Primary Year 3 SJK SOW

WEEK: LESSON: 52 (Writing 12) SCHEME OF WORK: TEXTBO
TOPIC: Out and about
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEM
& Citizenship

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the
Communicate Give simple needs and interests and that will introduce the topi
basic information directions different places they know.
intelligibly for a
range of purposes Complementary Lesson delivery
in print and digital Skill 1. Follow instructions for Grammar Box (Teacher
media Writing 4.3.1
Use capital letters, 2. Play the Do not mime game again (see Lesso
Complementary full stops and groups, taking turns with the teacher’s role.
Skill question marks
Writing 4.3 appropriately in 3. Using flashcards (based on Activity 3), introdu
Communicate with guided writing at help pupils remember the vocabulary.
appropriate sentence level
language form 4. Follow the instructions for Activity 3 (Teacher’s
and style for a
range of purposes 5. Elicit some classroom rules from pupils to hav
in print and digital work on Activity 4 (Teacher’s Book p.107) in p
media including the apostrophe in Do not contraction

Monitor and support pupils working in pairs an
Talk to pupils about any unusual rules they ha

Post-lesson

6. Learning diaries:
Ask pupils to think back on their learning so fa
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 Engli

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 7)

MENT: Patriotism THEME: World of self, family and friends

LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

e list in the introduction that suits your pupils’ Get Smart plus 3 Differentiate learning
ic of rules by having pupils think of rules for according to the needs
Student’s Book, of your pupils and
r’s Book, p.106). p.69 class. Please see the
on 104), this time having pupils play in small seven differentiation
Teacher’s Book, strategies listed in the
uce the symbols for the rules. Play a game to p.106–107 introduction. Please
also consider the
s Book, p.107). Flashcards from following:
ve them thinking about the topic. Pupils then pictures in Activity
pairs. Remind pupils about punctuation, 3, p.69 You could pair pupils of
n Don’t. different proficiencies
nd assist with language and punctuation. for Activity 4, so that
ave written. the more proficient
pupils can support the
less proficient ones.
Monitor carefully to
make sure both pupils
are contributing,
however.

ar this week. In their learning diary, they can

ish)
g more English. Some pupils will be more
ay need some help and encourage everyone

for this activity in your lesson plan. It

102

WEEK: LESSON: 53 (Writing 13) SCHEME OF WORK: TEXTBO
TOPIC: Out and about MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.2 Spell
Communicate an increased range 1. Choose an appropriate pre-lesson activity fro
with appropriate of familiar high your pupils’ needs and interests and that will
language form frequency words the lesson.
and style for a accurately in guided
range of purposes writing Lesson delivery
in print and digital
media Complementary 2. Tell pupils you have one sister (for example)
Skill plural nouns (e.g. How many sisters do you
Complementary Writing 4.1.2 Begin example, 3 sisters or 3 sister.
Skill to use cursive
Writing 4.1 handwriting in a 3. Follow the instructions for Grammar Box (Te
Form letters and limited range of
words in neat written work 4. Play the CD to review the story on Student’s
legible print using (Teacher’s Book, p.105) individually. Pupils c
cursive writing before checking as a whole class. Monitor cl
this activity. Encourage use of cursive writing
spelling, using the text as a model.

5. Give pupils 10 blank cards per pair. They wr
nouns, one word on each card. Focus on ha
activity.

6. Pupils play a game with their own cards (the
over two cards to try to find a pair). Collect th
pupils can use them again.

7. (If time) Play a plurals quiz where you say a
plural form. You could stick a paper on the w
‘Not S’ on the opposite side of the classroom
correct paper (e.g. ‘S’ for duck; ‘Not S’ for sh

Post-lesson

8. Learning diaries:

Ask pupils to think back on their learning so
can write:

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 7)

MENT: Language THEME: World of self, family and friends

LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular and
irregular)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
l review language to prepare pupils for according to the needs
Student’s Book, p.66- of your pupils and
). Ask pupils some questions to elicit 67 class. Please see the
have?) Ask pupils if it should be, for seven differentiation
Teacher’s Book, p.104– strategies listed in the
eacher’s Book, p.104–5. 105 introduction. Please
s Book, p.66, then pupils do Activity 2 also consider the
check their answers with a partner Sets of 10 blank following:
losely to see how pupils manage with cards/pieces of card-
g and remind pupils to take care with sized paper, one per You could introduce
pair two or three more
rite the singular and plural of five irregular irregular plural nouns in
andwriting as well as spelling in this this lesson if you feel
your pupils are ready
for this, for example,
nouns that add an e
(class – classes)

ey place the cards face down, then turn
he cards at the end of the game so

word and pupils have to think about the
wall that says ‘S’ and another that says
m. Pupils listen and then run to the

heep.)

far this week. In their learning diary, they

103

 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 reflect more deeply and
more able to do this than others. Support pu
encourage everyone to complete their diarie
activity in your lesson plan. It shouldn’t be se

Primary Year 3 SJK Scheme of Work

glish)
d using more English. Some pupils will be
upils who may need some help and
es. Ensure you allocate time for this
et for homework.

