends
ENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs
ge pupils to join in. Student’s Book, p.45, of your pupils and class.
p.47 Please see the seven
Rex? // Where are the toys/clothes? differentiation strategies
epositions. If you notice that your Teacher’s Book, p.74 listed in the introduction.
, include another stage to review Please also consider the
heir notebooks. Clothes following:
r’s Book, p.74). flashcards
nt’s Book, p.47, Activity 3) using the While reviewing
vocabulary. prepositions, ask
questions and use some
her half as Pupil Bs. It is better that mime to different pupils
now. Ask Pupil As to draw a shirt and to help them at their
t’s Book, p.45, Activity 1); Pupil Bs to level of understanding.
e. These might be closed
ere’s/are the xx? without showing questions, e.g Is it
s into their house. behind the door (mime
behind)? or What can
they are working together well and you find under your bed
at home?

rom the list in the introduction that
at will review the main areas covered

81

WEEK: LESSON: 35 (Reading 6) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Sustainability; Values

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.3
Understand a Guess the meaning 1. Choose an appropriate pre-lesson activity fro
variety of linear of unfamiliar words pupils’ needs and interests and that will revie
and non-linear from clues provided lesson.
print and digital by visuals and the
texts by using topic Lesson delivery
appropriate
reading strategies Complementary 2. Write Japan on the board or show a map of J
Skill small groups what they know about Japan. T
Complementary Reading 3.2.1 When feeding back, help pupils translate som
Skill Understand the them with some key vocabulary. Ask them wh
Reading 3.2 main idea of short
Understand a simple texts 3. Show the pictures from the text on Student’s
variety of linear can see.
and non-linear
print and digital 4. Ask pupils to read the text on p.48 and highlig
texts by using to the pictures to try to guess the meaning of
appropriate
reading strategies 5. Follow instructions for shadow reading and q
p.78).

6. Focus pupils on the questions on Student’s B
Teacher’s Book, p.78–9 for Activity 2. You co
informally assess pupils’ Reading skills. Have
with a partner. Monitor to note performance o

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)

ENT: Global THEME: World of Self, Family & Friends

LANGUAGE/GRAMMAR FOCUS: Present tense There is/are:
Singular & plural; Prepositions of place

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

om the list in the introduction that suits your Get Smart plus 3 Differentiate learning
ew key language to prepare pupils for the according to the needs of
Student’s Book, your pupils and class.
Japan. Ask pupils to tell each other in pairs / p.48–49 Please see the seven
They will probably use first language for this. differentiation strategies
me of their ideas into English and/or provide Teacher’s Book, listed in the introduction.
hat they know about houses in Japan. p.78–79 Please also consider the
following:
Book, p.48. Ask pupils to tell you what they Map of Japan
(optional) There may be some first
ght or underline any new words. Direct pupils language used in this
the new words. Cut up pictures lesson. You can
questions for Activity 1 (Teacher’s Book, from Student’s encourage and support
Book, p.48 different pupils to use as
Book p.49 and follow the instructions in much English as they can
ould use Activity 2 as an opportunity to by helping them with
e pupils do this alone initially before checking vocabulary and language
of individual pupils. that you think each pupil
is capable of.

rom the list in the introduction that suits your
ew the main areas covered in the lesson.

82

WEEK: LESSON: 36 (Reading 7) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEME

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 will
and non-linear details of short lesson. Write and leave the words on the boa
print and digital simple texts
texts by using Lesson delivery
appropriate Complementary
reading strategies Skill 2. Tell pupils about your house (this can be rea
Complementary Reading 3.2.1 using the pictures. Use some of the words fro
Skill understand the the board. Have pupils listen and then tell yo
Reading 3.2 main idea of short
Understand a simple texts 3. Tell them they will read about Sue’s house. T
variety of linear what they think of Sue’s house using an adje
and non-linear
print and digital 4. Next ask them to read again and to find som
texts by using and your house (as described).
appropriate
reading strategies 5. Follow instructions for Activity 1 (Teacher’s B

6. Ask pupils to make a note of their answers to
sentences) in their notebooks.

7. After checking the answers with a partner, as
full sentences in their notebooks.
Collect pupils’ notebooks and check them for
Note down words you have taught them for t
spelling correctly.

Post-lesson

8. Choose an appropriate post-lesson activity fr
suits your pupils’ needs and interests and tha
in the lesson.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)

THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There is/are:
Singular & plural; Prepositions of place; Adjectives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
l introduce key vocabulary from this according to the needs
ard. Student’s Book, p.51 of your pupils and
class. Please see the
al or something from a magazine) Teacher’s Book, p.82 seven differentiation
om the pre-lesson activity you left on strategies listed in the
ou which words you used. Some pictures of your introduction. Please
They should read silently and tell you house, if appropriate, or also consider the
ective. a house from a following:
me differences between Sue’s house magazine
Think about your pupils
Book, p.82) from step 2. and where they live.
o the questions (in note form, not full You may need to teach
more vocabulary to
sk pupils to expand their answers into help them describe
their own bedrooms or
r spelling and content in particular. houses.
this activity that pupils have difficulty
Some pupils may find it
rom the list in the introduction that challenging to expand
at will review the main areas covered their answers into full
sentences. You may
need to repeat the
question or provide
gapped sentences on
the board. Less
proficient pupils could
write up just two or
three sentences.

