Primary Year 3 SJK SOW

gives them a chance to produce accurate answers, as they are usually easie
pupils (e.g. What can Mandy do now?) provides extra challenge. As less pr
more open questions. Sometimes there are also good reasons for asking mo
helps the pace of the lesson.

Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act o
tried hard and produces work with a number of misspellings, feedback can
important words highlighted. The pupil should respond to this feedback beca
writes well and makes 2 misspellings, the teacher can tell them the lines in w
should be able to respond to the extra challenge built in to this feedback. T

Primary Year 3 SJK Scheme of Work
er to answer than open questions. Asking open questions to more proficient
roficient pupils grow in confidence and competence, teachers can ask them
ore proficient pupils easier questions, as this involves them in the lesson and

on the feedback. For example, if a pupil who is less proficient at Writing has
be given on what they did well, and only 2 or 3 misspellings of common or
ause the suggested improvement is achievable for them. If a stronger pupil
which the misspellings are, and ask them to find and correct them. The pupil
The same principle applies to giving feedback on pupils’ spoken language.

24

5. Glossary of

Each lesson in the Scheme of Work includes a Learning Outline with guidanc
explanations of important terms used in Learning Outlines.

Term in Year 3 This is when pupils work with one or more other pupils to put a
Scheme of Work accuracy. It may be listing, categorising etc.

brainstorm

circle game In this kind of whole-class activity, pupils sit (or stand, if space
everyone else.

drill Drilling is where the pupils hear a word, phrase or sentence an
may be recorded and pupils may repeat more/fewer times, indi
can be done in different fun ways.

elicit This technique is where the teacher gets the information, answ
know and makes pupils more active in their learning and langu

fast finishers Pupils who are able to work at a faster pace on a specific task
sooner than the majority of pupils because they finish earlier th

gapped text This is a text which has missing words or phrases. Pupils shou
the blanks’ activity.

monitor Teachers monitor when they walk around the classroom to see
should be doing, to answer any questions and, importantly, to c

peer-assessment This is when pupils give feedback to other pupils on specific as
feedback can take the form of two things that were good (stars

post-lesson Activity at the end of a lesson to review and consolidate the lea
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior kno

prior knowledge Knowledge and skills which pupils already have. Pupils possib

scaffolding Teaching strategies that aim to support pupils’ learning to help
asking questions, giving examples or using pictures.

Primary Year 3 SJK Scheme of Work

terms in Year 3

ce for delivering a lesson. Teachers may find useful the following

Meaning

all their ideas together. They should be able to give all their ideas without worrying about

is limited) in one large circle, including the teacher. Everyone can see and interact with

nd repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
ividually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It

wer, language from pupils, rather than telling them. It will help the teacher see what pupils
uage use.

than the majority of pupils in a class. They are therefore ready to move on to the next task
han the others.
uld read and decide which words or phrases to complete the text. This is also known as ‘fill in

e and watch pupils. This is to check that they know what to do, that they are doing what they
check their work and give individual support and feedback.
spects of their learning, such as a specific aspect of the quality of their speaking. The
s) and one area for improvement (wish).
arning.
owledge.
bly acquired from previous lessons or previous years.
p them to reach a higher level of understanding, thinking or language use. These may be

25

Term in Year 3 This is when pupils are asked to assess themselves on specifi
Scheme of Work need clarification or specific skills that need further developme

self-assessment TPR = Total Physical Response. This is a way of teaching whic
check understanding. Pupils listen and mime only, or they can
TPR activity

Each lesson in the Scheme of Work contains specific Content and Learning S
the terms used.

Term in Year 3 Curriculum Framework

Listening 1.1.1 Lis
Recognise and reproduce with support a range of
target language phonemes a range of target languag
Phonemes are the sounds that
Listening 1.2 hear and say most of the phon
Understand meaning in a variety of familiar
contexts a variety of familiar conte
Familiar contexts are ones whi
of work and textbook, such as

Listening 1.2.1 Pupils in rural or remote areas
Understand with support the main idea of short your local context to decide wh
simple texts
short simple texts
See also: Short simple texts are those wi
They should be easy for pupils
 Listening 1.2.2
short simple narratives
 Reading 3.2.1 Short narratives are stories wh
Simple narratives contain langu
 Reading 3.2.2
Listening 1.2.3
Understand with support short simple narratives

Please use your own judgemen
pupils you teach.

Primary Year 3 SJK Scheme of Work

Meaning

ic aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
ent.

ch combines movement and language to help pupils learn more deeply. It also lets teachers
mime and repeat at the same time.

Standards. Teachers may find useful the following explanations of some of

Meaning

stening

ge phonemes
t make up words in spoken language. By the end of Year 3, pupils should be able to
nemes, including some of the less common ones.
exts
ich pupils know. Examples include contexts linked to topics covered in the schemes
Every day, Holidays and Food, as well as those linked to Years 1 and 2 topics.

and pupils who live in cities may be familiar with different contexts. Please consider
hat is familiar to your pupils.

ith two sentences and more. They do not usually contain more than one paragraph.
s to understand.

hich are more than 10 lines long, up to around 10–12 pages if in storybook form.
uage and ideas that pupils can understand and which are familiar.
nt on very short simple narratives, based on the level, context and interest of the

26

Term in Year 3 Curriculum Framework

Listening 1.2.4 wide range
Understand a wide range of short basic The limit of the range is indicat
supported classroom instructions
short basic supported cl
See also: Short and basic instructions at
 Listening 1.2.5 the year. For example, Stand u
Supporting classroom instructio
Listening 1.2.5 that pupils can understand wha
Understand a wide range of short supported language.
questions
Listening 1.3.1 short supported question
Guess the meaning of unfamiliar words by using Supporting questions involves
visual clues when a teacher or classmate is and objects to visually support
speaking
unfamiliar words
These are words pupils do not

Speaking 2.1 Spe
Communicate simple information intelligibly
simple information
Speaking 2.1.1 Simple information is frequent,
Ask about and express basic opinions about themselves, giving perso

