SOW ENGLISH LANGUAGE YEAR 3

ATAN ILMU PENDIDIKAN
U KAMPUS BAHASA ANTARABANGSA
ALA LUMPUR
JA KURSUS

1/2022
LI BIN SALAM @ MANSOR

L SR (A)
URRICULUM STUDIES IN ESL FOR PRIMARY
CHOOLS
AN A/L MURUGIAH
21

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SCHEME OF WORK YEAR 3 NO

TOPIC: Welcome!
THEME: World of Self, Family and Friends
MAIN SKILL FOCUS: Writing
LANGUAGE/GRAMMAR FOCUS: Has got/Have got statements

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Writing 4.2 Writing 4.2.4 i. Students are shown a picture of a girl named
Communicate Describe people Sally. Teacher describe about the girl using “ha
basic information and objects using got” e.g. “Sally has got long hair” .
intelligibly for a suitable words ii. Then, students are shown a picture of Sally’s
range of and phrases friend Sue and they are put together on the
purposes in print Complementary board. Teacher describe about the girls using
and digital media Skill “have got” e.g. “Sally and Sue have got long
Writing 4.1.2 hair” .
Complementary Begin to use
cursive Lesson delivery
Skill handwriting in a i. Teacher take an item from a secret box then
limited range of the class e.g. “I have got a ruler!”
Writing 4.1 written work ii. Teacher plays the music and students are
instructed to pass the secret box around. When
Form letters and the music stops, the student need to take an ite
from the secret box and tell the class what she
words in neat has. e.g. “I have got a pen!”. The teacher
responds by saying phrases such as “She has
legible print using got a pen!” or “You have got a pen!”
iii. Teacher then introduces and explain the
cursive writing correct forms of “has got” and “have got‟ and it
corresponding pronouns:

ON-TEXTBOOK BASED (UNIT 1)

MATERIAL/TEACHING CROSS DIFFERENTIATION PROJECT
STRATEGIES
AIDS CURRICULUM

ELEMENT

i. Flashcards of people i. Language i. Students with low i. Digital
proficiency level are postcards
ii. A paper box filled ii. ICT given a checklist
with gapped text (fill
as with various stationary in the blanks
activity)
items
s iii. A checklist

iv. Projector

v. Online creative tool

(Canva) ii. Students with

Examples of teaching high level of

aids are shown in proficiency are

Appendix 1 allowed to write a

more detailed

description about

tell what they have e.g
“I have got a big

n fluffy cat in my
em house”

ts

i. I/You/They + have got
ii.He/She/Names + has got

iv. Then, students are given a checklist. They
need to write about 3 items that they have and
also ask 3 of their friends about the items that
they have e.g. Siti has got a pink bag/ I have go
a blue water bottle.

v. Students are instructed to write in cursive.

Post-lesson
i.Students listen and sing along to the “H
got/Have got” song:
https://www.youtube.com/watch?v=jfGmHy5Wg

ii. Students are given a project to work on:
a) Prepare a set of 3 digital postcards us
Canva (www.canva.com)
b) The postcards contained the items that belo
to the students or a friend.

ot

Has
gDI
sing
ong

Appendix 1
i. Flashcards

ii.Checklist







ii. Digital postcards



SCHEME OF WORK YEAR 3 NO

TOPIC: Welcome!
THEME: World of Self, Family and Friends
MAIN SKILL FOCUS: Reading
LANGUAGE/GRAMMAR FOCUS: Modal can + verb

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Reading 3.2 i. Students guess the mime done by the
Understand a Reading 3.2.1 teacher e.g. sing, dance, cook
variety of linear
and non-linear Understand the Lesson delivery
print and digital i. Students are given a handout to read
texts by using main idea of short through which is a lyric of a song titled “What
appropriate can You Do?”
reading strategies simple texts ii. Students are asked to sing the song
together:
Complementary https://www.youtube.com/watch?v=radrRGGe
J0
Skill
iii. Teacher checks students' comprehension
Reading 3.2.3 by asking questions regarding the activity that
they can do,based on the song. e.g "Can you
Guess the jump?", "Yes, I can jump!"

meaning of iv. Students do a pairwork project titled "Who
am I?".
Complementary unfamiliar words - Students need to come up with a big strip of
paper. They need to write about a thing that a
Skill from clues person can do. They also will need to

Reading 3.2 provided by

Understand a visuals and the

variety of linear topic

and non-linear

print and digital

texts by using

appropriate

reading strategies

ON-TEXTBOOK BASED (UNIT 1)

MATERIAL/TEACHING CROSS DIFFERENTIATION PROJECT
STRATEGIES
AIDS CURRICULUM

ELEMENT

i. Handouts i. Language i. Students with low i. Build simple
ii. Youtube videos ii. ICT proficiency level are sentences
iii. A checklist iii. Physical given a gapped text using modal
iv. Projector education to help with can + verb in
Examples of teaching sentence a paper strip.
aids are shown in construction.
Appendix 1

e-
t

a

decorate the paper strips. (example in
Appendix 1)
- Then, other students will read their
statement and guess the occupation. e.g. "I
can fly a plane", then the students will guess
"A pilot"

v. Post-lesson
Based on the song, students do a physical
activity. They need to do action based on the
verbs in the song e.g " I can jump" , then the
students jump.