83

WEEK: LESSON: 37 (Writing 9) SCHEME OF WORK: NON-TEXT
TOPIC: My new house
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Environmental Sustainability; Cr
Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4
Communicate basic Describe people 1. Choose an appropriate pre-lesson activity f
information intelligibly and objects using your pupils’ needs and interests and that w
for a range of suitable words and pupils for the lesson on the topic of homes
purposes in print and phrases wood, water, light.
digital media
Complementary Lesson delivery
Complementary Skill
Skill Writing 4.3.3 2. Show the pictures of the Japanese house f
Writing 4.3 Plan, draft and between this and pupils’ own homes.
Communicate with write an increased
appropriate language range of simple 3. Show the pictures of traditional Malay hous
form and style for a sentences houses are traditionally built to respect the
range of purposes in first language) (For an interesting article se
print and digital http://unossc1.undp.org/GSSDAcademy/SI
media that you will need to choose and simplify th

4. Ask pupils what key features make an envi
building materials, use of natural energy an

5. Tell pupils they will design an eco-friendly h
on a poster or a model (if possible). They s
pupil writes a sentence about the house (in
after checking, on the poster or as a label)
conceptually simple. Monitor carefully and s
sentences. If pupils are not able to finish th
have them continue at the end of the next f
post-lesson task.

Post-lesson

6. Have pupils look at each other’s posters an
general feedback on their efforts.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 5)

THEME: World of self, family and friends

ENT: LANGUAGE/GRAMMAR FOCUS: Present tense There is/are:
reativity & Singular & plural

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
from the list in the introduction that suits Pictures of traditional
will review key language to prepare style local/national Differentiate learning
houses according to the needs
and houses. Include key words such as of your pupils and
Poster paper, pens, class. Please see the
from Lesson 72. Elicit some differences rulers etc. seven differentiation
strategies listed in the
ses. Talk to the pupils about how the If possible a template introduction. Please
natural environment. (this may be in for design of a also consider the
ee: traditional house following:
IE/Docs/Vol4/Malay_house.pdf) Note
he information given here. card for each group Pupils can write
ironmentally friendly home (e.g. natural for making houses sentences according to
nd resources – water, light etc). their own level.
house. Assign pupils to work in groups Encourage them to try
should design a house and then each and write something a
n their notebooks as a draft, and then, little above their level
using There is/are. The houses will be and support them in
support pupils as they try to write their this.
heir houses in this lesson, you could
few lessons, perhaps in place of the

nd comment on them. Provide some

84

WEEK: LESSON: 38 (Writing 10) SCHEME OF WORK: TEXTBO
TOPIC: My new house MAIN SKILL FOCUS: Writing &
CROSS-CURRICULAR ELEME

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. Play a spelling game (e.g. a letter jumble) to
appropriate an increased range (including those spelt incorrectly in the previo
language form and of simple sentences
style for a range of Lesson delivery
purposes in print Complementary 2. Play the CD to review the text on Student’s B
and digital media Skill
Speaking 2.3.1 between Sue’s house and pupils’ own homes
Complementary Narrate very short 3. Look at Writing Tip and follow instructions for
Skill basic stories and
Speaking 2.3 events 4. Have pupils write about their bedroom on a w
Communicate furnish their bedroom using the template and
appropriately to a the furniture into the room.
small or large
group 5. Pupils tell their partner about their bedroom u
Encourage partners to ask each other questi
comments about it.

6. Pupils present their work to the class. Encou
about the picture and the pupil’s home. This
time.

7. Collect pupils’ work, review it and note proble

Post-lesson

8. Choose an appropriate post-lesson activity fr
suits your pupils’ needs and interests and tha
covered in the lesson.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)

& Speaking THEME: World of self, family and friends
ENT: Language
LANGUAGE/GRAMMAR FOCUS: Present tense There is/are:
Singular & plural; Prepositions of place; Adjectives

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
review some of the common words
ous lesson) from this topic. Get Smart plus 3 Differentiate learning
according to the needs
Book, p.51. Review the differences Student’s Book, p.51 of your pupils and
s. class. Please see the
r this in Teacher’s Book, p.82. Teacher’s Book, p.82 seven differentiation
worksheet. After writing they can strategies listed in the
d cut up furniture OR they can draw Template of a beroom on introduction. Please
a worksheet also consider the
using the pictures and the text. Optional: pictures of following:
ions about their bedroom or make bedroom furniture to cut
out Set a minimum number
urage the class to ask questions of sentences for pupils
could be done in groups if there is to write (e.g. write at
least two sentences) so
that more proficient
pupils can write more.

em areas for review in later lessons.

rom the list in the introduction that
at will review the main areas

85

WEEK: LESSON: 39 (Language Arts 5) SCHEME OF WORK: TEXTBO
TOPIC: My new house
MAIN SKILL FOCUS: Languag
Listening

CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts 5.2.1
Express personal Ask and answer 1. Follow instructions for Warm up (Teacher’s B
responses to simple questions
literary texts about characters, Lesson delivery
actions and events
Complementary of interest in a text 2. Follow instructions for Activity 1, Before readi
Skill the story.
Listening 1.2 Complementary
Understand Skill 3. Play the CD and have pupils listen and look a
meaning in a Listening 1.2.3 at the end of each picture, check basic under
variety of familiar Understand with question to predict what will happen next.
contexts support short simple
narratives Ask pupils one or two comprehension questio
books if necessary. Ask pupils what they thin
Value on p.53, Student’s Book). Discuss the

4. Have pupils build vocabulary mind maps (see
Book, p.85) or choose a review activity from

Post-lesson

5. Ask pupils to think about what they have lear
feel they know the language now. They shou
Unit 5? self-assessment worksheet (see belo

6. Collect the worksheets from pupils and review
performance. If there are any areas of concer
upcoming lessons.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 5)

ge Arts & THEME: World of Stories

ENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit vocabulary
and language

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book, p.52). Get Smart plus 3 Differentiate learning
Student’s Book, p.52–54 according to the needs of
ing, using just the pictures from Teacher’s Book, p.84–85 your pupils and class.
Please see the seven
at the pictures. Pause very briefly Self-assessment differentiation strategies
rstanding very briefly, and ask a worksheet listed in the introduction.
Please also consider the
ons and review the story in their following:
nk the moral of the story is (see
If the topic of ghosts is not
value with pupils. appropriate in your context,
you can choose a different
e Optional activity, Teacher’s story and follow a similar
Student’s Book, p.54. lesson outline.

rned in Unit 5 and how well they You can discuss the story
uld complete the How did I do in and the values in a mixture
ow). of pupils’ first language and
English, expecting more
w them to note pupils’ English from more
rn, prepare a review of these in proficient pupils than
others.

86

Self-assessment worksheet for Lesson 39

How did I do in Unit 5?

In English, I know how to:

 say where things are in the house Great! [ ] OK [ ]
OK [ ]
 say who things belong to Great! [ ] OK [ ]
OK [ ]
 describe different houses Great! [ ] OK [ ]

 talk about rooms and furniture Great! [ ]

 talk about clothes Great! [ ]

Primary Year 3 SJK Scheme of Work

A little [ ]
A little [ ]
A little [ ]
A little [ ]
A little [ ]

87

SCHEME OF WORK: NON-TEXT

LESSON: 40 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking

WEEK: TOPIC: My new house CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING O
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 pupils’ needs and interests and that will review
simple information and objects using
intelligibly suitable words and Lesson delivery
phrases
2. Ask pupils to close their eyes and imagine the
Complementary Complementary questions that relate to the questions on the q
Skill Skill you have three rooms in your house. / Hands
Writing 4.3 Writing 4.3.1
Communicate Use capital letters, 3. Put pupils in groups of four. Hand out the card
with appropriate full stops and Pupils pick a card, in turn, and answer the qu
language form question marks
and style for a appropriately in 4. Feed back on this activity, but leave the cards
range of purposes guided writing at
in print and digital sentence level 5. Tell pupils they will create a survey about the
media four questions (one per pupil) in their noteboo
that pupils can copy the questions on the card
Make sure that each pupil has all four questio

6. Pupils should now ask others their questions
pupils (minimum and/or maximum, depending
note the answers in their notebooks.

7. Pupils return to their groups and put their find

8. Where possible, groups use the computer to
findings. Have pupils save their work and eith
or print out.

If no computers are available, this can be do

Post-lesson

9. Groups present their findings to the class.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 5)

g THEME: World of self, family and friends

ENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

om the list in the introduction that suits your Question cards Differentiate learning
w language to prepare pupils for the lesson. (see below – 1 according to the needs
set per group) of your pupils and class.
Please see the seven
Computers differentiation strategies
listed in the introduction.
eir own house. Ask some hands-up Please also consider the
question cards (see below), e.g. Hands up if following:
s up if your bedroom walls are pink. etc.
Make sure you leave the
ds and put them in the middle, face down. question cards with the
uestion on the card. groups so they can use
them as support when
s with the pupils. writing the questions.

e class houses. First each group should write Depending on pupils’
oks. Monitor and help as necessary. Note ICT skills and software
ds or use them as models if they need to. availability, they could
ons in their notebook. use Word, Excel or
Open Office.
– one question each. Set a number of
g on time) they should ask. They should

dings together.

create a table or chart to present their
her post to the class or school website/blog

one on paper by hand.

88

Template for suggested question cards for Lesson 40

How many rooms are How many people live

there in your house? in your house?

Do you have your What colour are the
own bedroom? walls in your
bedroom?

Primary Year 3 SJK Scheme of Work

Do you have a What’s your favourite
garden? room?

Is there an upstairs in How many TVs are

your house? there in your house?