104

WEEK: LESSON: 54 (Language Arts 7) SCHEME OF WORK: NON-TEXT
TOPIC: Out and About MAIN SKILL(S) FOCUS: Languag
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING
STANDARD STANDARD

Main Skill Main Skill In this lesson, pupils will make a folded book of rule
Language Arts 5.3 Language Arts
Express an 5.3.1 Pre-lesson
imaginative Respond 1. Introduce the topic of the lesson by writing R_
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, R
literary texts intelligibly through
creating simple Lesson delivery
Complementary action songs on 3. Write Classroom rules on one side of board an
Skill familiar topics. 4. Ask pupils to suggest 4–5 rules for each categ
Writing 4.3 Other imaginative
Communicate responses as their suggestions (e.g.
with appropriate appropriate.
language form for Don’t shout.)
and style for a Complementary 5. Divide pupils into groups of 3–4. One pupil say
range of purposes Skill
in print and digital Writing 4.3.2 Then another pupil says a number and anothe
media Spell an increased they have said all of the rules.
range of familiar 6. Give each pupil a small rectangular piece of pa
high frequency have a book of four pages.
words accurately 7. Tell them to draw pictures for 4 of the rules the
in guided writing 8. Tell pupils to swap their folded books with a pa
necessary, they can use their coursebook to c
help.

Post-lesson
9. Pupils present their rules to each other and tal

use simple words and phrases here.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 7)

ge Arts THEME: World of Self, Family and Friends

T: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives

G OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
es.
Small pieces of Differentiate
_ _ _ S, R_ _ _ S, R_ _ _ S, on the board. paper (about 12 learning according
Rules! cm long and 10 to the needs of your
cm wide) pupils and class.
Please see the
nd Rules outside the classroom on the other side. seven differentiation
gory, and draw and number pictures to represent strategies listed in
the introduction.

ys a number, and another pupil says the rule.
er pupil says the rule. Continue in this way until

aper, and tell them to fold it in half so that they

ey spoke about earlier, one picture on each page.
artner and write the rules below each picture. If
check spelling, or can ask each other or you for

lk about the reasons for these rules. Pupils may

105

SCHEME OF WORK: NON-TEXT

LESSON: 55 (Language Awareness 6) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
Use your notes made on pupils during this unit to a
Main Skill Main Skill lesson consolidates and extends language areas n
Writing 4.2 Writing might consider using some of the material as a hom
Communicate 4.2.3
basic information Give simple Pre-lesson
intelligibly for a directions
range of purposes 1. Choose an appropriate pre-lesson activity from
in print and digital that suits your pupils’ needs and interests and
media the lesson.

Complementary Complementary Lesson delivery
Skill Skill
Reading 3.2 2. Prepare a map for familiar places. Provide pup
Understand a Reading 3.2.2 directions to read. Put the pupils and groups a
variety of linear Understand try to match directions to places on the map. P
and non-linear specific the directions from A to B.
print and digital information and
texts by using details of short 3. Prepare a worksheet for the pupils with correct
appropriate simple texts according to the map. Ask pupils to look at the
reading strategies worksheet and say if they are True or False.

4. Using flashcards of signs, review the directions
turn)… As you review them, put them on the b
positives and negatives. Elicit from pupils what
when to use do not.

5. As pupils to write the direction between two ne
Remind them to use positive and negative sen
write up to three sentences.

Monitor and support pupils as required.

Post-lesson

6. Ask pupils to think about what they have learne
they feel they know the language now. They sh
did I do in Unit 7? self-assessment section of t
Collect worksheets from pupils and review them
performance. If there are any areas of concern
these in upcoming lessons.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 7)

THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

E MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

adapt this plan so that your Simple map with familiar Differentiate learning
needed by your pupils. You places (e.g. school, home, according to the needs of
mework task, if appropriate. shop, etc.) your pupils and class. Please
see the seven differentiation
m the list in the introduction Places cards cut up from strategies listed in the
that will prepare pupils for Student’s Book p.131 introduction. Please also
(Lesson 108) consider the following:
pils with simple written
and get them to read and Self-assessment worksheet You could offer pupils a
Pupils can trace on the map choice of these activities or
you could ask different pupils
t and incorrect directions to do different activities
e sentences on the depending on their individual
needs, based on formative
s, including Do not (go / assessment in this unit
board in two columns,
t the difference is and Have pupils do more activities
and/or make their own
activities.

ew places on the map.
ntences. Give them time to

ed in Unit 7 and how well
hould complete the How
the worksheet.

m to note pupils’
n, prepare a review of

106

Self-assessment worksheet Great! [ ] OK
How did I do in Unit 7? Great! [ ] OK
In English, I know how to: Great! [ ] OK
 give directions Great! [ ] OK
 talk about animals (one and many) Great! [ ] OK
 talk about places in the town
 say some rules for different places
 tell the time

Primary Year 3 SJK Scheme of Work

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

107

WEEK:UNIT 8 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 56 (Listening 8) CROSS-CURRICULAR ELEM
TOPIC: Where were you yesterday?

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2
Understand Understand with 1. Play a word game to elicit what yesterday’s
meaning in a support specific familiar with this). Use this to teach the word
variety of familiar information and understanding with some Yes/No questions
contexts details of short were, what happened, what the day/date wa
simple texts
Complementary Lesson delivery
Skill Complementary
Listening 1.2 Skill 2. Introduce the new vocabulary by following th
Understand Listening 1.2.5 Vocabulary (Teacher’s Book, p.116). Put the
meaning in a Understand a wide randomly.
variety of familiar range of short
contexts supported questions 3. Tell pupils they will listen to a song. Play the
song to tell you which order the flashcards s
in the morning, then the afternoon, then the
matching activity with the times of day flashc

4. Follow instructions for Activity 1 from step 3
Book, p.116).

5. Ask pupils to tell you where they were yeste
Pupils needn’t use full sentences – they can
Give pupils vocabulary as they need it.

