Primary Year 3 SJK SOW

Primary Year 3 SJK Scheme of Work

Worksheets for Lesson 69
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest

fish

bee

lunch

2. Find the words in the story. Look at the pictures and draw.
flower

river
fire

picture

128

Primary Year 3 SJK Scheme of Work

Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower

river

fire

picture

2. Find the words in the story. Look at the pictures and draw.
forest

fish

bee

lunch

129

WEEK: LESSON: 70 (Writing 16) SCHEME OF WORK: TEXTBO
TOPIC: On holiday MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEM

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.5
Communicate Connect sentences 1. Choose an appropriate pre-lesson activity fro
basic information using basic your pupils’ needs and interests and that will
intelligibly for a coordinating the lesson.
range of purposes conjunctions
in print and digital Lesson delivery
media Complementary
Skill 2. Do the Revision activity (See Teacher’s Boo
Complementary Writing 4.3.1 Use
Skill capital letters, full 3. Ask pupils what they remember about Tim’s
Writing 4.3 stops and question in Australia, and ask them to re-read the text
Communicate marks appropriately
with appropriate in guided writing at 4. Introduce any vocabulary that you think will b
language form sentence level holidays.
and style for a
range of purposes 5. Draw attention to the questions in the blue b
in print and digital to write their answers to these questions in th
media this stage. Note that it can be any holiday, n
and help with extra vocabulary as necessary

6. Follow instructions for Writing Tip on Teache

7. Ask pupils to write an email to James to tell h
James’s email as a model. Remind pupils to
to pay attention to punctuation, using James
set up, pupils could use computers for this a

Monitor and help pupils, asking questions to
and providing feedback on their language as

Post-lesson

8. 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 9)

THEME: World of self, family and friends

MENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

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 of
Student’s Book, your pupils and class. Please
ok, p.138) as a lesson warmer. p.91 see the seven differentiation
holiday in Mexico and James’s holiday strategies listed in the
t on Student’s Book, p.91 to check. Teacher’s Book, introduction. Please also
p.138–9 consider the following:
be useful to pupils talking about their
Pupils can add information
box on Student’s Book, p.91. Ask pupils about their holidays, with
heir notebooks. Short answers are ok at more proficient pupils adding
not just a summer one! Monitor closely more than less proficient
y. pupils.
er’s Book, p.138.
You may need to focus
him about their holiday. They can use attention on features of the
use connecting words and and but, and model email before pupils
s’s email as a model. If you have email begin to write.
activity.

elicit as much language as possible
s well as the content.

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

130

WEEK: LESSON: 71 (Language Arts 9) SCHEME OF WORK: NON-TEXT
TOPIC: On holiday MAIN SKILL(S) FOCUS: Language
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD
In this lesson, pupils will learn a poem, suggest an e
Main Skill Main Skill finished poem with classmates.
Language Arts 5.1 Language Arts
Enjoy and 5.1.2 Pre-lesson
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use diff
rhymes, poems 2 text types:
and songs simple poems. characters if preferred) and tell pupils that they
forest. Put the flashcard/drawing of the forest o
Complementary Complementary
Skill Skill Lesson delivery
Speaking 2.3 Speaking 2.3.1 2. Ask pupils to guess things which Sasha and Ja
Communicate Narrate very short
appropriately to a basic stories and their suggestions, and then tell them that they s
small or large events picture of the castle to the board.
group 3. Show pupils the picture of the castle. Ask them
castle, and again, elicit their suggestions. Don
in the castle.
4. Tell pupils that now they’ll find out what Sasha
castle.
5. Start by saying the first two lines of the poem, p
the board as you do so.
6. Put the picture of a room on the board, elicit wh
next, and say the next line of the poem.
7. Continue to build up the poem in this way for e
8. Now say the whole poem again, this time gettin
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy
into pairs and ask them to agree what Sasha a
door. Tell them to practise saying their poem to

Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to

each other. Pupils can mime and use body lang
poems, if they want to.
12. Ask the class to tell you their ideas about what