89

UNIT 6WEEK: SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 41 (Listening 6) CROSS-CURRICULAR ELEME
TOPIC: Food, please!

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Choose an appropriate pre-lesson activity from the
meaning in a support specific needs and interests and that will review language
variety of familiar information and words pupils already know. Ask pupils which of tho
contexts details of short
simple texts Lesson delivery
Complementary 2. Follow the instructions for Warmer on Teacher’s B
Skill Complementary
Speaking 2.1 Skill than a table or have pupils brainstorm their ideas i
Communicate Speaking 2.1.1 of this, so they can use it in the next lesson.
simple Ask about and
information express basic 3. Introduce the new vocabulary as explained in Tea
intelligibly opinions
4. Tell pupils they will hear a song. They should liste
of the page when they hear them.

5. Follow the instructions for Activity 1, Teacher’s Bo

6. Follow the instructions for Optional activity (Teach
include a reason, e.g. It’s delicious. / They’re horri

Post-lesson

Learning diaries:

7. Ask pupils to think back on their learning so far thi
beginning of Unit 6). In their learning diary, they ca

 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using mo
this than others. Support pupils who may need some h
diaries. Ensure you allocate time for this activity in you

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)
g THEME: World of self, family and friends
ENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable

nouns

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

e list in the introduction that suits your pupils’ Get Smart plus 3 Differentiate learning
to prepare pupils for the lesson. Focus on food according to the needs
ose foods they like. Student’s Book, of your pupils and
p.55 class. Please see the
Book, p.88. You could build a mind map rather seven differentiation
in groups first. Make sure pupils have a copy Teacher’s Book, strategies listed in the
p.88–9 introduction. Please
also consider the
Food flashcards following:

acher’s Book, p.88, Vocabulary. Encourage pupils to
en and point to the vocabulary words at the top draw food they really
like, even if they don’t
ook, p.88. know what it is in
English. You can help
her’s Book, p.89). Extend the interaction to them find the English
ible. word for the food. If
you are not sure, you
is week (this will include Unit 5 and the could use an online
an write: dictionary (on the
computer or on a
mobile phone).

ore English. Some pupils will be more able to do

help and encourage everyone to complete their
ur lesson plan. It shouldn’t be set for homework.

90

WEEK: LESSON: 42 (Speaking 9) SCHEME OF WORK: TEXTBO
TOPIC: Food, please! MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play the TPR game (see TPR activity, Teach
Speaking 2.1 Speaking 2.1.5
Communicate Describe people Lesson delivery
simple information and objects using
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask
phrases with a colour pencil There’s and, in a differen
Complementary
Skill Complementary 3. Ask pupils to tell you some example sentenc
Listening 1.2 Skill is/are and write them on the board. Using the
Understand Listening 1.2.2 questions like How many carrots are there? H
meaning in a Understand with that words like sugar are uncountable. Elicit e
variety of familiar support specific song. Avoid using words like countable and u
contexts information and confusing. Show how each goes together wit
details of short noun.
simple texts
4. Modify and follow the instructions for Gramm
9) as necessary.

5. Follow the instructions for Activity 2 (Teacher
pairs, Pupil A says a sentence using There is
Pupil B listens and points to the picture in Ac

6. Play a game where you hide food flashcards
guess what you have, There’s some milk beh

Monitor carefully as pupils do the Speaking a
have understood countable and uncountable

Post-lesson

7. Return to the table/mind map from last lesso
of different nouns on it (give examples to sho
uncountable nouns, but avoid using these wo

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)

g THEME: World of self, family and friends
ENT: Language
LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
her’s Book, p.88). Get Smart plus 3
Differentiate learning according to
k them to find and underline Student’s Book, the needs of your pupils and class.
nt colour, There are. p.55 Please see the seven differentiation
ces from the song using There strategies listed in the introduction.
e food realia (real food), ask Teacher’s Book, Please also consider the following:
How many sugars? to show p.88–89
examples of each from the If you think it may be difficult for
uncountable as they may be Food flashcards + some of your pupils to form full
th some and plural/singular copies of one per sentences in Activity 2, put some
pupil model sentences on the board. You
mar box (Teacher’s Book, p.88– can begin to erase these during the
Some countable activity if you think pupils don’t need
r’s Book, p.89). Note that in and uncountable it any more.
s a /are some… on the table. food/drink if
ctivity 2. appropriate (e.g.
s behind you. Pupils have to some sugar, two
hind you. Pairs play the game. carrots)
activities to see how well they
e nouns. Colour pencils

on. Ask pupils to find examples
ow you want countable and
ords with pupils).