Speaking 2.1.2 Basic everyday routines basic opinions
Basic opinions are expressed i
Speaking 2.1.3 example I like/do not like … or
Give a short sequence of basic directions
basic everyday routines
Speaking 2.2.1 Basic routines are those expre
Keep interaction going in short exchanges by
repeating key words from the other speaker short sequence of basic
Basic directions are short, often
Speaking 2.3.1 Two or three of these together
Narrate very short basic stories and events
short exchanges
An exchange is a dialogue – th
exchange will usually include tw
word/phrase). The turns may b

short basic events
These may be something that a
birthday party or at the weeken
sentences. Often the narration

Primary Year 3 SJK Scheme of Work

Meaning

ted in the schemes of work, where suggestions are made for classroom language.

lassroom instructions
the Year 3 pupil age should contain a few clear words, and are repeated throughout
up in a circle.
ons involves, for example, using mime, demonstration, modelling and routines so
at the teacher would like them to do, without the teacher having to use first

ns
using mime and gesture, modelling and routines. This also includes using pictures
meaning.

already understand or produce in English.

eaking

, everyday information which is simple cognitively. Examples include pupils talking
onal information or saying what they like.

in simple language and are simple in both the meaning and the thinking behind it, for
giving an opinion about a film (e.g. It was good.)

essed in simple language, which are very relevant to pupils’ lives.
directions
n two or three words long and use imperative verb forms, for example ‘Turn left’.
make a short sequence of basic directions.

hat is, when there are two people communicating (or more than two). A short
wo turns but could include up to three or four turns if they are very short (e.g. one
be just one word or phrase, a fixed expression, or may be short simple sentences.

a pupil has experienced, such as something that happened during holidays, a
nd. They are personal and will be very short, for example up to three or four

will be prepared in advance if it is this long. It will be in very simple language.

27

Term in Year 3 Curriculum Framework

Reading 3.2.4 Re
Recognise and use with support key features of a
simple monolingual dictionary key features of a sim
Reading 3.3.1 A monolingual dictionary is one
Read and enjoy A1 fiction/non-fiction print and specifically for children learning
digital texts of interest
A1 fiction/non-fiction pri
Writing 4.1.2 These are reading texts for you
Begin to use cursive handwriting in a limited emails, etc.
range of written work
Writing 4.1.2 W
Begin to use cursive handwriting in a limited
range of written work cursive writing
This is where a writer joins lette
Writing 4.2 process of writing faster and is
Communicate basic information intelligibly for a
range of purposes in print and digital media a limited range of written
Pupils can be encouraged to u
Writing 4.2.1 number is required). When pup
Express simple opinions their cursive handwriting as we
quickly, for example in a Listen
Writing 4.3.1
Use capital letters, full stops and question marks basic information
appropriately in guided writing at sentence level Basic information means the sa

a range of purposes
The range of purposes is descr
about and giving personal deta

simple opinions
These are the expression of op
idea or some unusual food or c
level. Pupils do not need to jus

guided writing
Pupils may follow models for w

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency w
Spell an increased range of familiar high High frequency words are word
frequency words accurately in guided writing week, and classroom objects. P
words pupils write often in your

Primary Year 3 SJK Scheme of Work

Meaning

eading

mple monolingual dictionary
e which has only English (the words and the definitions). Various titles are available
g English or for CEFR A1 level learners.
int and digital texts
ung learners of English at CEFR A1 level. Examples include stories, quizzes,

Writing

ers together in a word (also known as joined-up writing or longhand). It makes the
s used by native writers of alphabetic scripts.
n work
use cursive writing where it is appropriate (i.e. where more than just a letter or
pils work on drafts of their writing, the teacher should encouraged them to work on
ell as on their language in a final version in particular. However, if pupils are to write
ning task or a brainstorming activity, then they needn’t use cursive writing.

ame as simple information (see Speaking 2.1 above).

ribed in the Learning Standards for Years 1-6. These purposes involve finding out
ails and opinions.

pinions such as what pupils like, dislike, prefer, or what they think of, for example, an
clothes. The language used here will be very simple and the opinions at a basic
stify their opinion, but could begin to be asked for this in a basic way.

writing, or the teacher will give other support with content, vocabulary and language.

words
ds which pupils use often in Year 3 writing, such as colours, numbers, days of the
Please use your own judgement on familiar high frequency words, according to
r lessons.

28

UNIT 1WEEK: __ 6. Scheme of Wo

LESSON: 1 (Listening 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome! MAIN SKILL FOCUS: Listening
CROSS-CURRICULAR ELEMENT
Values

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening 1. Pupils sit in circle to introduce themselves My n
1.3 1.3.1 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils
Use appropriate Guess the meaning
listening of unfamiliar words their right/left in the circle.
strategies in a by using visual
variety of contexts clues when a 3. Play memory game in the circle to remember na
teacher or
classmate is Lesson delivery
speaking
4. Introduce/review adjectives (p.5) using flashcar
Complementary Complementary examples if appropriate.
Skill Skill
Speaking Speaking 5. Follow with Student’s Book p.5 Vocabulary and
2.1 2.1.5 Vocabulary, Activity 1, TPR Activity.
Communicate Describe people
simple information and objects using Monitor pupils carefully as they listen to the son
intelligibly suitable words and Listening skills. Review vocabulary next lesson
phrases
Post-lesson

6. Use flashcards with the whole class to play a gu
again. You could choose an appropriate post-le
introduction that suits your pupils’ needs and int
areas covered in the lesson.

Primary Year 3 SJK Scheme of Work

ork: Lessons 1–80

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

T: Language; LANGUAGE/GRAMMAR FOCUS:
Possessive pronouns His / Her + name + ‘s (contraction)

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

name’s [Amir]. Get Smart plus Differentiate learning
introduce themselves and the pupil to 3 according to the needs of your
pupils and class. Please see
ames. Student’s Book the seven differentiation
p.5 Activity 1 strategies listed in the
rds, drawings and/or pupils as introduction. Please also
Teacher’s Book consider the following:
d Activity 1. See Teacher’s Book p.18: p.18
Use a written model of
ng to evaluate their vocabulary and Adjectives language on the board to
as necessary. flashcards support less proficient pupils.

uessing game to review the adjectives Ask pupils to write name cards
esson activity from the list in the if necessary to show during
terests and that will review the main memory game.

For fast finishers or more
proficient pupils you could
extend introductions to include
descriptions.