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 9)

e Arts THEME: World of Stories

T: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES

ending, and share their Flashcards or Differentiate learning according to the
drawings of a boy needs of your pupils and class. Please see
ferent names for the and a girl, a the seven differentiation strategies listed in
y went on holiday in a big forest, castle, the introduction
on the board. room, box, key,
door.

ason saw in the forest. Elicit Copy of Sasha
saw a castle. Add your and Jason went
on holiday poem
m to guess what was in the
n’t tell pupils what was really

and Jason really saw in the

pointing to the pictures on

hat Sasha and Jason saw

each new line until the end.
ng pupils to join in. Point to

s say the poem, Continue

on the board. Put pupils
and Jason saw behind the
ogether.

o perform their poems to
guage as they perform their

Sasha and Jason saw.

131

Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….

Primary Year 3 SJK Scheme of Work
132

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 72 (Language Awareness 8) MAIN SKILL FOCUS: Writing
TOPIC: On holiday CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to adap
Writing 4.2 Writing 4.2.4 and extends language areas needed by your pupils. Yo
Communicate Describe people material as a homework task, if appropriate.
basic information and objects
intelligibly for a using suitable Note: You could also make use of the review activities
range of words and Teacher’s Book p.142–143) and/or consider offering p
purposes in print phrases
and digital media Pre-lesson
Complementary
Complementary Skill 1. Choose an appropriate pre-lesson activity from the
Skill Listening 1.2.5 pupils’ needs and interests and that will prepare p
Listening 1.2 Understand a
Understand wide range of Lesson delivery
meaning in a short supported
variety of familiar questions 2. Use the flashcards to review key verbs in present
contexts
3. Hand out sets of blank cards to pupils. Show a ver
verb on a blank card (present tense). Repeat for a

4. Write sentences on the board to show both presen
I go to school at 8 o’clock every day.

Yesterday, I went to school at 8 o’clock.

Hana doesn’t like cheese.

Ali didn’t like the film at the cinema last week.

5. Ask pupils why we use go and went in these sente
‘present’, but can say because it’s every day or be
the past.

6. Ask pupils in their pairs to write the past form of th
and help pupils, making sure they are accurate. A
and/or check the verbs with the whole class.

7. Pairs play a game with their cards. They spread th
up. In turns, they should say a sentence using the
they check the underside of the card – if they used
they keep the card. You can introduce other rules

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 9)

ENT: Language THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Past simple review

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

pt this plan so that your lesson consolidates Depending on Differentiate learning
You might consider using some of the your focus: according to the needs of
your pupils and class.
s in Revision (Student’s Book p.94 / Get Smart plus 3 Please see the seven
pupils a choice of activities. differentiation strategies
Student’s Book listed in the introduction.
e list in the introduction that suits your p.85, p.87, p.91, Please also consider the
pupils for the lesson. p.94 following:

form. Teacher’s Book When pupils are making
rb card, and ask pupils, in pairs, to write the p.142–143 the word cards, you could
all verbs. provide the verbs on the
nt and past forms, e.g. Blank cards board to copy. Or you
could say the words, then
Verb flashcards elicit the spelling from
from this unit some pupils so that
others can listen and
Self-assessment write on the cards.
worksheet
Pupils can use the
. Student’s Book (p.85 and
ences. They needn’t use words like ‘past’ or p.87) to find the past
ecause it was yesterday. Explain that it’s in tense forms of the verbs
if they need to, or they
he verb on the back of each card. Monitor could use this to check
Ask pairs to help each other if necessary them.

he cards on the table with the present form You could provide a
e past tense of a verb they can see. Then gapped text on a
d the past tense correctly in a sentence, worksheet to support
pupils when they are
if you wish, for example, they should writing the sentences.

You could give the
jumbled up questions on
a worksheet if you think

133

alternate between positive and negative verbs.

8. Ask some pupils questions about their weekend (s
notebooks, pupils write at least two sentences abo

9. On the board, write some jumbled-up questions on
make questions. They could write them in their no
come and write on the board, or do this orally. For

did / Where / go / you / ? (Where did you go?

watch / you / a / film / Did / ? (Did you watch a

10. Elicit the difference between Yes/No questions an
use of did and that the past tense is not used in th
words, but show pupils what you mean.