91

WEEK: LESSON: 43 (Reading 8) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Creativity & Innovation

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, chee
Understand a Guess the meaning with these. Elicit or teach omelette. Ask if pup
variety of linear of unfamiliar words so, what was inside it?
and non-linear from clues provided
print and digital by visuals and the Lesson delivery
texts by using topic
appropriate 2. Follow instructions for Warm up and Vocabu
reading strategies Complementary 3. Introduce the text and ask pupils to read it an
Skill
Complementary Reading 3.2.2 prefer.
Skill Understand specific
Reading 3.2 information and Monitor carefully as pupils read and see how
Understand a details of short may read much more slowly than others. Not
variety of linear simple texts and which take longer.
and non-linear 4. Follow the instructions for Activity 1 on Teach
print and digital performance stage. Ask pupils what they thin
texts by using they think that.
appropriate 5. To follow on from the reading, follow instructi
reading strategies individually before checking their answers wi
elicit language from pupils in full sentences.

Post-lesson

6. Choose an appropriate post-lesson activity fr
suits your pupils’ needs and interests and tha
covered in the lesson.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)

THEME: World of self, family and friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
uncountable nouns in questions

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ese. Ask pupils what you could make Get Smart plus 3 Differentiate learning
pils have ever had an omelette. If according to the needs of
Student’s Book, p.56– your pupils and class.
ulary on Teacher’s Book, p.90. 57 Please see the seven
nd tell you which omelette they’d differentiation strategies
Teacher’s Book, listed in the introduction.
w they are progressing. Some pupils p.90–91 Please also consider the
te down which pupils finish quickly following:
Food flashcards
her’s Book, p.90, but leave out the Some more proficient
nk Yummy and Yuck mean and why pupils should be able to tell
you in English their
ion for Activity 2. Have pupils do this strategy for understanding
ith a partner. Then feed back, and unknown words. You could
ask them to translate for
rom the list in the introduction that other pupils after helping
at will review the main areas them say it in English.

Reading the whole text
may be difficult for some
pupils. Give them plenty of
time to try to read it. If
necessary, ask faster
finishers to think about
what they would have in
their omelette.

92

WEEK: LESSON: 44 (Reading 9) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Sustainability

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Understand a Understand the 1. Choose an appropriate pre-lesson activity fro
variety of linear main idea of short pupils’ needs and interests and that will revie
and non-linear simple texts
print and digital Lesson delivery
texts by using Complementary
appropriate Skill 2. Follow the instructions for Warm up and Voc
reading strategies Reading 3.2.2 3. Show the pictures from Student’s Book p.58
Understand specific
Complementary information and about the kinds of food, where it might be fro
Skill details of short
Reading 3.2 simple texts 4. Pupils work in groups of four. Each group ha
Understand a the texts and match them to the pictures.
variety of linear
and non-linear Divide the texts between the pupils in the gro
print and digital of the food in one colour, the ingredients in a
texts by using
appropriate Note that souvlaki (pronounced soovlakey) is
reading strategies
5. Have all pupils with the same texts check the
groups.

6. Draw a basic mind map on the board with se
to work together to write vocabulary from the
their notebooks. You could do this as a table

7. Ask pupils to open their Student Books at pa
the suggested questions on Teacher’s Book,
Teacher’s Book, p.93.

Monitor as pupils work on the activities in this
vocabulary and concepts in the next lesson.

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)

THEME: World of Knowledge

ENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
description; prepositions of place: from + country

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

om the list in the introduction that suits your Get Smart plus 3 Differentiate learning
ew language to prepare pupils for the lesson. according to the needs
Student’s Book, of your pupils and
cabulary (Teacher’s Book, p.92) p.58–59 class. Please see the
and elicit some details about them. Ask pupils seven differentiation
Teacher’s Book, strategies listed in the
om. p.92–93 introduction. Please
as a set of texts plus pictures. They should read also consider the
Texts and following:
oup. Ask pupils to highlight/underline the name pictures cut up,
another colour and the country in another. one set per Monitor as groups work
s a kind of meat wrap. group with the texts so that
eir answers together before returning to their more proficient pupils
work with the
ections for country/ingredients/food. Ask pupils challenging texts and
e texts into the mind map they have copied into less proficient pupils
e if you prefer. work with the less
age 58 and read the texts again. Ask some of challenging texts.
, p.92. Follow instructions for Activity 2,

s lesson. You may want to review some of the

rom the list in the introduction that suits your
ew the main areas covered in the lesson.

93

WEEK: LESSON: 45 (Writing 11) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Creativity & Innovation

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3
Communicate with Plan, draft and write 1. Ask pupils if they go to restaurants / eat out s
appropriate an increased range food/restaurant is. Ask them what they like to
language form and of simple sentences
style for a range of Lesson delivery
purposes in print Complementary
and digital media Skill 2. Follow the instructions for Warm up, Vocabu
Speaking 2.3.1 p.94.
Complementary Narrate very short
Skill basic stories and 3. Follow instructions for Activity 1 (Teacher’s B
Speaking 2.3 events groups, as suggested in the Teacher’s Book.
Communicate
appropriately to a 4. Then ask pupils to write their scripts for one r
small or large lines of the role play but encourage pupils to
group
5. Pupils practise the role play using the scripts
writing and practicing. Remind pupils to make
mistakes or something they would like to imp

6. Set up a table and chairs at the front of the c
any other props, if possible, to make it realist
the class, this time without their scripts.