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends

MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
day was (and date if pupils are Get Smart plus 3
d yesterday. Check pupils’ Differentiate learning
Student’s Book, p.75 according to the needs of
about yesterday (where they your pupils and class.
as). Teacher’s Book, p.116 Please see the seven
differentiation strategies
he instructions for Warm up and Vocabulary flashcards listed in the introduction.
e places flashcards on the board, (places and time-of-day Please also consider the
expressions) following:
e CD and ask pupils to listen to the
should go in (first the place visited You could encourage more
proficient pupils to use
evening). You could do this as a longer phrases or full
cards if it is simpler. sentences when asking
and then TPR activity (Teacher’s about where pupils were
yesterday, but do not insist
on it.

erday at different times of day.
n just answer with the place name.

from the list in the introduction
nd that will review the main areas

108

WEEK: LESSON: 57 (Listening 9) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Listening
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from th
Understand Understand with
meaning in a support specific needs and interests and that will review language
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Show the flashcards of circus and amusement pa
Skill Complementary these and ask them how it was. Review some ad
Speaking 2.2 Skill interesting. Ask pupils for examples of something
Use appropriate Speaking 2.2.1
communication Keep interaction 3. Follow the instructions for Vocabulary on Teache
strategies going in short 4. Use Activity 1, Student’s Book, p.80, as a Listenin
exchanges by
repeating key carefully at the pictures in Activity 1: first ask pup
words from the
other speaker 5. Ask pupils to look at the pictures of the places an
an adjective each in pencil. They should tell their
e.g.

Pupil A: I think the circus was noisy.

Pupil B: Noisy? Me too. / I do not think so. I think

6. Tell pupils what the children did and how it was. Y
can use:

In the afternoon, Dora was at the shopping c

In the morning, Kevin and Sandra were at the
In the morning, Brad and Cindy weren’t at th
very quiet.

In the evening, Tim was at home. It was borin

7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Studen

information they heard to ask and answer. Pupils

Post-lesson

9. Choose an appropriate post-lesson activity from t
needs and interests and that will review the main

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
he list in the introduction that suits your pupils’ Get Smart plus 3
e to prepare them for the lesson. Differentiate learning
Student’s Book, according to the needs
ark. Ask pupils if they have ever been to one of p.80 of your pupils and class.
djectives at this point and introduce/review Please see the seven
g they find interesting. Teacher’s Book, differentiation strategies
er’s Book, p.122. p.122 listed in the introduction.
ng activity in this lesson. Check pupils look Please also consider the
pils to tell you the names of the characters. Flashcards of following:
nd to predict how they were by drawing a line to lesson
vocabulary You can use more
partner their guesses. Model the exchange, proficient or confident
pupils to model the
it was boring. dialogue with you in step
You can make up your own sentences here, or 5 You could write it on
the board to support
some pupils, perhaps
erasing it after some
time.

centre. It was noisy.
he circus. It was funny.
he theatre. They were at the museum. It was

ing.

nt’s Book, p.80. Show pupils how to use the
s work in pairs on this dialogue.

the list in the introduction that suits your pupils’
n areas covered in the lesson.

109

WEEK: LESSON: 58 (Speaking 12) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speakin
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.3 Speaking 2.3.1
Communicate Narrate very short 1. Play the song from Lesson 113 and repeat T
appropriately to a basic stories and
small or large events Lesson delivery
group
Complementary 2. Put the places cards on the board. Point to a
Complementary Skill if they were there yesterday. Give support to
Skill Speaking 2.2.2 sentences e.g. I was at the shopping centre.
Speaking 2.2 Ask for attention or yesterday? to elicit He/She was… Repeat a
Use appropriate help from a teacher choosing different pupils.
communication or classmate by
strategies using suitable 3. Follow the instructions for Grammar Box on
questions 4. Have pupils do Activity 2 in pairs (see Teach

real (not imagined) answers, and should ask
them how to ask for help, e.g. Can you help
English?

Monitor carefully as pupils do Activity 2. Sup
note what kinds of problems pupils have. Do
any problem areas at the end of the activity.
vocabulary that comes up in the Speaking a
at the end.

Post-lesson

5. Play the Where was I? game (see Optional

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

ng THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
TPR activity (Teacher’s Book, p.116).
Get Smart plus 3 Differentiate learning according
a place, ask pupils to raise their hand to the needs of your pupils and
o pupils as you elicit full past simple Student’s Book, class. Please see the seven
. Ask pupils Where was he/she p.75 differentiation strategies listed
a few times with different places, in the introduction. Please also
Teacher’s Book, consider the following:
Teacher’s Book, p. 116–7. p.116–117
her’s Book, p.117). They should give Choose more proficient or
k for your help in English. Remind Places cards confident pupils first for the
p me, please? How do I say xxx in from Lesson 112 beginning stage of the lesson
delivery.

Some pupils may be able to say
more than one place they were
at yesterday.

pport pupils where necessary and
o whole class feedback and return to
. You could also note useful
activity and teach it to the whole class

activity, Teacher’s Book, p.117).