Appendix 1
i. Song lyric



ii. Examples of building sentences in paper strips



SCHEME OF WORK YEAR 3 NO

TOPIC: Welcome!
THEME: World of Self, Family and Friends
MAIN SKILL FOCUS: Speaking
LANGUAGE/GRAMMAR FOCUS: Have got statements

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Speaking 2.1 i. Students review have got statement
Communicate Speaking 2.1.5
simple Lesson delivery
information Describe people i. Students are showed a Youtube video titled
intelligibly “Have got - English grammar lesson”
and objects using
Complementary https://www.youtube.com/watch?v=3FneLjLb3o
Skill suitable words
Speaking 2.3 ii. In the video, students are explained about
Communicate and phrases. using “I’ve got” for the things that they have an
appropriately to a “I haven’t got” for the things that they don’t hav
small or large Complementary
group iii. Students are asked to write 2 sentences
Skill each using “I’ve got” and “I haven’t got” in their
writing book.
Speaking 2.3.1

Narrate very

short basic

stories and

events

iv. Project:
- Each student is assigned to tell a short story
the class.

- When a student is chosen to talk, she is given
random flashcards of things to tell a to their
friends(2 for “I’ve got” and 2 for “I haven’t got”)

ON-TEXTBOOK BASED (UNIT 1)

MATERIAL/TEACHING CROSS DIFFERENTIATION PROJECT
STRATEGIES
AIDS CURRICULUM

ELEMENT

i. Writing book i. Language i. Students with low i. Public
ii. Youtube videos ii. ICT proficiency level are speaking
iii. Flashcards set given a checklist
iv. Projector with gapped text (fill
Examples of materials/ in the blanks
teaching aids are activity)
shown in Appendix 1
oc ii. Students with

high level of

proficiency are

nd allowed to tell a
ve.
more detailed

description about

r what they have e.g
“I have got a big

fluffy hamster”

to
n
)

Example:
Hi friends! My name is Sarah. I’ve got a cat at
home. I’ve got an apple. I haven’t got a hamste
I haven’t got a tablet.

i. Post-lesson
Students listen to the song “I have a pet” and
sing along to recap the lesson and describe
about animals

https://www.youtube.com/watch?v=pWepfJ-
8XU0
ii.

er.

Appendix 1
i. Flashcards of random objects/animals



SCHEME OF WORK YEAR 3 NO

TOPIC: Welcome!
THEME: World of Self, Family and Friends
MAIN SKILL FOCUS: Listening
LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No answer

CONTENT LEARNING LEARNING OUTLINE
STANDARD STANDARD

Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.5 i. Students are shown some action flashcards
Understand Understand a and they need to guess the actions e.g. sing
meaning in a wide range of
variety of familiar short supported Lesson delivery
contexts questions i. Students are showed a short story titled “Can
you swim?”
Complementary Complementary
Skill https://www.youtube.com/watch?v=jANerjPKC9
Speaking 2.2 Skill
Use appropriate ii. From the video, students are asked about th
communication Speaking 2.2.2 characters using the question phrase “ Can he
strategies xxx?”. Students need to reply with “Yes, he can
Ask for attention or “No, he can’t”

or help from a iii. Students are asked about the actions that
they can do using question phrase “Can you
teacher or xxx?” and they need to reply with “Yes, I can” o
“No, I can’t”
classmate by

using suitable

questions

iv. Project: Treasure Hunt
- Action flashcards are hidden in random place
in the classroom
- Each student need to find flashcard flashcard
There will be two same action flashcards

ON-TEXTBOOK BASED (UNIT 1)

MATERIAL/TEACHING CROSS DIFFERENTIATION PROJECT
STRATEGIES
AIDS CURRICULUM

ELEMENT

i. Youtube videos i. Language i. Students with low i. Treasure
i. Action flashcards ii. ICT proficiency level are Hunt
ii. Projector given more time to
complete the project

Examples are shown in
n Appendix 1

9E

he
e
n”

or

es
d.

- Students need to act out the action in the
flashcard. When they see a friend with the sam
action, they will ask the question “Can you
jump?” and the answer is “Yes, I can”.
- Students pass the flashcards to the teacher.
The top 5 pairs will get prizes from the teacher.

iii. Post-lesson
Students do a “Stand up, sit down” activity.
When teacher ask question such as “Can you
sing?”, students that can sing will stand up and
answer “Yes, I can” and students that can’t sin
will sit down and reply “No, I can’t”

me
.

d
ng

Appendix 1
i. Action flashcards







NAMA JABATAN / UNIT: JABA
INSTITUT PENDIDIKAN GURU
LEMBAH PANTAI, 59200 KUA

TUGASAN KERJ
(INDIVIDU)

SESI 2021

Nama : SYAHRIZULFADL

Angka Giliran : 2021212400019

Nombor Kad Pengenalan : 860526-56-6229

Kumpulan/Unit : PDPP (KDC) TESL

Kod dan Nama Kursus : TSLB2073R CU

SC

Nama Pensyarah : MR. MARKHANTA

Tarikh Hantar : 13 DISEMBER 202

Tarikh Diterima :

(Diisi Oleh Pensyarah)

Pengaku

Saya mengaku bahawa kerja kursus in
dan ringkasan yang setiap satunya saya jelaska

Pengesah

Saya mengesahkan bahawa maklum b
fahami.

Tandatangan Pelajar :

Tarikh : 13 DISEMBER 2021

Catatan : Pastikan pensyarah telah memberi makl