Post-lesson

7. Ask pupils which restaurant they’d like to go

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)
THEME: World of self, family and friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sometimes. Ask them what their favourite Get Smart plus 3 Differentiate learning
o drink, too. according to the needs of
Student’s Book, your pupils and class.
ulary and Grammar Box on Teacher’s Book, p.60 Please see the seven
differentiation strategies
Book p.95). Let pupils do a few role plays in Teacher’s Book, listed in the introduction.
. p.94–95 Please also consider the
role play. Each pupil should write their own following:
work together and help each other. If possible, some
s. Monitor closely and help pupils with their tablecloths and/or Encourage pupils to be
e changes to their writing if they find cutlery for acting creative when writing
prove. their scripts. Some pupils
classroom. Use a tablecloth and cutlery, and Scissors will follow the model and
tic. Have pupils perform their role plays to use the given vocabulary
and structure, but allow
others to try out new or
different language or
vocabulary, helping them
to say what they want to
say in the role play.

to and why.

94

WEEK: LESSON: 46 (Language Arts 6) SCHEME OF WORK: TEXTBO
TOPIC: Food, please!
MAIN SKILL FOCUS: Languag

CROSS-CURRICULAR ELEME
Innovation

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from
Express an 5.3.1
imaginative Respond pupils’ needs and interests and that will review
response to imaginatively and lesson.
literary texts intelligibly through
creating simple Lesson delivery
Complementary action songs on
Skill familiar topics 2. Play a mime game to review the cooking vocab
Speaking 2.1 Other imaginative
Communicate responses as 3. Introduce the new vocabulary using the picture
simple information appropriate
intelligibly 4. Follow the instructions for Activity 1 on Teache
Complementary about the dish.
Skill
Speaking 2.1.1 5. Follow the instructions for Activity 2 (Teacher’s
Ask about and recipes in groups. Each group should choose a
express basic a yummy one or a strange one, they can decide
opinions their recipes to the class. Ask for opinions on th

Post-lesson
6. Learning diaries:

Ask pupils to think back on their learning so far
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 Englis

Encourage pupils to reflect more deeply and using m
able to do this than others. Support pupils who may
to complete their diaries. Ensure you allocate time f
shouldn’t be set for homework.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 6)

ge Arts THEME: World of self, family and friends

ENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m the list in the introduction that suits your
w the recipe topic to prepare pupils for the Get Smart plus 3 Differentiate learning
according to the needs
bulary from Lesson 84. Student’s Book, of your pupils and
es on Student’s Book, p.117. p.117* class. Please see the
er’s Book, p.180. Ask pupils what they think seven differentiation
s Book, p.180). Have pupils present their Teacher’s Book, strategies listed in the
a winner for the ‘best’ recipe – this might be p.180 introduction. Please
e. Have the winners of each group present also consider the
he recipes. *Optional: replace following:
with a recipe for a
r this week. In their learning diary, they can Malaysian dish Think about which
pupils will work best
sh) together in pairs / small
more English. Some pupils will be more groups in your class,
y need some help and encourage everyone so that more proficient
for this activity in your lesson plan. It pupils can help less
proficient pupils. Be
careful that all pupils
contribute to the
activity, however.

You could find or write
a simple recipe for a
Malaysian dish to
replace the Rainbow
Risotto recipe in the
Student’s Book if you
think this will be more
relevant to pupils’
interests and
experience. In this
case, check it for key
vocabulary that is new
and known to the
pupils.

95

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 47 (Language Awareness 5) MAIN SKILL FOCUS: Reading
TOPIC: Food, please! CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to adap
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by y
Understand a Understand some of the material as a homework task, if appropriat
variety of linear specific
and non-linear information and Note: You could also make use of the review activities
print and digital details of short Teacher’s Book p.100–101) and/or consider offering p
texts by using simple texts
appropriate Pre-lesson
reading Complementary
strategies Skill 1. Choose an appropriate pre-lesson activity from the
Speaking 2.1.1 pupils’ needs and interests and that will review lan
Complementary Ask about and lesson.
Skill express basic
Speaking 2.1 opinions Lesson delivery
Communicate
simple 2. Mix up and hand out question and answer strips to
information mingle (walk around talking to different pupils) to f
intelligibly answer.

3. Write the questions on the board or show a large c
pupils see the relationship between the form of the
of do/there + be / the repetition of the verbs, includ
Carefully explain the contraction form of would to e
constructed.

4. Model the worksheet activity on the board using a
think it is necessary in addition to Stage 3. Ask pu
worksheet (see below) before checking their answ

5. Follow instructions for Optional activity on Teache
give reasons.

Post-lesson

6. Ask pupils to think about what they have learned i
know the language now. They should complete th
assessment section of the worksheet.