11. Pupils work in small groups. One pupil reads their
group member has to ask a question about the we
questions to ask. Each pupil takes a turn to read th

Monitor very carefully during this activity to make s
questions. Give some corrective feedback and sup
and make a note of common problems to feed bac

12. If you have time, you could write sentences/questi
on the board for class correction.

Post-lesson

13. Ask pupils to think about what they have learned i
the language now. They should complete the How
worksheet (see below).

Collect the worksheets/notebooks from pupils and
there are any areas of concern, prepare a review o

Worksheet for Lesson 72

Self-assessment worksheet

How did I do in Unit 9?

In English, I know how to:

 talk about last weekend Great! [ ] OK [ ] A littl

 talk about my holiday Great! [ ] OK [ ] A littl

 ask and answer questions about holidays Great! [ ] OK [ ] A littl

 ask and answer questions about last weekend Great! [ ] OK [ ] A littl

see Student’s Book, p.91). Then in their Primary Year 3 SJK Scheme of Work
out what they did at the weekend.
pupils will work better
n the board. Ask pupils to unjumble them to individually than as a
otebooks or you could nominate pupils to whole class.
r example:
You could offer pupils a
?) choice of these activities
or you could ask different
a film?) pupils to do different
activities depending on
nd those with question words. Highlight the their individual needs,
he main verb. Avoid using grammatical based on formative
assessment in this unit.
r sentences about the weekend. Then each
eekend until pupils can think of no more Have pupils do more
heir sentences. activities and/or make
their own activities.
sure pupils are asking appropriate
pport with question and past tense forms
ck on.

ions you heard pupils making mistakes with

in Unit 9 and how well they feel they know
w did I do in Unit 9? self-assessment

d review them to note pupils’ performance. If
of these in upcoming lessons.

le [ ]
le [ ]
le [ ]
le [ ]

134

WEEK:UNIT 10 SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 73 (Listening 11) CROSS-CURRICULAR ELEME
TOPIC: The world around us

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Play a mime or guessing game to review anim
Understand Understand with
meaning in a support specific Lesson delivery
variety of familiar information and
contexts details of short 2. Use animal flashcards to further review anima
simple texts new animal vocabulary.
Complementary
Skill Complementary 3. Follow instructions for Warm up (Teacher’s B
Listening 1.1 Skill can tell you about the animals.
Recognise and Listening 1.1.1
reproduce target Recognise and 4. Play a guessing game as a class.
language sounds reproduce with
support a range of You say: This animal is tall/small/thin etc
target language Pupils guess: It’s the giraffe/rat etc.
phonemes
Have pupils play the game in pairs. Monitor c
down any common problems to return to late
present in front of the class.
5. Follow the instructions for Activity 1 in Teache

6. Give out the animal flashcards, one per pupil
their partner from the comparisons in the son
tiger flashcard; horse + cheetah). Partners joi
adjective used to compare the animals in the

Feed back without insisting on a comparative

Post-lesson
7. Learning diaries:

Ask pupils to think back on their learning so f
learning diary, they can write:

 New words I remember

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)
g THEME: World of Knowledge
ENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
mal vocabulary.
al words pupils know and to then introduce Get Smart plus 3 Differentiate learning
Book, p.144) and then ask pupils what they according to the
Student’s Book, p.95 needs of your pupils
c. and class. Please see
carefully as pupils do this activity and note Teacher’s Book, the seven
er on. You could ask one or two pairs to p.144 differentiation
strategies listed in the
Animal flashcards introduction. Please
(enough for one per also consider the
pupil, to include all following:
the animals in the
song) You could try to elicit
the comparative
sentence from some
pupils in this lesson,
although do not insist
on it from all pupils.

er’s Book, p.144.

l. Pupils listen to the song again and identify
ng (e.g. Pupil with lion flashcard + pupil with
in together and try to remember the
e song, e.g. horse + cheetah: fast.

e sentence at this stage.