110

WEEK: LESSON: 59 (Reading 11) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEM
Technology

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand 1. Choose an appropriate pre-lesson activity from
variety of linear specific pupils’ needs and interests and that will review v
and non-linear information and leaving the words on the board for later in this le
print and digital details of short
texts by using simple texts Lesson delivery
appropriate
reading strategies Complementary 2. Show the pictures from Student’s Book, p.78 an
Skill Malaysia [No]. Ask them where they think it mig
Complementary Writing 4.2.2 pupils know this city or have been there, as app
Skill Make and give pictures were taken [in the past, 1900].
Writing 4.2 reasons for
Communicate simple 3. Write key words in a list on the board, and ask p
basic information predictions already there from pre-lesson stage): cinemas /
intelligibly for a horses / carriages (show flashcards to explain) /
range of purposes some sentences from more proficient pupils, int
in print and digital
media 4. Ask pupils to put the vocabulary in their noteboo
words). Ask pupils which of these things were fo
should tick what was and cross what wasn’t fou
to make predictions and write their answers in fu
cars in New York City in 1900 or No, there were

5. Have pupils read the texts and check their predi
their partner. Check answers as a class.

6. Ask pupils to work on their own on Activity 2, Te
as a classroom-based informal assessment of R
activity to review and make a note of pupils’ per

Post-lesson

7. Learning diaries:

Ask pupils to think back on their learning so far
can write:

 New words I remember

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends

MENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
the list in the introduction that suits your
vocabulary from the previous lesson, Get Smart plus 3 Differentiate learning
esson. according to the needs of
Student’s Book, p.78– your pupils and class.
nd ask pupils if they think this city is in 79 Please see the seven
ght be [USA, New York City]. Find out if differentiation strategies
propriate. Ask them when they think the Teacher’s Book, listed in the introduction.
p.120–121 Please also consider the
pupils to read them as you write (if not following:
/ theatres / shopping centres. Add cars / Vocabulary
/ quiet / noisy. Use the words to elicit flashcards Consider pairing more
troduce negative wasn’t/weren’t. and less proficient pupils
together, so the more
oks (or create a worksheet with these proficient pupil can
ound in New York City in 1900 – they support the less proficient
und (in their opinion). Pupils work in pairs one in the prediction
ull sentences, e.g. There weren’t any activity.
en’t.
Some pupils may write
ictions. Pupils check their answers with full prediction sentences,
others shorter ones (see
example). Some may not
write anything, just put a
tick or a cross.

eacher’s Book, p.121. You could use this

Reading. Collect the books after the
rformance.

this week. In their learning diary, they

111

 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 usi
more able to do this than others. Support pupils
encourage everyone to complete their diaries. E
in your lesson plan. It shouldn’t be set for home

Primary Year 3 SJK Scheme of Work

h)
ing more English. Some pupils will be
s who may need some help and
Ensure you allocate time for this activity
ework.

112

WEEK: LESSON: 60 (Reading 12) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
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 your pupils’ needs and interests and that will
and non-linear simple texts the lesson.
print and digital
texts by using Lesson delivery
appropriate
reading strategies Complementary 2. Introduce the vocabulary using the adjective
Skill the things in the flashcards to show the mea
Complementary Listening 1.2.5 pupils understand the subject of the sentenc
Skill Understand a wide laughing). You could use the suggestions in
Listening 1.2 range of short pupils for more things they find boring/funny/
Understand
meaning in a supported questions 3. Tell pupils they will read a story about going
variety of familiar
contexts popcorn if possible, and put the word/flashca

words (adjectives) they think will go with film

put the most popular answer on the board.

4. Ask pupils to read the story quietly to themse
they were right.

5. Follow instructions for Activity 1, asking pupi
the final acting and performance stages if yo

6. Draw pupils’ attention to the grammar sectio
instructions for Grammar Box on Teacher’s B

Post-lesson

7. Learning diaries:

Ask pupils to think back on their learning so
can write:

 New words I remember

 Activities I enjoyed

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

g THEME: World of self, family and friends
MENT: Language
LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
l review language to prepare pupils for according to the needs
Student’s Book, p.76– of your pupils and
e flashcards; also, mime your reaction to 77 class. Please see the
aning of the adjective. Take care that the seven differentiation
ce (i.e. the clown is funny, not the person Teacher’s Book, p.118– strategies listed in the
119 introduction. Please
Warm up (Teacher’s Book, p.118). Ask also consider the
/scary etc. to check understanding). Adjectives flashcards: following:
to the cinema. Elicit the words film and something that is: scary
ards on the board. Ask pupils which (e.g. an old house), If you think the key
m & popcorn. You could take a vote and funny (e.g. a clown), vocabulary is familiar to
delicious (e.g. a cake), pupils, you could use
elves (Student’s Book, p.76) to see if boring (e.g. a person word cards. If it is new,
looking bored in front of then use picture
ils questions to check understanding. Do the TV – note it is the flashcards. If pupils are
ou have time. TV that is boring) not familiar with
on on Student’s Book, p.77 and follow popcorn, you may need
Book, p.119. Flashcards or word to explain that people
cards of film and often eat this at the
far this week. In their learning diary, they popcorn cinema in some
countries.

Ask different pupils
different questions to
check understanding.
Try to ask all pupils at
least one question, if
possible with your class
size.

113

 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 (about my Englis

Encourage pupils to reflect more deeply and
more able to do this than others. Support pu
encourage everyone to complete their diarie
activity in your lesson plan. It shouldn’t be se

Primary Year 3 SJK Scheme of Work

sh)

d using more English. Some pupils will be
upils who may need some help and
es. Ensure you allocate time for this
et for homework.