7. Collect the worksheets from pupils and review the
are any areas of concern, prepare a review of thes

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 6)

ENT: Language THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Review of unit language

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

pt this plan so that your lesson Depending on Differentiate learning
your pupils. You might consider using your focus: according to the needs of
te. your pupils and class. Please
Question and see the seven differentiation
in Revision (Student’s Book p.64 / answers – cut strategies listed in the
pupils a choice of activities. up, one per pupil introduction. Please also
consider the following:
e list in the introduction that suits your Worksheet (see
nguage and prepare pupils for the below) You could offer pupils a
choice of these activities or
o pupils, one each. Ask pupils to Self-assessment you could ask different pupils
find a partner to match the question + worksheet to do different activities
depending on their individual
copy of them all. Ask questions to help Get Smart plus 3 needs, based on formative
e questions and the answers (e.g. use assessment in this unit
ding contracted form of would). Student’s Book
ensure pupils understand how I’d is p.64 Have pupils do more
activities and/or make their
Teacher’s Book own activities
p.100–101

an example. Explain the example if you
upils to work individually on the
wers with a partner.

er’s Book, p.101. Encourage pupils to

in Unit 6 and how well they feel they
he How did I do in Unit 6? self-

em to note pupils’ performance. If there
se in upcoming lessons.

96

Primary Year 3 SJK Scheme of Work

Materials for Lesson 96

Questions & Answers for cutting up I’d like some chicken, please.
What would you like to eat? I’d like some water, please.
What would you like to drink? No, I do not.
Do you like omelettes? Yes, there is.
Is there any cheese in your burger? No, there aren’t.
Are there any carrots in your soup? I want some curry and rice, please.
What do you want for lunch?

Worksheet for Lesson 96
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.

Self-assessment:

How did I do in Unit 6?

In English, I know how to:

 use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 talk and ask questions about food Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
 talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]

 talk about food from different countries Great! [ ]

 order food and drink in a restaurant Great! [ ]

97

WEEK:UNIT 7 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 48 (Listening 7) CROSS-CURRICULAR ELEM
TOPIC: Out and about

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Choose an appropriate pre-lesson activity fr
meaning in a support specific pupils’ needs and interests and that will revi
variety of familiar information and lesson.
contexts details of short
simple texts Lesson delivery

Complementary Complementary 1. Introduce the key vocabulary by following in
Skill Skill p.102).
Listening 1.3 Listening 1.3.1
Use appropriate Guess the meaning 2. Ask pupils to close their eyes and imagine. G
listening strategies of unfamiliar words your local area that pupils will know (e.g. a m
in a variety of by using visual where they are going. Have pupils listen and
contexts clues when a should tell you where they are, where you to
teacher or them to open their eyes and watch you mim
classmate is making it simpler or more complicated accor
speaking understanding of your pupils.

3. Follow instructions for Activity 1, Teacher’s B

Post-lesson

4. Use some phrases from the song to play a m

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 7)
g THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements

(positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

rom the list in the introduction that suits your Get Smart plus 3 Differentiate learning
iew language to prepare pupils for the according to the needs
Student’s Book, of your pupils and
nstructions for Warm up (Teacher’s Book, p.65 class. Please see the
seven differentiation
Teacher’s Book, strategies listed in the
p.102–103 introduction. Please
also consider the
Give directions from school to a place in following:
mosque or a shop), but do not tell them
d follow your directions in their mind. They Depending on the level
ook them. If/when pupils get confused, ask of your class, you can
me as you speak. Repeat once or twice, make the directions
rding to the reactions and level of Listening activity more
or less challenging by
Book, p.102. adding in detail or
making it
mime game. longer/shorter.

Some pupils may prefer
to trace/draw the
directions on paper as
they hear them in order
to help them follow.
Allow this.

98

WEEK: LESSON: 49 (Speaking 10) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.3
Communicate Give a short 1. Play a version of Simon says (see Optional,
simple information sequence of basic pupils do the action only if you say please. Y
intelligibly directions role the teacher. Review vocabulary from Stu

Complementary Complementary Lesson delivery
Skill Skill
Listening 1.2 Listening 1.2.4 2. Play the song from Activity 1 and have pupils
Understand Understand a wide might want to sing as well but avoid having t
meaning in a range of short basic
variety of familiar supported 3. Follow instructions for Activity 2 (Teacher’s B
contexts classroom or four teams. Pupils take it in turns to race t
instructions maze and one pupil giving directions. Exchan
write the basic instructions on the board as p
number of steps. For example:

Team 1: right / straight / left / stop

Team 2: straight / right / straight / stop

Alternatively, you could prepare the instructio

This game will be quite noisy and you may n
For example, the pupils who are not playing
classroom so you can see them all. Remind
to be quiet so their teammates can play the g
there will be fewer pupils watching.