far this week, in both units 9 and 10. In their

135

 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

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

136

WEEK: LESSON: 74 (Speaking 15) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity fro
Communicate Describe people your pupils’ needs and interests and that will
simple information and objects using pupils for the lesson.
intelligibly suitable words and
phrases Lesson delivery

Complementary Complementary 2. Using the animal flashcards, play a game to
Skill Skill your class, for example memory matching or
Listening 1.2 Listening 1.2.2 cards spread around the room or on the table
Understand Understand with word and pupils race to grab the right card.
meaning in a support specific
variety of familiar information and 3. Re-introduce the comparative form using the
contexts details of short instructions for Grammar Box on Teacher’s B
simple texts
4. Using the flashcards again, elicit some more
flashcard and asking pupils to tell their partne
adjective + -er + than.

5. Follow the instructions for Activity 2, Teacher
pictures. They should present their pictures i
pupils to present to the class.

Monitor as pupils work in groups to decide w
either with language or with their pictures to s
especially for those who may normally be a b
6. Do the Optional Who’s Taller? activity (see T

Post-lesson

7. Play the song again and encourage pupils to
comparative sections of the song.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)

g THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits
review animal vocabulary to prepare Get Smart plus 3 Differentiate learning
according to the needs
review the adjectives that is suitable for Student’s Book, p.95 of your pupils and
r listen and grab, where pupils have the class. Please see the
e in front of a group. The teacher says a Teacher’s Book, seven differentiation
p.144–145 strategies listed in the
introduction. Please
Animal flashcards also consider the
following:
e animal flashcards and then follow
Book, p.144. Ask different pupils to
e sentences about animals by showing a write different words/
er a sentence about the animal using phrases/sentences on
their pictures, ranging
r’s Book, p.95. Have pupils label their from a full comparative
in small groups before choosing some sentence for fast
finishers/ more
which pupils have made a particular effort proficient pupils to
show the class. Offer plenty of praise, single animal words
bit shy. and/or adjectives for
others.
Teacher’s Book, p.145).

o sing along, in particular to the

137

WEEK: LESSON: 75 (Reading 15) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
MAIN SKILL FOCUS: Reading

CROSS-CURRICULAR ELEME
Technology

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the
Understand a Understand
variety of linear specific pupils’ needs and interests and that will introduce
and non-linear information and pupils for the lesson.
print and digital details of short
texts by using simple texts Lesson delivery
appropriate 2. Using the picture of the Solar System, find out wha
reading Complementary
strategies Skill may know a lot but others may not, or they may kn
Reading 3.2.3 English.
Complementary Guess the
Skill meaning of 3. Introduce the names of the planets. Write them in
Reading 3.2 unfamiliar words which ofder they think they come in (in terms of th
Understand a from clues sizes). They write their idea in their notebooks, sta
variety of linear provided by know a lot about this topic, ask them to let the oth
and non-linear visuals and the set them a task to prepare an interesting fact abou
print and digital topic class later.
texts by using
appropriate 4. Follow instructions for Warm up and Vocabulary o
reading
strategies 5. Tell pupils they will read about the Solar System. A
Book, p.98 or other Solar System picture) and to g

6. Ask pupils to read the text to find out whether thei
Note that the answer is in the first paragraph. You
perhaps.

7. Follow instructions for Activity 1 on Teacher’s Boo

8. If you have pupils who have prepared something t
point. Help those pupils say it in English as far as
language too so that everyone understands the fa

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)

THEME: World of Knowledge

ENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives; Statements & questions with which

UTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

e list in the introduction that suits your Get Smart plus 3 Differentiate learning
the topic of the Solar System to prepare according to the needs
Student’s Book, of your pupils and
at pupils know about it already. Some pupils p.98 class. Please see the
now it in their first language, but not in seven differentiation
Teacher’s Book, strategies listed in the
a random order on the board. Ask pupils p.148–9 introduction. Please
heir position from the sun or in terms od their also consider the
arting with the un. If you have pupils who Picture of the following:
hers in the class give their ideas. You could Solar System
ut the Solar System or planets to tell the (e.g. Student’s If you have pupils who
Book, p.98) know a lot about the
topic, you could ask
on Teacher’s Book, p.148. them to tell the class
more about the Solar
Ask them to look at the picture (Student’s System and/or the
guess what Solar System means. different planets.

ir answers were correct about the order.
u could have them race to find the answer

ok, p.148–9.

to teach the class, they can do this at this
possible, but let them talk in their first
acts.