114

WEEK: LESSON: 61 (Writing 14) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.2
Communicate Spell an increased 1. Choose an appropriate pre-lesson activity fro
with appropriate range of familiar your pupils’ needs and interests and that will
language form high frequency lesson.
and style for a words accurately in
range of purposes guided writing Lesson delivery
in print and digital
media Complementary 2. Divide pupils into small groups. Give each gro
Skill same number of papers for each adjective. T
Complementary Reading 3.2.2 something (one word or picture) that they thin
Skill Understand specific (adjective). They can use the picture dictiona
Reading 3.2 information and help them if necessary or they can ask for yo
Understand a details of short groups pass the paper to the next group, rece
variety of linear simple texts with a different adjective (the other group’s w
and non-linear new to put on each paper. Continue with the
print and digital
texts by using Monitor and provide support as pupils work a
appropriate
reading strategies 3. Feed back on the final papers and provide an
Note down this vocabulary so that you can re
words that are important to the pupils and ha

4. Remind pupils of the story on Student’s Book
Book, p.119). Remind pupils to take care with

5. Pupils choose words from the papers from st
notebooks starting with I think…. They could
they finish quickly.

Post-lesson
6. Play Hot card pantomime (See Optional activ

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

THEME: World of self, family and friends

T: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits
review the adjectives from the previous Get Smart plus 3 Differentiate learning
according to the needs of
oup a paper, so that you have about the Student’s Book, p.77 your pupils and class.
Tell pupils they should write or draw (and 76 to remind of Please see the seven
nk about when they hear the word story) differentiation strategies
ary at the back of the Student’s Book to listed in the introduction.
our help. Set a short time limit, then the Teacher’s Book, Please also consider the
eiving a new paper from another group p.119 following:
word). Pupils should think of something
Papers with one of If some pupils dominate
new adjective for at least four rounds. the headings: scary, group work, then tell
and check they are working as a team. delicious, boring, them they each get to
ny relevant new vocabulary in English. funny (one paper per write/draw one
eturn to it in later lessons. These are group) word/picture. Then make
ave been thought up by them. sure they change papers
k, p.76 before doing Activity 2 (Teacher’s at least once for the
h spelling and handwriting. number of pupils in the
tep 2 to write sentences in their groups so that they all
have a turn to write.
draw a picture to go with their writing if
Note that this task
vity, Teacher’s Book, p.119). becomes more difficult as
more words are on the
paper. Try to have more
proficient pupils go last.
Pupils should help each
other with ideas in the
groups.

115

WEEK: LESSON: 62 (Writing 15) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday?
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
& Citizenship

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an 1. Play a word game that focuses on the spellin
appropriate language increased range of the lesson.
form and style for a simple sentences
range of purposes in Lesson delivery
print and digital media Complementary
Skill 2. Show pupils a diary and elicit the word diary.
Complementary Writing 4.3.2 Spell write/would write in it. Tell them they will read
Skill an increased range
Writing 4.3 of familiar high 3. Follow the instructions for Activity 1, Teacher
Communicate with frequency words
appropriate language accurately in guided 4. Draw attention to the Writing Tip on Student’s
form and style for a writing
range of purposes in 5. In their notebooks, pupils write short answers
print and digital media Student’s Book, p.81. Monitor and help pupils

Pupils then draft full sentences for these answ

6. Ask pupils to exchange their work with a part
writing (spelling, language, punctuation, etc).
about their partner’s writing. Monitor closely t
productive, kind and that the corrections that

7. For the final draft on the worksheet (see belo
diaries look good. They can illustrate the diar
they could write about another day if there is

Collect their writing and review it as informal
common problems and errors, and give plent

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 8)

THEME: World of self, family and friends

ENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were/n’t:
questions and statements

OUTLINE MATERIALS / DIFFERENTIATION

ng of the words which will be used later in REFERENCES STRATEGIES

Ask them if they keep a diary, what they Get Smart plus 3 Differentiate learning
d a girl’s (Kelly’s) diary about Saturday. according to the needs
r’s Book, p.124 (except final step). Student’s Book, of your pupils and class.
s Book, p.81. p.81 Please see the seven
s to the questions in the blue box on differentiation strategies
s with ideas and vocabulary. Teacher’s Book, listed in the introduction.
wers in their notebooks. p.124–125 Please also consider the
tner, who should read and check their following:
. They should also find one thing they like A diary
to make sure this peer feedback is Remind pupils that they
Worksheet (see can use Kelly’s diary
pupils suggest are correct. below) (Student’s Book, p.81)
ow), ask pupils to focus on making their as a model.
ry in the space at the bottom of the page, or
Fast finishers could
extra time. answer the questions
classroom-based assessment. Note about more than one
ty of positive feedback. day of the week.

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

116

Primary Year 3 SJK Scheme of Work

Worksheet for Lesson 62

My Diary

My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

117

WEEK: LESSON: 63 (Language Arts 8) SCHEME OF WORK: TEXTBO
TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Languag
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts 5.2 Language Arts
Express personal 5.2.1 1. Choose an appropriate pre-lesson activity fro
responses to Ask and answer your pupils’ needs and interests and that will
literary texts simple questions the lesson.
about characters,
Complementary actions and events Lesson delivery
Skill of interest in a text
Reading 3.2 2. Play a word categorisation game (e.g. a mind
Understand a Complementary the topics: circus / restaurant / cinema. Includ
variety of linear Skill fast food / cheeseburger / chips / delicious / f
and non-linear Reading 3.2.3
print and digital Guess the meaning 3. Tell pupils they will read a story. Ask them to
texts by using of unfamiliar words weekend sounds best. Take a vote on the an
appropriate from clues provided meaning of the word hospital from the picture
reading strategies by visuals and the
topic 4. Ask pupils to read the story again and to che
lesson are in the story. You could have them
stage. Consider asking the While reading que