29

WEEK: LESSON: 2 (Speaking 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 2.1.2 1. Play a circle game (a whole class activity where
Communicate Find out about and to review numbers up to twelve. Teacher can ch
simple information describe basic from the list provided in the introduction.
intelligibly everyday routines
Lesson delivery
Complementary Complementary
Skill Skill 2. Introduce telling the time (on the hour and half p
Listening Listening available. See Teacher’s Book p.24, Warm up.
1.2 1.2.5 stage.
Understand Understand a wide
meaning in a range of short 3. Continue the lesson with Vocabulary and Gram
variety of familiar supported questions 4. Next, ask pupils to play the game in Activity 1 (S
contexts
as pupils work on this activity. Depending on the
pupils to repeat Activity 1 with new partners.
5. Follow with Optional 1 or Optional 2 (Teacher’s
performance and interests.

Post-lesson
6. Play What’s the time, Mr. Wolf. For instructions,

Book p.25 or www.youtube.com/watch?v=_63i8

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

T: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

e pupils sit or stand in a large circle) Get Smart plus 3 Differentiate learning
hoose another pre-lesson activity according to the needs of your
Student’s Book p.10 pupils and class. Please see
past) using the board or toy clocks if Activity 1 the seven differentiation
Pupils can stay in a circle for this strategies listed in the
Teacher’s Book introduction. Please also
mmar box (See Teacher’s Book p.24). p.24–25 consider the following:
See Teacher’s Book p.24). Monitor
eir performance, you could ask Toy clock(s) It may be helpful for some
pupils to have and use toy
Book, p.25), depending on pupils’ YouTube game clocks instead of / as well as
suggestion for post- the pictures in the book (p.24).
, see Optional 2 activity in Teacher’s lesson
8r_wW5Y For more proficient classes,
Small pieces of you could introduce and
paper scrunched up practise more times (e.g. 3.15
(pupils can make / quarter past three)
these for
themselves)

Note: for next
lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.

30

WEEK: LESSON: 3 (Reading 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading
3.2 3.2.2 1. Review previous learning by playing a Guess w
Understand a Understand specific
variety of linear information and Lesson delivery
and non-linear details of short 2. Follow with Warm up activity (See Teacher’s Bo
print and digital simple texts
texts by using 3. Extend with a numbers game to consolidate num
appropriate Complementary closely to see whether pupils are comfortable w
reading strategies Skill having difficulty, build in extra practice in this les
Reading few lessons. Consider setting a homework task
Complementary 3.2.3
Skill Guess the meaning 4. Follow with Activity 1 (Teacher’s Book p.20). Pu
Reading of unfamiliar words tracking the words on the page with their finger
3.2 from clues provided
Understand a by visuals and the 5. Then follow Teacher’s Book p.20 for Activity 2.
variety of linear topic the story to guess the meaning of the words the
and non-linear
print and digital Post-lesson
texts by using 6. Play a Stand up if it’s true – sit down if it’s false
appropriate
reading strategies

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

T: Language LANGUAGE/GRAMMAR FOCUS:
Numbers up to 100 / have got question and Yes/No answer

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

who game as a whole class. Get Smart plus 3 Differentiate learning according
to the needs of your pupils and
ook, p.20). Student’s Book class. Please see the seven
mbers 1–100 if necessary. Monitor p.6 Activity 1, differentiation strategies listed in
with numbers up to 100. If some are p.7 Activity 2 the introduction. Please also
sson (see step 2) and in the next consider the following:
k related to this. Teacher’s Book
upils read the text as they listen by p.20 Pupils may need more time to
as they listen to the recording. review numbers (see step 2).
Ask pupils to use the pictures in Numbers
ey don’t know in Activity 2. flashcards Fast finishers could ask each
other how many shells they
game using have/has got. For next lesson, have.
make sure pupils
bring their
notebooks to
create their
learning diaries

31

WEEK: LESSON: 4 (Reading 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading Reading 1. Play an action or miming game to review key sp
3.2 3.2.1
Understand a Understand the Lesson delivery
variety of linear main idea of short 2. Begin the main lesson by following Teacher’s B
and non-linear simple texts 3. Hand out the sets of cut up pictures from copies
print and digital
texts by using Complementary group). Follow with Vocabulary and Step 1 of A
appropriate Skill pupils talk about the pictures).
reading strategies Reading 4. Hand out the cut-up texts from copies of Studen
3.2.3 pupils to read them and match to the correct pic
Complementary Guess the meaning
Skill of unfamiliar words 5. Follow with the remaining steps of Activity 1 (Se
Reading from clues provided
3.2 by visuals and the 6. End the main lesson with Grammar box and Ac
Understand a topic
variety of linear Post-lesson
and non-linear 7. Ask pupils to put up their hands if they can pain
print and digital
texts by using 8. Monitor as pupils work on the activities in the le
appropriate can. Use this to decide how much to review and
reading strategies next few lessons.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

T: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ports vocabulary.
Get Smart plus 3 Differentiate learning
Book p.22 Warm up according to the needs of your
s of Student’s Book p.8 (one set per Student’s Book pupils and class. Please see
Activity 1 (see Teacher’s Book p.22 – p.8 Activity 1; the seven differentiation
p.9 Activity 2 strategies listed in the
nt’s Book p.8 (one set per group). Ask introduction. Please also
ctures (which they already have). Teacher’s Book consider the following:
ee Teacher’s Book p.22). p.22
ctivity 2 (See Teacher’s Book p.22). Step 4 could be group reading;
Sets of texts and or each pupil in a group could
nt/do karate etc. pictures on have one or more of the texts
esson to assess their understanding of Student’s Book to read or match;
d extend the language focus in the p.8 cut up for or some pupils could have a
matching text, others a picture to match.

You could ask various
questions about the pictures of
the children to extend the
activity (e.g. what they look
like or, to more proficient
pupils, questions about how
they feel when they do the
activities).