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

138

WEEK: LESSON: 76 (Reading 16) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity fro
Understand a Understand specific pupils’ needs and interests and that will revie
variety of linear information and
and non-linear details of short Lesson delivery
print and digital simple texts
texts by using 2. Show the flashcard of the shark and elicit/tea
appropriate Complementary seen a shark. Ask them what they think of sh
reading strategies Skill sharks are scary. Do the same with the other
Reading 3.2.3
Complementary Guess the meaning 3. Show pupils the worksheet (see below) and a
Skill of unfamiliar words They may not know the answer, but they can
Reading 3.2 from clues provided
Understand a by visuals and the 4. Play the CD and have pupils read along silen
variety of linear topic worksheet.
and non-linear
print and digital 5. Ask pupils to circle the words science and pr
texts by using the words mean from the context and from th
appropriate tell their partner before checking as a whole
reading strategies
6. Follow instructions for Grammar Box on Tea
7. Follow instructions for Activity 2 on Teacher’s

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 10)

THEME: World of Knowledge

ENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

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
Student’s Book, needs of your pupils
ach the word shark. Ask pupils if they have p.96–97 and class. Please see
harks. Elicit or teach scary. Ask if they think the seven
r sea animals and elicit adjectives for each. Teacher’s Book, differentiation
ask them to guess which animal by circling it. p.146–147 strategies listed in the
n guess. introduction. Please
ntly. They check their answers to the Sea animals also consider the
flashcards following:
roject. Encourage pupils to try to work out what
he pictures, especially picture 6. They should Worksheet (see If some pupils read
class. below) much faster than
cher’s Book, p.147. others, avoid rushing
s Book, p.147. the slower readers.
You could ask faster
rom the list in the introduction that suits your pupils to make a note
ew the main areas covered in the lesson. in their notebooks of
what they know about
sharks / blue whales /
dolphins, and then
ask them to tell the
class when suitable.

139

Worksheet for Lesson 76

Sea animals

Guess and circle.
Which one is…?

Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark

Now read and check.

Primary Year 3 SJK Scheme of Work
140

WEEK: LESSON: 77 (Writing 17) SCHEME OF WORK: TEXTBO
TOPIC: The world around us
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Technology

CONTENT LEARNING LEARNING OU
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an 1. Choose an appropriate pre-lesson activity fro
appropriate increased range of your pupils’ needs and interests and that will
language form and simple sentences prepare pupils for the lesson.
style for a range of
purposes in print Complementary Lesson delivery
and digital media Skill
Writing 4.3.1 Use 2. Introduce the superlative adjectives using pu
Complementary capital letters, full with similar caution) as Lesson 151.
Skill stops and question
Writing 4.3 marks appropriately 3. Follow instructions for Grammar Box on Teac
Communicate with in guided writing at 4. Ask pupils to look at the questions on Studen
appropriate sentence level
language form and using a short answer (usually one word) from
style for a range of at the text on p.98. Ask pupils to do this in pa
purposes in print
and digital media 5. Pupils now read the text on p.98 again to che
full answers (e.g. from Yes to Yes, it is.), che
spelling etc. Check the answers and focus on
content of the answers.

6. Ask pupils to choose and write about one pla
below). They can use the information in the te
using computers, by asking you or by asking
Monitor to help with ideas, support language

Post-lesson
7. Collect the worksheets and have pupils look

some (positive) comments on it. Note that yo

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)

ENT: Science & THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
om the list in the introduction that suits Get Smart plus 3
review the topic of the Solar System to Differentiate learning
Student’s Book, according to the needs of
upils as examples in a similar way (and p.99 your pupils and class. Please
see the seven differentiation
cher’s Book p.149. Teacher’s Book, strategies listed in the
nt’s Book, p.99. They should try to answer p.149 introduction. Please also
m memory and knowledge, without looking consider the following:
airs. Worksheet (see
eck their answers and extend them into below) Consider using a model for
ecking punctuation, use of capitals, writing, for one of the
n language accuracy as well as the planets. This could be added
to the worksheet or you
anet (or the sun) on the worksheet (see could write it on the board.
ext or they can find out more information Or you could elicit some
other pupils if appropriate. model sentences from pupils
and to check pupils’ progress in Writing. about the different planets
before the final Writing
activity.