5. Ask the After reading questions (Teacher’s B
(See Post-story activity, Teacher’s Book, p.1

6. Play the Press conference game (Teacher’s

Post-lesson

7. Have a set of pupils act out the text for the cl
positive and constructive feedback.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 8)

ge Arts THEME: World of Stories

ENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
review language to prepare pupils for according to the needs of
Student’s Book, your pupils and class.
p.82–83 Please see the seven
differentiation strategies
d-mapping activity or a board race) for Teacher’s Book, listed in the introduction.
de the words: funny / elephants / lions / p.126–127 Please also consider the
film / popcorn / boring. following:

o read the story and to tell you whose Ask different pupils different
nswer. Encourage pupils to guess the questions about the story,
es and the context. and ask for volunteers for
other questions. Ask some
eck to see which words from step 2 of the pupils for their opinions of
m listen to the story on the CD at this the story, and ask
comprehension questions
estions (see Teacher’s Book, p.126). using some of the language
from the unit, or different
Book, p.126) and focus on the Value language for more proficient
126). pupils.

Book, p.127).

lass and ask the audience to offer some

118

SCHEME OF WORK: NON-TEXT

LESSON: 64 (Language Awareness 7) MAIN SKILL FOCUS: Reading

WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to adap
Reading 3.2 Reading 3.2.2 extends language areas needed by your pupils. You m
Understand a Understand homework task, if appropriate.
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 Book p.128–129) and/or consider offering pupils a cho
texts by using simple texts
appropriate Pre-lesson
reading Complementary 1. Choose an appropriate pre-lesson activity from the
strategies Skill
Listening 1.2.5 needs and interests and that will prepare pupils fo
Complementary Understand a
Skill wide range of Lesson delivery
Listening 1.2 short supported
Understand questions 2. Pre-teach key vocabulary for the texts about home
meaning in a
variety of familiar 3. Give half of the class the past text (A1) and half of
contexts tell you which one they have, to check they know w

4. Give pupils the gapped texts (A2, B2, so that pupi
should fill in the texts with the correct form of be. M
what to do.

5. Pair pupils, A with B, and ask them to check their
each other the answers.

6. With their new partner, pupils write at least two qu
before they begin as necessary, e.g.
Was there internet?

Were there any computers?

Were there any books?

Are children at the library often?

Are there any computers?

How is it at home?

You could focus on the past text only if it is less co
pupils may be able to work on questions for the pr

7. Pairs ask another pair their questions.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 8)

THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
pt this plan so that your lesson consolidates and Depending on
might consider using some of the material as a your focus: Differentiate learning
according to the
in Revision (Student’s Book p.84 / Teacher’s Get Smart plus 3 needs of your pupils
oice of activities. and class. Please see
Student’s Book the seven
e list in the introduction that suits your pupils’ p.84 differentiation
or the lesson. strategies listed in the
Teacher’s Book introduction. Please
ework (see below). p.128–129 also consider the
f the class the present text (B1). Ask pupils to following:
whether they are A or B.
ils have A1 and B1 OR A2 and B2). Pupils Texts (see You could offer pupils
Model an example on the board to show pupils below), a choice of these
colour activities or you could
answers. They should do this orally, not show pencils/pens ask different pupils to
do different activities
uestions about the texts. Review question forms Self-assessment depending on their
worksheets individual needs,
based on formative
assessment in this
unit.

Have pupils do more
activities and/or make
their own activities.

onfusing for your pupils, but more proficient
resent text too.

119

Post-lesson
8. Ask pupils to think about what they have learned i

language now. They should complete a How did I
worksheet (design this section with questions rela
Collect the worksheets from pupils and review the
areas of concern, prepare a review of these in upc

Text A1:
When I was a child, we were often at the library to find out information for homework.
quiet there and we were very quiet, too.

Text B1:

Now, sometimes there are children at the library. They are there at the weekends. Bu
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s no

Text A2:

Now, sometimes there _______ children at the library. They _______ there at the we
Children do their homework at home. Sometimes at home it _______ quiet, but some

Text B2:

When I _______ a child, we _______ often at the library to find out information for ho
library. It _______ quiet there and we _______ very quiet, too.

Self-assessment worksheet
How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous

Primary Year 3 SJK Scheme of Work

in Unit 8 and how well they feel they know the
do in Unit 8? self-assessment section of the
ated to the learning in this unit).

em to note pupils’ performance. If there are any
coming lessons.

. There weren’t any computers but there were lots of books in the library. It was

ut now, there is the internet to find out information for homework. Children do their
oisy.

eekends. But now, there _______ the internet to find out information for homework.
etimes it _______ quiet, it _______ noisy.

omework. There _______ any computers but there _______ lots of books in the

units)

120

UNIT 9WEEK: SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 65 (Listening 10) CROSS-CURRICULAR ELEME
TOPIC: On holiday

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.1
Understand Understand with 1. Choose an appropriate pre-lesson activity fro
meaning in a support the main your pupils’ needs and interests and that will
variety of familiar idea of short simple prepare pupils for the lesson.
contexts texts
Lesson delivery
Complementary Complementary 2. Use a set of the pictures from Activity 1 (See
Skill Skill
Speaking 2.1 Speaking 2.1.5 language about the topic. Show the pictures
Communicate Describe people about their experiences. Use the key vocabu
simple information and objects using pupils to guess what it means, based on the
intelligibly suitable words and 3. Follow instructions for Vocabulary on Teache
phrases
4. Hand out the pictures, one per pupil (try to gi
one another for the next stage of the lesson)
When they hear the part about their picture, t

5. Put pupils in groups of four so there is one pu
pupils to try to remember the song (they shou
put their pictures in the order they appear in