32

WEEK: LESSON: 5 (Writing 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 4.3.2 1. Use sports flashcards to play a vocabulary review ga
Communicate Spell an
with appropriate increased range Lesson delivery
language form of familiar high
and style for a frequency words 2. Play a miming/TPR game to review and practise can
range of accurately in he/she X? Pupils reply Yes, he/she can or No, he/sh
purposes in print guided writing
and digital media 3. Follow on with Activity 3 (Teacher’s Book, p.23).
Complementary Monitor pupils’ use of vocabulary. You could introduc
Complementary Skill pupils are ready for it. This would be a chance to intr
Skill Listening popular with children at the moment in Malaysia.
Listening 1.2.1
1.2 Understand with 4. Play a letter/word scramble game to check the writte
Understand support the main letters/words and ask pupils to rearrange them correc
meaning in a idea of short
variety of familiar simple texts 5. Follow on with Activity 4 (Teacher’s Book p.23).
contexts
Post-lesson

6. If time allows, play a spelling game with sports words

7. Learning diaries:
Ask pupils to think back on their learning so far this w
write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)

 Something I feel proud of (about my English)

Remember that as it is still the beginning of the school
first language and at a very basic level (simple words).
more deeply and using more English as the year goes
this than others. Support pupils who may need some h
complete their diaries. Ensure you allocate time for this
be set for homework.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

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

LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ame. Get Smart plus Differentiate learning
3 according to the needs of your
n and can’t. Extend by asking pupils Can pupils and class. Please see
he can’t. Student’s Book the seven differentiation
p.9 Activity 3 & 4 strategies listed in the
ce more vocabulary in this lesson, if your introduction. Please also
roduce some sports or hobbies that are Teacher’s Book consider the following:
en form of the Yes/No answer (mix up the p.23
ctly). Vary the type of activity to
Sports include movement and visuals
s and pictures. flashcards to support understanding and
week. In their learning diary, they can help pupils remember
language according to the
needs of your own pupils.

If you have proficient pupils,
you could focus on adverbs
(e.g. very well) from Activity 4.
Include an extension activity to
practise these in writing.

year, pupils may begin reflecting in their

Encourage pupils to begin to reflect

on. Some pupils will be more able to do

help and encourage everyone to
s activity in your lesson plan. It shouldn’t

33

WEEK: LESSON: 6 (Writing 2) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 4.3.1 1. Review the topic of families. You could play a vocab
Communicate Use capital
with appropriate letters, full stops Lesson delivery
language form and question 2. Review the model text from the last lesson by playin
and style for a marks
range of appropriately in while pupils read along.
purposes in print guided writing at
and digital media sentence level 3. Pupils use the sentence beginnings to tell their partn
This is to review the language and help with oral pla
Complementary Complementary
Skill Skill 4. Follow on with the Writing Tip (Teacher’s Book p.27)
Writing Writing
4.3 4.3.3 5. Have pupils write two or more sentences about their
Communicate Plan, draft and display. They could add the family photos they broug
with appropriate write an
language form increased range 6. Collect the writing and use it to informally assess lea
and style for a of simple feedback to pupils using your notes on their perform
range of sentences to show pupils where their mistakes are so that they
purposes in print ideas on basic marking key: www.teacherspayteach
and digital media This could be done in the next lesson(s) or as home

Post-lesson
7. (If time) Review key language by following Teacher’s

1. Learning diaries:

Ask pupils to think back on their learning so far this we
 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 in my English
Remember that as it is still the beginning of the scho
language and at a very basic level (simple words). E
and using more English as the year goes on. Some
Support pupils who may need some help and encou
you allocate time for this activity in your lesson plan.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

T: Language THEME: World of Self, Family and Friends
LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

OUTLINE MATERIALS / DIFFERENTIATION

bulary game based on Lesson 13. REFERENCES STRATEGIES

ng the audio for the text (Student’s Book p.11) Get Smart plus 3 Differentiate
learning according
ner about their family (two or more sentences). Student’s Book to the needs of your
anning. p.11 Activity 1 pupils and class.
). Please see the
r family in their notebooks or for classroom Teacher’s Book seven differentiation
ght if they are not too valuable to them. p.27 strategies listed in
arning in this unit. Give positive and constructive the introduction.
mance during this unit. Use a basic marking key Family photos Please also
y can correct their own work. See this link for consider the
hers.com/Product/Free-Editing-Marks-3172480 following:
ework.
Provide
s Book p.27 Optional 2.
individualised
eek. In their learning diary, they can write: feedback on pupils’

ool year, pupils may begin reflecting in their first Writing.
Encourage pupils to begin to reflect more deeply
pupils will be more able to do this than others. You could set
urage everyone to complete their diaries. Ensure
. It shouldn’t be set for homework. different Writing

targets for different

pupils depending on
your pupils’ levels.

If you have extra
time, pupils could
play a guessing
game where they
read each other’s
work and guess
whose family it is.

34

WEEK: LESSON: 7 (Language Arts 1) SCHEME OF WORK: TEXTBO
TOPIC: Welcome!
MAIN SKILL FOCUS: Language Ar
CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill 1. Play the Who is it? game (see Teacher’s Book
Language Arts Language Arts
5.2 5.2.1 Lesson delivery
Express personal Ask and answer 2. Introduce the characters of the story using the p
responses to simple questions
literary texts about characters, pupils questions about the puppets to review ke
actions and events
of interest in a text 3. Follow the Teacher’s Book p.28, Activity 1. Hav
help them act out the story in pairs.
Complementary Complementary
Skill Skill 4. Pupils should practise before performing to the
Speaking Speaking an opportunity for peer feedback, by asking pup
2.3 2.3.1 performances. Make notes, too, on pupils’ perfo
Communicate Narrate very short particular. Give plenty of positive feedback to ea
appropriately to a basic stories and to work on for the whole class after the activity.
small or large events
group Post-lesson
5. Talk to pupils about the Value shown in this sto

story activity). This could be done in pupils’ first

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 1)

rts THEME: World of Self, Family and Friends
T: Values
LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

p.19, activity called Optional). Get Smart plus Differentiate learning according
3 to the needs of your pupils and
puppets you have prepared. Ask class. Please see the seven
ey language and predict the story. Student’s Book differentiation strategies listed in
ve pupils make and use puppets to p.12–13 the introduction. Please also
consider the following:
whole class. You could use this as Teacher’s Book
pils to comment on each other’s p.19, p.28–29 If you have extra time, you could
ormance related to pronunciation in do the Optional activity (see
ach pair/group and summarise areas See materials Teacher’s Book p.29).
list on Teacher’s
ory (See Teacher’s Book p.29, Post- Book p.28 Give individualised constructive
t language if necessary. feedback to pupils by thinking
Stick puppets of about the progress each pupil
characters from has made over the unit. You can
story (cut out a use your notes to help.
picture of each
and glue it on to
a stick/straw)