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Teacher’s Book, p.103), where the Get Smart plus 3
You could ask some pupils to take the Differentiate learning
udent’s Book, p.65 in this activity. Student’s Book, according to the needs of your
p.65 pupils and class. Please see
s mime as they listen to the song. They the seven differentiation
them look in their textbooks. Teacher’s Book, strategies listed in the
Book, p.65). Divide the class into three p.102–103 introduction. Please also
the instructions, with one pupil in the consider the following:
nge roles each time. For each turn, Cloth for team
prompts, so the teams have the same blindfolds Encourage pupils to help each
other during the directions
activity, but let each pupil
have a turn at both directing
and being directed. You could
make directions more simple
or complicated for different
pupils.

ons on a worksheet to save time.

need to manage your class carefully.
could sit in a circle around the
pupils who are watching that they need
game. If you have smaller groups, then

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

99

WEEK: LESSON: 50 (Speaking 11) SCHEME OF WORK: TEX
TOPIC: Out and about MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.2
Communicate Find out about and 1. Choose an appropriate pre-lesson flashcard
simple information describe everyday introduction that suits your pupils’ needs and
intelligibly routines vocabulary to prepare pupils for the lesson.

Complementary Complementary Lesson delivery
Skill Skill
Listening 1.2 Listening 1.2.5 2. Draw a clock on the board and ask pupils wh
Understand Understand a wide various times on the board (on the hour and
meaning in a range of short
variety of familiar supported questions 3. Follow instructions for Warm up and Vocabu
contexts 4. Have pupils cut out the cards on Student’s B

pairs – pupils each put their cards in a pile fa
the top card and say what it is. If the cards m
‘Same’). The first pupil to say it wins all the c
cards.
5. Follow instructions for Activity 1 on Teacher
model the activity for the class.

Monitor and support pupils as they play thes
the language on the board to support them,
there are persistent or common problems, n
whole class feedback.

Make sure that pupils keep the cards safe, o
later lessons.

Post-lesson
6. Play the Optional game on Teacher’s Book,

Primary Year 3 SJK Scheme of Work

XTBOOK BASED LESSON (Unit 7)

ng THEME: World of self, family and friends
MENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of place

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

d or word-based activity from the list in the Get Smart plus 3 Differentiate learning
d interests and that will review places according to the needs
Student’s Book, of your pupils and
what it is (or you could use a toy clock). Draw p.70 class. Please see the
d half past) to review time taught so far. seven differentiation
ulary on Teacher’s Book, p.108. Teacher’s Book, strategies listed in the
Book, p.131, and play a game of Snap in p.108–109 introduction. Please
ace down. At the same time, they turn over also consider the
match, they also have to say Snap (or Toy clock following:
cards. Continue until one pupil has no more (optional)
Avoid pairing more
Scissors talkative pupils with
quieter ones. Instead,
r’s Book, p.108, choosing a strong pair to try to pair quieter/shier
pupils with those who
se games. You may want to write some of will support them,
especially quarter past…and quarter to.. If especially at stage 3.

note them down and return to them later for If you have very high
proficiency pupils in
or collect them in so that they can be used in your class, you could
pair them together.
, p.109. Then at stage 4,
encourage them to ask
more questions, e.g.
What are you doing?
Pupils could imagine an
answer and mime.

100

WEEK: LESSON: 51 (Reading 10) SCHEME OF WORK: TEXTBO
TOPIC: Out and about
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.1
Guess the Understand the 1. Play Stop! Tell pupils an action to mime. Wh
meaning of main idea of short position. If they do not stop immediately, the
unfamiliar words simple texts down.
from clues
provided by Complementary Lesson delivery
visuals and the Skill
topic Reading 3.2.3 2. Ask pupils to brainstorm in groups some plac
Guess the meaning will be used in this lesson.
Complementary of unfamiliar words
Skill from clues provided 3. Ask pupils questions about what they can an
Reading 3.2 by visuals and the idea of rules. Use some of the vocabulary th
Guess the topic show the meaning.
meaning of
unfamiliar words 4. Put the four texts from Student’s Book p.68 (
from clues might want to do this before the lesson). Han
provided by pupils to get up and to move around the room
visuals and the read all four texts, then decide which set of r
topic Before beginning the activity, check that all t
represents.

5. Follow instructions for Activity 1, Teacher’s B
6. Follow instructions for Grammar Box, Teach

Post-lesson

7. Play the mime game again, but change the r
will say Do not… and include some of the ve

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 7)

g THEME: World of self, family and friends
MENT: Patriotism
LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hen you say Stop! they have to freeze in Get Smart plus 3 Differentiate learning
en they are out of the game and should sit according to the needs of
Student’s Book, your pupils and class.
p.68 Please see the seven
differentiation strategies
ces in the town/city. Elicit the words that Teacher’s Book, listed in the introduction.
p.106 Please also consider the
following:
nd can’t do in those places to introduce the Cut up texts (p.68)
hat will be used in this lesson, miming to one copy, enlarged You could change the
main activity so pupils
(your enlarged copy) around the room (you Copies of the have the texts with them
nd out the pictures, one per pupil. Ask pictures of the and they find the correct
m, reading the four texts. They should places cut up, one picture. This will mean
rules goes together with their picture. picture per pupil they only read one text,
the pupils know what their picture but may be more suitable
for lower proficiency
Book, p.106. classes.
her’s Book, p.106.
You could have pupils
rules a little. Instead of saying Stop, you work in groups for the
erbs from the lesson vocabulary. matching activity, giving
each group a set of texts.
This may be suitable for
more noisy or difficult to
manage classes.

101