6. Play the song again so pupils can check thei
along to some or all of the song if they want.
confident at this stage, and which are less co

7. Ask pupils to complete the answers in Activit

Post-lesson

8. Ask pupils to tell you if they did any of those
a review of the key vocabulary.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 9)
g THEME: World of self, family and friends
ENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):

statements

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits Get Smart plus 3
introduce the topic of holidays to Differentiate learning according
Student’s Book, to the needs of your pupils and
e Student’s Book, p.85) to elicit p.85 class. Please see the seven
and ask pupils what they can see, differentiation strategies listed in
Teacher’s Book, the introduction. Please also
ulary in your questions and encourage p.130 consider the following:
pictures you are showing them.
er’s Book, p.130. Copies of the Some pupils will be better able
ive each one of a set to pupils next to pictures from to sing along than others, some
). Tell pupils they will listen to a song. Activity 1, one pupils may want to sing, but
they should hold it up. Play the CD. picture per pupil others may not want to. Don’t
upil with each picture in a group. Ask insist that all pupils sing. Focus
uld have their books closed), and to on enjoyment rather than
the song. accuracy.
ir answers. Encourage pupils to sing
Watch pupils to see which pupils are Encourage as much language
onfident. as possible at stage 2 and the
ty 1 (Student’s Book, p.85). post-lesson stage, but do not
insist on full or accurate
things on their last holiday. Encourage sentences – different pupils will
be able to produce different
amounts of language. Ask
different questions and/or give
different prompts to different
pupils to push them within their
ability.

121

WEEK: LESSON: 66 (Speaking 13) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.2 Use Speaking 2.2.1
appropriate Keep interaction 1. Choose an appropriate pre-lesson activity fro
communication going in short your pupils’ needs and interests and that will
strategies exchanges by lesson.
repeating key words
Complementary from the other Lesson delivery
Skill speaker
Writing 4.3 2. Using the verb flashcards, model the question
Communicate Complementary
with appropriate Skill Question: What did you do at the weeken
language form Writing 4.3.3
and style for a Plan, draft and write Answer: At the weekend? I xxx.
range of purposes an increased range
in print and digital of simple sentences 3. Use the verb flashcards to have pupils practis
media pupils are repeating the time expression in th
and interaction skills (see Learning Standard,

4. Follow instructions for Activity 4, Teacher’s B
table on Student’s Book, p.87, or you could u
is a little more pupil-friendly. They can also as
there is time.

Monitor carefully as pupils do this and make a
class and focus on the common mistakes tog

5. To follow up, ask pupils to write one or more
classmate(s) did at the weekend in their note

6. Ask pupils to check their partner’s work and p
stage and the previous one to check pupils’ u
and praise where needed.

7. If you are using the worksheet, pupils can wri
worksheet. If not, pupils can write it in their no
can review their progress in use of past simp
causing problems.

Post-lesson

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 9)

g THEME: World of self, family and friends
ENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

om the list in the introduction that suits Get Smart plus 3 Differentiate learning
review language to prepare pupils for the according to the needs of
Student’s Book, your pupils and class.
n and answer: p.87 Please see the seven
nd? differentiation strategies
Teacher’s Book, listed in the introduction.
se the question and answers. Note that p.133 Please also consider the
he answer as a way to practise discourse following:
, Main Skill). Verb flashcards
Book, p.133. You could have pupils use the Depending on your class
use a worksheet like the one below, which Worksheet (see and/or individual pupils, you
sk more classmates for their answers if below, optional) could extend the dialogue
so pupils ask a second
question: How was it? This
would review language from
lessons in Unit 8.

a note of mistakes. Feed back as a whole
gether.

sentences about what they and/or their
ebooks.

provide some feedback. Monitor at this
use of past tense forms, giving support

ite the final draft of their sentences on the
otebooks. Collect pupils’ work so that you

ple and identify any other areas that are

122

8. Learning diaries:
Ask pupils to think back on their learning so f
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 reflect more deeply and
more able to do this than others. Support pup
encourage everyone to complete their diaries
in your lesson plan. It shouldn’t be set for hom

Primary Year 3 SJK Scheme of Work

far this week. In their learning diary, they

glish)

using more English. Some pupils will be
pils who may need some help and
s. Ensure you allocate time for this activity
mework.

123

Primary Year 3 SJK Scheme of Work

Alternative worksheet for Lesson 66

At the weekend

1. Ask about the weekend and note or draw.

Me My friend: My friend: My friend:

__________________ __________________ __________________

2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

124

WEEK: LESSON: 67 (Speaking 14) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 Speaking 2.1.5 1. Choose one of the games in Revision (See T
Communicate Describe people
simple information and objects using Lesson delivery
intelligibly suitable words and
phrases 2. Based on the stories pupils wrote together in
Complementary experiences, ask questions in the past (Did y
Skill Complementary from Yes/No to Yes, I did. / No, I didn’t. You c
Listening 1.2 Skill
Understand Listening 1.2.5 3. Focus on the Grammar Box at the top of the
meaning in a Understand a wide 4. Follow instructions for Activity 1 on Teacher’s
variety of familiar range of short
contexts supported questions 5. Model and play a game of Snap (See Option
Pupils could use their cut-ups from Activity 1

Post-lesson

6. Learning diaries:

Ask pupils to think back on their learning so f
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 reflect more deeply and
more able to do this than others. Support pup
encourage everyone to complete their diaries
activity in your lesson plan. It shouldn’t be se

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 9)

g THEME: World of self, family and friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
Teacher’s Book, p.136). Get Smart plus 3
Differentiate learning
n the previous lessons, or on their real Student’s Book, according to the needs of
you/he/she xxx?) Extend pupils’ answers p.90 your pupils and class. Please
could use the verb flashcards for this. see the seven differentiation
page of Teacher’s Book, p.136. Teacher’s Book, strategies listed in the
s Book, p.136. p.136–137 introduction. Please also
nal activity, Teacher’s Book, p.137). consider the following:
Verb flashcards
for this game. If you have extra time in this
Scissors lesson, or if you have fast
far this week. In their learning diary, they finishers, you could extend
step 2 (or repeat it later) into
a guessing game in pairs,
also based on the stories
pupils wrote before.

glish)

using more English. Some pupils will be
pils who may need some help and
s. Ensure you allocate time for this
et for homework.

125

WEEK: LESSON: 68 (Reading 13) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2
Understand a Understand 1. Choose an appropriate pre-lesson activity from t
variety of linear specific pupils’ needs and interests. Ask pupils if they ke
and non-linear information and
print and digital details of short Lesson delivery
texts by using simple texts 2. Tell pupils they will read Katie’s diary about a ho
appropriate
reading strategies Complementary might hear. In pairs, they write three or four word
Skill worry about spelling at this stage, and allow pup
Complementary Reading 3.2.4 words they want to include.
Skill Recognise and
Reading 3.2 use with support 3. Introduce the new vocabulary (see Warm up and
Understand a key features of a 4. Play the CD. Ask pupils to read silently (text on S
variety of linear simple
and non-linear monolingual CD. They should check to see if their predictions
print and digital dictionary
texts by using 5. Ask pupils to read the text again and to find and
appropriate / museum (if they are new to your pupils).
reading strategies
6. Ask pupils to tell a partner what they think these
text (they can use their first language if necessa
the dictionary to see if they were correct. Feed b

7. Follow instructions for Grammar Box in Teacher
8. Follow instructions for Activity 2 in Teacher’s Bo

activity and help as necessary. Some pupils may
pictures and they need to understand a lot of de
not.

Post-lesson

9. Choose an appropriate post-lesson activity from
pupils’ needs and interests and that will review th

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 9)

THEME: World of self, family and friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): positive & negative statements

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

the list in the introduction that suits your Get Smart plus 3 Differentiate learning
eep a diary. according to the needs
Student’s Book, of your pupils and
oliday. Ask pupils to predict some words they p.88–89 class. Please see the
ds on paper or in their notebooks (do not seven differentiation
pils to ask you for English vocabulary for Teacher’s Book, strategies listed in the
p.133–134 introduction. Please
d Vocabulary, Teacher’s Book, p.134). also consider the
Student’s Book, p.88) while listening to the following:
s were correct. Give feedback.
d underline the words: shell / shark / lifeguard If your pupils need
extra support, you
e words mean, based on the content of the could give a sentence
ary). Then ask them to check all the words in for each picture in
back by asking if they had guessed correctly. Activity 2, and ask them
r’s Book, p.134. to decide Yes or No for
ook, p.134. Monitor as pupils work on this each one as you say
y find this activity difficult as there are a lot of them.
etails in the text to decide if they are right or

m the list in the introduction that suits your
he main areas covered in the lesson.

126

WEEK: LESSON: 69 (Reading 14) SCHEME OF WORK: TEXTBO
TOPIC: On holiday
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Environmental Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from
Understand a Guess the pupils’ needs and interests and that will review
variety of linear meaning of
and non-linear unfamiliar words Lesson delivery
print and digital from clues
texts by using provided by 2. Tell pupils they will read a story about a trip to
appropriate visuals and the elicit some differences between the forest and
reading strategies topic pupils what they might do in a forest (and/or a
board.
Complementary Complementary
Skill Skill 3. Ask pupils to look at the pictures in the story (S
Reading 3.2 Reading 3.2.4 in the story did any of the same things.
Understand a Recognise and
variety of linear use with support 4. Give pairs of pupils the A or B worksheets (se
and non-linear key features of a their worksheet. Hand out dictionaries and ask
print and digital simple in the dictionary. They should draw a picture to
texts by using monolingual work in pairs for this activity.
appropriate dictionary
reading strategies 5. For the second part of the worksheet, pupils re
worksheet. Then they work in their pairs to gue
show their understanding. Ask them to cover t
page.

6. Change pupil pairs so that A and A / B and B a
pictures to see if they drew the same things.

7. Play the CD of the story and ask pupils to read
pupils to check that they have understood the
have experience of doing these things.

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 9)

THEME: World of self, family and friends

ENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular verbs):
Questions & statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that suits your Get Smart plus 3 Differentiate learning
w language to prepare pupils for the lesson. according to the needs
Student’s Book, of your pupils and
p.86 class. Please see the
seven differentiation
o the forest. Show a picture of a forest and Teacher’s Book, strategies listed in the
d forests/jungles in your local area. Ask p.132 introduction. Please
a jungle). Write some of their ideas on the Pictures of forest also consider the
following:
Student’s Book, p.86) to see if the children Worksheets A & B
(see below) Some pupils may know
ee below). Ask them to look at the words on the vocabulary already.
k pupils to check the meaning of the words Dictionaries If that is the case, plan
o show what each one means. Pupils can a different activity for
Colour pens and them so they can work
ead the story to find the words on their pencils (optional) towards the Learning
ess the meaning and draw a picture to Standards of this
the vocabulary section at the top of the lesson.

are together. Have them compare their

d along. Ask some questions to different
story. You could ask them whether they

om the list in the introduction that suits your
w the main areas covered in the lesson.

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