Sticks/straws,
scissors for
pairs/groups

35

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 8 (Language Awareness 1) MAIN SKILL FOCUS: Reading

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Use the notes you have made on pupils during thi
Reading Reading lesson reviews areas needed by your pupils. You
3.2 3.2.2 material as a homework task, if appropriate.
Understand a Understand specific
variety of linear information and Plan a Language Awareness lesson which focuse
and non-linear details of short the main language points in Unit 1 according to th
print and digital simple texts
texts by using Pre-lesson
appropriate Complementary
reading strategies Skill 1. Choose an appropriate pre-lesson activity from
Writing your pupils’ needs and interests and that will pre
Complementary 4.3.1
Skill Use capital letters, Lesson delivery
Writing full stops and Have got:
4.3 question marks
Communicate appropriately in 2. Show flashcards of characters from the textboo
with appropriate guided writing at characters He/She has got... Write the sentence
language form sentence level next to them. Ask pupils why we use he or she.
and style for a have got with he and she.
range of purposes
in print and digital 3. Next elicit sentences from pupils about themsel
media board, write their name and write a sentence ab
pupils questions about the form with I (have got

4. Next pupils complete Sections A & B of the wor

5. Feed back on the answers as a whole class. No
mistakes and review as necessary.

Can:

6. Using action cards, model I can/can’t … with thr
and repeat) the sentences if necessary. Ask pu
they can and can’t do.

7. Model and drill the question and answer Can yo
similar way and have pupils ask each other in p

8. Next pupils complete Section C of the workshee
expected to review punctuation here.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 1)

THEME: World of Self, Family and Friends

T: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

is unit to adapt this plan so that your Depending on Differentiate learning according
might consider using some of the your focus: to the needs of your pupils and
class. Please see the seven
es on consolidating and extending Worksheets differentiation strategies listed in
he needs of your pupils. (see below) the introduction. Please also
consider the following:
the list in the introduction that suits Flashcards of
epare the pupils for the lesson. characters from You could offer pupils a choice
Get Smart plus of these activities or you could
ok. Elicit sentences about the 3 (Greg & Anna, ask different pupils to do
es on the board and put the pictures Student’s Book different activities depending on
. Ask the pupils if we use has got or p.6) their individual needs, based on
formative assessment in this
lves. Ask pupils to come to the Action cards unit.
bout themselves I have got… Ask
t). Toy clocks Have pupils do more activities
rksheet (see below). and/or make their own activities.
ote any common problems or Get Smart plus
3
ree or four cards. Drill (pupils listen
upils to tell their partners two things Student’s Book
p.14 Activities 1
and/or 2 and/or
3

Teacher’s Book
p.31

Self-assessment
worksheets

ou…? Yes, I can/No, I can’t in a
pairs about two activities.

et (see below). Pupils are also

36

9. Feed back on the answers as a whole class. No
mistakes and review as necessary.

be + time expression

10. Using the toy clocks, review time expressions
x o’clock. / It’s half past x. and write on the board.
clock and tell the time to each other.

11. Next pupils complete Section D of the worksh

Note: You could also make use of the review activ
p.14 / Teacher’s Book p.30–31) and/or consider o
from the optional activities described on Teacher’s

Post-lesson
12. Ask pupils to think about what they have learn
they know the language now. They should comple
assessment section of the worksheet.

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

Primary Year 3 SJK Scheme of Work

ote any common problems or

s (on the hour and half past). Elicit It’s
. Have pupils work in pairs with a

heet (see below).
vities in Revision (Student’s Book
offering pupils a choice of activities
s Book p.31.

ned in Unit 1 and how well they feel
ete the How did I do in Unit 1? self-

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

37

Primary Year 3 SJK Scheme of Work

Worksheet for Lesson 8 (Language Awareness 1)

Unit 1: Welcome!

Language Awareness

Name: _________________________________ Class: ______________

A: Read and draw

Laila is a girl.

She has got long, straight, black hair.

She has big brown eyes.
She’s got a big smile.

B : Read and circle the correct answer

1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.

3. I has got / have got seven shells. 4. You has got / have got two brothers.

C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the
___________________________________________

___________________________________________

2. can / dive / he /
___________________________________________

he / no / can’t
___________________________________________

3. they / can / swim
___________________________________________

can / yes / they
___________________________________________

38

Primary Year 3 SJK Scheme of Work

D: Read and draw the time on the clocks.

It’s five o’clock. It’s eleven o’clock.

It’s half past two. It’s half past three.

How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…

say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____

39

UNIT 2WEEK: SCHEME OF WORK: TEXTBO
MAIN SKILL FOCUS: Listening
LESSON: 9 (Listening 2) CROSS-CURRICULAR ELEME
TOPIC: Every day

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening Listening
1.2 1.2.2 1. Play a miming game to introduce the new vocabula
Understand Understand with the words/phrases at this point. See Teacher’s Boo
meaning in a support specific could have pupils sit or stand in a circle from this s
variety of familiar information and
contexts details of short Lesson delivery
simple texts
Complementary 2. Introduce the flashcards and play a circle game to
Skill Complementary phrases.
Listening Skill
1.3 Listening 3. Give out the flashcards so that each pupil has one
Use appropriate 1.3.1 the class what is on their card.
listening Guess the
strategies in a meaning of 4. Tell pupils they will listen to a song about a boy ca
variety of unfamiliar words up their card when they hear their action. Play the
contexts by using visual
clues when a 5. Play the recording again. This time, all pupils shou
teacher or hear them.
classmate is
speaking 6. Ask pupils to look at Student’s Book p.15. Let them
the words before drawing a line to match the pictur
on p.15.