Fast writers could write
about more than one planet
and/or could find out extra
information about the planet.

at each other’s work. Ask them to give
ou will use this work again in Lesson 155.

141

Worksheet for Lesson 77 Name: _________

The Solar System.
This is ____________________________.

___________________________________
___________________________________
___________________________________
___________________________________

Primary Year 3 SJK Scheme of Work

_____________

142

WEEK: LESSON: 78 (Writing 18) SCHEME OF WORK: NON-TEXTB
TOPIC: The world around us
MAIN SKILL FOCUS: Writing

CROSS-CURRICULAR ELEME
Imagination

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play Missing Planets (see Teacher’s Book, p
Writing 4.3 Writing 4.3.3 Plan,
Communicate with draft and write an Lesson delivery
appropriate increased range of
language form and simple sentences 2. Talk to pupils about the universe, telling them
style for a range of universe, but we don’t know very much abou
purposes in print Complementary will imagine a solar system. You could give a
and digital media Skill imaginary one, or even have pupils research
Writing 4.2.4
Complementary Describe people 3. Ask pupils to work in groups of three or four.
Skill and objects using information about the planets in their imagina
Writing 4.2 suitable words and there are, what they are called, how big/hot/c
Communicate phrases pupils with ideas and language at this plannin
basic information
intelligibly for a 4. Each group makes a poster. They should de
range of purposes will manage the group. The writer(s) should d
in print and digital artist(s) should plan and draw the solar syste
media sure that the information is correct between t

5. When the writer(s) has finished the first draft
it and check the language and content. Moni

6. Pupils finish their posters by adding the text t

7. Display the posters in the classroom.

Post-lesson

8. Ask pupils to look at the posters and comme
on the content, design and on how well group
produce the posters.

Primary Year 3 SJK Scheme of Work

BOOK BASED LESSON (Unit 10)

THEME: World of Knowledge

ENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives &
comparatives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

p.153). Get Smart plus 3 Differentiate learning
according to the needs of
m that there are many solar systems in the Teacher’s Book, your pupils and class.
ut the other solar systems. Tell pupils they p.153 Please see the seven
an example of another solar system, an differentiation strategies
h this, if you have time. Poster paper listed in the introduction.
Please also consider the
First they note in their notebooks the basic Colour pens and following:
ary solar system, e.g. how many planets pencils
cold they are etc. Monitor carefully and help More proficient
ng stage. groups/pupils can include
different information
ecide who will write, who will draw and who about their solar system,
draft the text that will go on the poster, the for example whether the
em on the poster, the manager should make planets have life on them,
the artwork and the text. moons around them etc.

t, all the group members should help review
itor and help as pupils do this.

to them.

ent positively on them. Give some feedback
ps have worked together as a team to

143

WEEK: LESSON: 79 (Language Arts 10) SCHEME OF WORK: TEXTBO
TOPIC: The world around us MAIN SKILL FOCUS: Languag
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTLI
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 from
responses to Ask and answer suits your pupils’ needs and interests and that
literary texts simple questions pupils for the lesson.
about characters,
Complementary actions and events Lesson delivery
Skill of interest in a text
Reading 3.3 Read 2. Tell pupils they are going to read a fairy story.
independently for Complementary any other fairy stories (e.g. Sleeping Beauty).
information and Skill into films by Disney, so pupils may know them
enjoyment Reading 3.3.1
Read and enjoy 3. Show pupils the picture of the princess. Elicit s
A1 fiction/non- Tell pupils that many men in the land want to m
fiction print and some competitions. Hand out the character se
digital texts of picture 2, the three jokers in picture 3, the thre
interest elicit some adjectives to describe them. Ask pu
strong/funny/fast they are.

4. Ask pupils to read the story on Student’s Book
whether they were right. Remind them that the
every word and can use the pictures to help th

5. Play the CD and have pupils follow along. Foll
reading on Teacher’s Book, p.154–155.

6. Follow instructions for After reading on Teache

7. Elicit and discuss the Value in the story (see P
Book, p.155).

Post-lesson

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

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)

ge Arts THEME: World of Stories

ENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives &
superlatives

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that Get Smart plus 3 Differentiate learning
t will review adjectives to prepare according to the needs of
Student’s Book, p.102– your pupils and class. Please
. Ask them whether they know 103 see the seven differentiation
Note that many have been made strategies listed in the
m. Teacher’s Book, p.154– introduction. Please also
some adjectives to describe her. 155 consider the following:
marry the princess, so they have
ets (the three strong men in Copies of cut-outs of the Ask different kinds of
ee running men in picture 4) and sets of characters in the questions to different pupils
upils to put them in order of how story (one per pair/small so that you are challenging
group) them to a level where they
k, p.102–103 to check to see can still reply. This may be
ey do not need to understand Picture of the princess related to the type of
hem understand the storyline. from the story question (higher/lower-level
low the instructions for While thinking) or the language.
(You could choose a
different story if it is more
appropriate to your local
culture)

er’s Book, p.155.
Post-story activity, Teacher’s

om the list in the introduction that
t will review the main areas

144

SCHEME OF WORK: TEXTBO

LESSON: 80 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing

WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEM
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.3 Writing 4.3.3 Plan,
Communicate draft and write an 1. Choose an appropriate pre-lesson activity from
with appropriate increased range of pupils’ needs and interests and that will introdu
language form simple sentences animals from Lesson 148.
and style for a
range of purposes Complementary Lesson delivery
in print and digital Skill
media Reading 3.2.2 2. Show the pictures of the two types of camel an
Understand
Complementary specific 3. Follow instructions for Vocabulary on Teacher’s
Skill information and
Reading 3.2 details of short 4. Follow instructions for Activity 1 and Activity 2 o
Understand a simple texts
variety of linear 5. Ask pupils if they remember finding out about e
and non-linear 148. Return their sentences to them from that l
print and digital if possible. Ask pupils to look at their sentences
texts by using information further, using some superlative adje
appropriate animal itself. Encourage pupils to add some inf
reading strategies
6. Ask pupils to draw their animal in large size on

7. At the same time, have different pupils in the g
of paper.

8. Organise the class so that they all stick their pi
They also stick the sentences, separately, awa
supervise this and to write a title for the display
Endangered animals around us).

9. Pairs could connect their sentences to their pic
you ask pupils to match each other’s sentences

Post-lesson

10. Talk to pupils about what they have learned in
about how we can help protect our natural worl

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 10)

MENT: Global THEME: World of Knowledge

LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

m the list in the introduction that suits your Get Smart plus 3 Differentiate learning
uce the word camel and review Malaysian according to the
Student’s Book, needs of your pupils
nd elicit some differences between them. p.119 and class. Please see
s Book, p.182. the seven
on Teacher’s Book, p.182. Teacher’s Book, differentiation
endangered Malaysian animals in Lesson p.182 strategies listed in the
lesson, having pupils work in the same pairs introduction. Please
s, to check them and to develop the Pictures of also consider the
ectives if possible. This will depend on the camels from following:
formation anyway. Student’s Book,
n paper and cut it out. p.119 If you have little time
group write the sentences on separate pieces in this lesson, focus
Malaysian on the second part of
ictures on the display board/very large paper. animals the lesson, which is
ay from the pictures. Ask one or two pupils to flashcards about Malaysian
y (e.g. Malaysian animals in danger! or animals.
Pupils’
ctures using the string/thread themselves, or sentences from
s and pictures if you have time. Lesson 148

Paper, scissors,
glue,
string/thread

Very large
poster paper /
display board

this lesson about endangered animals and
ld.

145









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