Watch pupils carefully during these activities to se
understood the new vocabulary.
7. Follow the guidelines for Grammar Box in Teacher

Post-lesson

8. Have pupils play a mime game in pairs or small gr
choose an appropriate post-lesson activity from the
suits your pupils’ needs and interests and that will
in the lesson.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 2)
g THEME: World of Self, Family and Friends
ENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

E MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ary. Pupils do not need to say Get Smart plus 3 Differentiate learning according to
ok p.32 for more detail. You the needs of your pupils and class.
stage of the lesson. Student’s Book Please see the seven differentiation
p.15 strategies listed in the introduction.
have pupils practise the Please also consider the following:
Teacher’s Book
e card. Ask some pupils to tell p.32 You could introduce one or two
more daily routine expressions at
alled Mike. They listen and hold Flashcards of the this time, if you think your pupils
recording once. new vocabulary may already know this vocabulary.
(at least one card
uld mime all the actions as they per pupil) Do not insist that all pupils do every
action as they listen to the song.
m listen to the song and follow Some pupils may just do one or two
res, as shown in the example because it can be difficult to hear,
understand and mime quickly. If
ee how well they have this is too challenging, then ask
pupils to mime just the action they
have on their card.

r’s Book p.32.

roups. Alternatively, you could

e list in the introduction that
review the main areas covered

40

WEEK: LESSON: 10 (Speaking 2) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity
2.1 2.1.2
Communicate Find out about and Lesson delivery
simple describe basic
information everyday routines 2. Review the vocabulary flashcards from last less
intelligibly guessing game (see, for example Pre-lesson ta
Complementary do this.
Complementary Skill
Skill Writing 3. Put pupils in pairs or small groups to play a mat
Writing 4.3.2 word cards. The cards are spread out, face-dow
4.3 Spell an increased cards to try to find a picture + a word that match
Communicate range of familiar
with appropriate high frequency 4. Elicit (review) adverbs of frequency by encourag
language form words accurately in routines.
and style for a guided writing
range of 5. Have pupils write their own routine in row 1 of th
purposes in print 6. Model the Speaking activity (see Activity 2, Tea
and digital media
mingle (move around the classroom and choose
regular partner) to tell two classmates about the
to speak and not to simply show each other the
pupils can use the full sentences here; support

Post-lesson

7. Play a word game to review the spelling of a few
challenging to remember. Alternatively, you cou
activity from the list in the introduction that suits

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Get Smart plus 3 Differentiate learning
according to the needs of
y 1 and encourage pupils to sing along. Student’s Book your pupils and class.
p.15 Activity 1 Please see the seven
son with the whole class by playing a differentiation strategies
ask 4). Introduce the word cards as you Teacher’s Book p. listed in the introduction.
32–33 Please also consider the
following:
tching game with a set of flashcards and Vocabulary
wn. Pupils take turns to turn over two flashcards and You could put large- size
hes. word cards (1 set words cards on the board or
per pair or small leave sets with pupils so
ging pupils to tell you about their daily group) they can copy the spelling
for the main activity if they
he table on Student’s Book p.15. need to.
acher’s Book p.32–33) and have pupils
e who to speak to, not stay with their You could ask pupils to
eir routine (Activity 2). Encourage pupils leave their books on their
eir books. Monitor closely to see which desks while they do the
those who can’t. Speaking activity. They will
need then to remember the
details to write afterwards.

w words the pupils have found

uld choose an appropriate post-lesson
s your pupils’ needs and interests.

41

WEEK: LESSON: 11 (Speaking 3) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Speaking
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking Speaking
2.1 Communicate 2.1.2 1. Review key vocabulary with an action/miming
simple information Find out about and pre-lesson activity from the list in the introduct
intelligibly describe basic interests and that will review language and pre
everyday routines
Complementary Lesson delivery
Skill Complementary 2. Follow the instructions in Teacher’s Book p.35
Listening Skill
1.2 Listening partners about their parents (or another family
Understand 1.2.5 Understand
meaning in a a wide range of 3. Monitor as pupils do the pairwork activity and
variety of familiar short supported necessary after the activity.
contexts questions
4. Tell pupils they will do a class survey. Give pu
them to write a question (for example, Do you
work?)

5. Tell pairs to ask 5 pair (10 pupils) their questio
will interview. They should use the ‘Answers’ b
classmates’ answers then add up the total whe

6. Use a model on the board to show how to com
block represents one answer. Pupils should co
answer, for example, if 7 pupils answer ‘Yes’ a
left-hand blocks and 3 right-hand blocks.

7. Pupils complete the worksheet in their pairs.

Post-lesson
8. Display pupils’ work. Ask pupils to look at the q

surprised by any of the findings.

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 2)

g THEME: World of Self, Family and Friends

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

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
game, or you could choose an appropriate Get Smart plus 3
tion that suits your pupils’ needs and Differentiate learning
epare pupils for the lesson. Student’s Book according to the needs of
p.17 your pupils and class.
5 for Activity 4. Have pupils ask their Please see the seven
y member, as appropriate to your pupils). Teacher’s Book differentiation strategies
review the question-answer form if p.35 listed in the introduction.
Please also consider the
upils the worksheet (one per pair) and ask Class survey following:
… to school? or Does your dad/mum … to worksheet (see
below for For extra practice, pupils
on and write yes or no for each pupil they example) can ask more
boxes on the worksheet to keep count of classmates.
en they have finished.
mplete the chart on the worksheet. Each Fast finishers or more
olour the number of squares for each proficient pairs of pupils
and 3 pupils answer ‘No’, then they colour 7 could ask more than one
question. You will need
extra worksheets for
them.

questions and charts and tell you if they are

42

Primary Year 3 SJK Scheme of Work

Worksheet for Lesson 11
Class survey

Names: __________________and____________________ Class: _________
Our question:
_________________________________________________________________
Answers:

Yes Total:

No Total:

Write Yes or No :

5
4
3
2
1

43

WEEK: LESSON: 12 (Reading 3) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Reading
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Reading Reading 1. Play a word game to focus on the word teache
3.2 3.2.4 lesson activity from the list in the introduction t
Understand a Recognise and and that will review language and prepare the
variety of linear use with support
and non-linear key features of a 2. Tell pupils this is your job – you are a teacher,
print and digital simple Tell pupils that today you will help them learn t
texts by using monolingual
appropriate dictionary Lesson delivery
reading strategies
3. Elicit and write the alphabet on the board (or d
Complementary Complementary you have one).
Skill Skill
Reading Reading 4. Write the word cat on the board. Model using a
3.2 3.2.2 definition.
Understand a Understand
variety of linear specific 5. Put the pictures of the people from Student’s B
and non-linear information and word cards and put them randomly on the boa
print and digital details of short
texts by using simple texts 6. Have pupils work in at least seven groups. Ass
appropriate find the word in the dictionary. Give them time
reading strategies picture on the board they think their word belo
the dictionary definitions in full, but to try to ge
picture it belongs to.

7. For each of the seven words, ask one pupil to
the correct picture on the board.

8. Follow the steps for Vocabulary and Activity 1
9. If you have time, do Activity 2 (Student’s Book

this at the beginning of the next lesson instead

Post-lesson

10. Ask pupils if they have a family member who is

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 2)

THEME: World of Self, Family and Friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

OUTLINE MATERIALS / DIFFERENTIATION

REFERENCES STRATEGIES

er. You could choose an appropriate pre- Get Smart plus 3 Differentiate learning
that suits your pupils’ needs and interests according to the needs
pupils for the lesson. Student’s Book, of your pupils and
, and you teach and help children every day. p.18 class. Please see the
to use a dictionary. Show pupils a dictionary. seven differentiation
Teacher’s Book strategies listed in the
draw pupils’ attention to a copy on display if p.36 introduction. Please
also consider the
a dictionary to find the word and read the word cards: following:
firefighter, fire,
Book p.18 on the board. Show pupils the lifeguard, save, Using a dictionary can
ard too. dentist, fix, teeth be challenging. Try to
sign one word to each group and ask them to pair/group more
e to find the word and then ask them which Picture cards of proficient pupils with
ongs with. Do not expect pupils to understand the three people less proficient pupils
et a rough meaning so they can decide which on Student’s and encourage them to
Book p.18 work together.

Class set of
monolingual
dictionaries

come out and move their word card next to

in Teacher’s Book p.36

k p.19; Teacher’s Book p.37). You could do
d, if you do not have time.

s a firefighter, doctor or lifeguard.

44

WEEK: LESSON: 13 (Writing 3) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING O
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing 1. Review the three occupations (jobs) from the
4.3 4.3.2
Communicate with Spell an increased appropriate pre-lesson activity from the list in
appropriate range of familiar needs and interests.
language form and high frequency
style for a range of words accurately in Lesson delivery
purposes in print guided writing 2. Introduce the new occupations vocabulary us
and digital media
3. Follow the instructions for Grammar Box, the
Complementary Complementary Remind pupils that they can ask for a classm
Skill Skill putting up their hand and saying I do not und
Speaking Speaking please? You may want to pre-teach this phra
2.2 2.2.2 when they need to.
Use appropriate Ask for attention or
communication help from a teacher 4. Show the worksheet (see below) and explain
strategies or classmate by Model how to read the clue and write the ans
using suitable the crossword in pairs or small groups. Monit
questions how they work together in their pairs and gro
others. This will be useful information when p

5. Ask some pupils what their parents do (their o
appropriate.

Post-lesson

6. Learning diaries:

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

 New words I remember
 Activities I enjoyed

 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)

Primary Year 3 SJK Scheme of Work

OOK BASED LESSON (Unit 2)

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

LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations

OUTLINE MATERIALS / DIFFERENTIATION

e previous lesson by choosing an REFERENCES STRATEGIES
n the introduction that suits your pupils’
Get Smart plus 3 Differentiate learning
sing flashcards. according to the needs
en Activity 3 in the Teacher’s Book p.37. Student’s Book of your pupils and
mate’s help if they can’t read a word by p.19 class. Please see the
derstand this word. Can you help me, seven differentiation
ase. They can also ask you this question Teacher’s Book strategies listed in the
p.37 introduction. Please
n that pupils will do a crossword puzzle. also consider the
swer in the crossword. Have pupils work on Flashcards of following:
tor and help pupils as necessary. Observe occupations
oups to see which pupils are able to support (including those You could also
pairing and grouping pupils in the future. in the encourage pupils to use
occupations). Extend pupils’ vocabulary as worksheet) a dictionary if
necessary and
Crossword appropriate if they need
worksheet (see extra practice in this.
below)
You could put the
occupations words on
the board for pupils to
copy the spelling if
necessary.

this week. In their learning diary, they can

45

 Something I feel proud of (about my Eng

Pupils began the year reflecting in their first lan
words). Encourage pupils to begin to reflect mo
year goes on. Some pupils will be more able to
may need some help, and encourage everyone
allocate time for this activity in your lesson plan

Worksheet for Lesson 13

Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
9. He works on TV.
10. He fixes teeth.

Primary Year 3 SJK Scheme of Work

glish)

nguage and at a very basic level (simple
ore deeply and using more English as the

do this than others. Support pupils who
e to complete their diaries. Ensure you
n. It shouldn’t be set for homework.

46

WEEK: LESSON: 14 (Writing 4) SCHEME OF WORK: TEXTBO
TOPIC: Every day MAIN SKILL FOCUS: Writing
CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing Writing
4.3 4.3.1 1. Play Do not break the chain (See Teacher’s B
Communicate Use capital letters,
with appropriate full stops and Lesson delivery
language form question marks
and style for a appropriately in 2. Follow steps 1–3 for Activity 1 (Teacher’s Boo
range of purposes guided writing at pupils to tick the activities they hear in Jim’s d
in print and digital sentence level to see how well they keep up. If it is too fast,
media slowly.
Complementary
Complementary Skill 3. Play the recording again and have pupils rea
Skill Writing questions about the text, letting pupils find the
Writing 4.1.2 Book p.40 Activity 1 for example questions).
4.1 Begin to use cursive
Form letters and handwriting in a 4. Show pupils the three questions on the page.
words in neat limited range of answer the questions. Monitor carefully as pu
legible print using written work* answer them.
cursive writing
5. Follow the instructions for Writing Tip (Teach
of the gap fill sentences on the board.

6. Ask pupils to write sentences about their day
use of cursive writing. Pupils then exchange n
Monitor carefully to check their work, with a fo
letters and handwriting as well as comunicati
end of the activity to mark and give some fee

7. (If time) Play Working Whispers (Teacher’s B

Post-lesson
8. 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 2)

THEME: World of Self, Family and Friends

ENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

Book p.34) Get Smart plus 3 Differentiate learning
according to the needs of
ok p.40). Then play the recording. Ask Student’s Book, your pupils and class. Please
diary as they hear them. Watch pupils p.21 see the seven differentiation
you could read the text again more strategies listed in the
Teacher’s Book introduction. Please also
p.34, 39 & 40–41 consider the following:

ad along as they listen. Ask some You could set a time for the
e answers in the text (see Teacher’s Writing task and ask pupils
to write at least 2 (or at least
. Pupils work in pairs to ask and 3) sentences so that more
upils do this to make sure they can proficient pupils write more
sentences.

her’s Book, p.40), including some or all

y in their notebooks. Encourage the
notebooks to check each other’s work.
ocus on punctuation, use of capital
ion. Collect their notebooks in at the
edback on their progress this unit.

Book p.39)

this week. In their learning diary, they

47

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

 A skill I need to do better in (L/S/R/W)

 Something I feel proud of (about my Englis

Pupils began the year reflecting in their first lang
(simple words). Encourage pupils to begin to re
English as the year goes on. Some pupils will b
Support pupils who may need some help and e
diaries. Ensure you allocate time for this activity
set for homework.

Primary Year 3 SJK Scheme of Work

sh)

guage and at a very basic level
eflect more deeply and using more
be more able to do this than others.
encourage everyone to complete their
y in your lesson plan. It shouldn’t be

48

WEEK: LESSON: 15 (Language Arts 2) SCHEME OF WORK: NON-TEXT
TOPIC: Every day
MAIN SKILL FOCUS: Languag

CROSS-CURRICULAR ELEME
Innovation

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Language Arts Language Arts
5.3 5.3.1 1. Ask pupils to show you their toothbrushes. Ask
Express an Respond about the colour, size and type of toothbrush th
imaginative imaginatively and
response to literary intelligibly Lesson delivery
texts through creating
simple action 2. Have pupils work in pairs to compare their tooth
Complementary songs on familiar at least two sentences comparing them, e.g. th
Skill topics Izzi’s toothbrush is pink; their design: His toothb
Language Arts her toothbrush is an electric toothbrush, etc.
5.1 Complementary
Demonstrate Skill 3. Ask pupils to show you how they brush their tee
appreciation Language Arts arrows to show up, down, left and right, round a
through non-verbal 5.1.1 toothbrushes in the direction you tell them: Brus
responses Enjoy and
appreciate 4. Tell pupils they will hear a song and watch a ca
rhymes, poems Play the video a first time and ask some questio
and songs would with a story (e.g. What time is it? Where
colour is his toothbrush? etc).

5. Tell pupils they will hear the song again, and th
toothbrushes. Encourage them to sing along to

6. Using a daily routine flashcard, show pupils how

‘This is the way we wash our hair, wash our ha
We do it in the morning/evening.’

Pupils work in groups of three or four to choose
new verse of the song. They should practise th

7. Have each group perform their verse twice. The
second time.

Post-lesson

8. Talk to pupils about the importance of keeping
best ways to brush their teeth and, if appropriat
dentist regularly.

Primary Year 3 SJK Scheme of Work

TBOOK BASED LESSON (Unit 2)

ge Arts THEME: World of Self, Family and Friends

ENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Present simple for routines

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

them questions and talk to them Pupils’ toothbrushes (bring Differentiate learning
hey have. some spare ones in case according to the
pupils’ parents don’t want needs of your pupils
hbrushes. They should try to make them to bring them). If this and class. Please see
heir colour: My toothbrush is red; is not appropriate, pupils the seven
brush is a Spiderman toothbrush; could use a pencil to differentiation
pretend to brush their teeth strategies listed in the
eth. On the board, draw some (miming only). introduction.
and round. Ask pupils to move their
sh left; brush round and round etc. A song about brushing
artoon about brushing your teeth. your teeth – This is the
ons while the song is playing, as you way…
is he? What has he got? What
You can use this video or
his time they should mime with their something similar about
oo if possible. brushing teeth:
w to change the lyrics, e.g. https://www.youtube.com/w
air, wash our hair. atch?
v=4XLQpRI_wOQ
e a daily routine action and make a
he actions together. You can download the
e rest of the class should join in the video by typing in ss before
YouTube i.e.
their teeth clean and healthy, the
te for your context, visiting the https://www.ssyoutube.com
/watch?
v=4XLQpRI_wOQ

If these links are
unavailable, try asking
Google or YouTube for
‘This is the way I brush my
teeth song’

Flashcards for daily routine

49

SCHEME OF WORK: NON-TEXT

WEEK: LESSON: 16 (Language Awareness 2) MAIN SKILL FOCUS: Reading

TOPIC: Every day CROSS-CURRICULAR ELEME

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Use your notes made on pupils during this unit to
Reading 3.2 Reading consolidates and extends language areas needed
Understand a 3.2.2 Understand consider using some of the material as a homewo
variety of linear specific information
and non-linear and details of short Note: You could also make use of the review activ
print and digital simple texts p.24 / Teacher’s Book p.44–45) and/or consider o
texts by using from the optional activities described on Teacher’s
appropriate Complementary
reading strategies Skill Pre-lesson

Complementary Writing 4.2.4 1. Play a game to review vocabulary from the un
Skill Describe people this, you could choose an appropriate pre-les
Writing 4.2 and objects using introduction that suits your pupils’ needs and
Communicate suitable words and
basic information phrases Lesson delivery
intelligibly for a
range of purposes 2. Show pupils the picture and tell them the boy
in print and digital They are brother and sister. Ask pupils to loo
media the worksheet. Ask a gist question, for examp
May?

Ask questions about the language:

Which words tell you how often they do some
sentence?

Which sentences have an ‘s’ in the verb (or s

What can we find at the beginning of the sent

3. Show pupils how to unjumble a sentence by d

Ask pupils to work in groups of three. Give on
(worksheet) to each pupil in the group. Each

When they are finished, ask them to show ea
each other’s answers.

4. Ask pupils to write in their notebooks: