YEAR 3 SOW

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work

Primary Year 3 SK



Primary Year 3 SK
(National Schools)

Scheme of Work



Primary Year 3 SK Scheme of Work

Contents

Content overview ......................................................................................................................................................................................................................................... 5
1. Content and organisation of the Primary Year 3 Scheme of Work ........................................................................................................................... 7
2. Scheme of Work Template: Supporting Information .............................................................................................................................................. 10
3. Pre-lesson and Post-lesson tasks ......................................................................................................................................................................... 12
4. Differentiation strategies for Primary pupils ........................................................................................................................................................... 22
5. Glossary of terms in Year 3................................................................................................................................................................................... 25
6. Scheme of Work: Lessons 1–160.......................................................................................................................................................................... 29
UNIT 1 ..................................................................................................................................................................................................................... 29
UNIT 2 ..................................................................................................................................................................................................................... 50
UNIT 3 ..................................................................................................................................................................................................................... 74
UNIT 4 ..................................................................................................................................................................................................................... 97
UNIT 5 ................................................................................................................................................................................................................... 124
UNIT 6 ................................................................................................................................................................................................................... 145
UNIT 7 ................................................................................................................................................................................................................... 165
UNIT 8 ................................................................................................................................................................................................................... 184
UNIT 9 ................................................................................................................................................................................................................... 209
UNIT 10 ................................................................................................................................................................................................................. 238

Primary Year 3 SK Scheme of Work

Primary Year 3 SK Scheme of Work

Primary Year 3 Scheme of Work
Content overview

The purpose of this document is to provide teachers with support and information on planning, creating and delivering their lessons throughout the year.
Teachers will need to refer to this document when planning and delivering both their textbook-based lessons and non-textbook-based lessons.

In this Scheme of Work document, teachers will find the following information:

1. Content and organisation of the Scheme of Work

This section provides teachers with an introduction to the Scheme of Work and an explanation of how the textbook-based and the non-textbook-based
lessons are organised within the Scheme of Work.

2. Supporting information

This section provides teachers with an explanation of the information contained within the Scheme of Work template. This section also gives teachers
advice on completing the Scheme of Work template for their own non-textbook-based lessons.

3. Pre-lesson and post-lesson tasks

In this section, teachers will find some suggestions for pre-lesson and post-lesson tasks. Pre-lesson tasks are short tasks that come at the beginning of
the lesson to help pupils warm up and to introduce or review learning. Post-lesson tasks come at the end of the lesson to review, summarise, personalise
or talk about learning in the lesson. Some lessons in the Scheme of Work guide teachers to choose per- and post-lesson activities from this section.

4. Differentiation strategies for Primary pupils
This section provides teachers with a number of suggested differentiation strategies that teachers may wish to use in their planning to help meet the needs
of the pupils in their class.

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Primary Year 3 SK Scheme of Work

5. Glossary of terms in Year 3

Teachers should refer to the Content and Learning Standards contained within the Scheme of Work when planning their lessons. These Content and
Learning Standards come from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum Framework documents.

This section provides teachers with supporting explanations for some of these Content and Learning Standards. It also provides explanations of important
terms used in some of the lessons. These terms are mainly found in the Learning Outline section (see the first table in the Glossary of Terms).

6. Scheme of Work (Lessons 1–160)
This is the main section of the scheme of work. It provides teachers with details for the textbook-based and non-textbook-based lessons.

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Primary Year 3 SK Scheme of Work

1. Content and organisation of the Primary Year 3 Scheme of Work

What is the Primary Year 3 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The Scheme of Work will
assist teachers in their daily, weekly and longer-term planning of lessons.

What does the Primary Year 3 Scheme of Work consist of?
The Scheme of Work consists of 160 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons, teachers
will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 160.
The Scheme of Work consists of the following two types of lessons:

A. Textbook-Based Lessons: The materials for these lessons includes learning activities from the selected Year 3 textbook. This textbook is Get
Smart plus 3. Year 3 covers the whole textbook from Unit 1 to Unit 10.

B. Non-Textbook-Based Lessons: The learning outline in these lessons is generally related to the material in the textbook, but does not use material
from it. There are three types of non-textbook based lessons: skills-based lessons, Language Arts lessons and Language Awareness lessons.

How are the Primary Year 3 Scheme of Work lessons organised?
Most lessons in the Scheme of Work are textbook-based lessons. There are a few skill-based lessons (e.g. Writing, Speaking), some Language Arts
lessons, and Language Awareness lessons that are non-textbook-based lessons.

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Primary Year 3 SK Scheme of Work

Typical lesson cycles

Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough materials for 16 lessons, including three cycles of the four skills (Listening,
Speaking, Reading, Writing) plus Language Arts lessons, and one Language Awareness or Project-Based Learning lesson:

Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus
1 Listening 11 Listening
2 Speaking 12 Speaking
3 Reading 13 Reading
4 Writing 14 Writing
5 Language Arts 15 Language Arts
6 Listening 16 Language Awareness / Project-based
Learning

7 Speaking
8 Reading
9 Writing
10 Language Arts

Teachers should note the following:

 Textbook-based lessons will utilise material from the textbook as well as other suggested activities or material to help prepare pupils for new
learning, to consolidate or extend learning.

 Pupils are expected to have their own copy of the Student’s Book and use it in every lesson, including in non-textbook-based lessons, which
sometimes ask them to refer to their Student’s Book.

 Teachers should be able to access the Teacher’s Book for every lesson, including non-textbook-based lessons, which sometimes ask them to
refer to the Student’s Book. If teachers do not have regular access to the Teacher’s Book they should prepare a few lessons in advance while they
have the Teacher’s Book. If access to the Teacher’s Book is very limited, teachers are advised to be proactive and collaborative by planning
together and consulting with the English Head or a senior English teacher at their school. The Teacher’s Book provides a lot of guidance and ideas
as well as the listening audio script. It would therefore be useful for all teachers to access it, even if only periodically.

 Teachers are expected to plan lessons based on the lesson outline. They may need to develop and produce worksheets, create flashcards (these
picture cards that can be printed or drawn by the teacher) and prepare other material and resources for most lessons. Some lessons have
suggested worksheets that teachers can use if they wish to.

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Primary Year 3 SK Scheme of Work
 Language Awareness lessons will focus specifically on the language taught in the unit. The Scheme of Work offers suggestions to teachers for

these lessons, but teachers are expected to plan these lessons based on the needs of their pupils. Teachers also expected to refer to the syllabus
which contains an overview of the language, vocabulary and the text types and other areas that are suitable for the grade.
 Every five lessons, pupils are asked to complete their learning diary at the end of the lesson. The learning diary is a place for them to reflect on
what they have learned recently (in approximately one week) as well as how they have performed in that learning. Based on this self-evaluation,
pupils set themselves informal goals for the next five lessons. Pupils will begin the year reflecting in a very basic way, and as the year progresses
they will develop these skills. Some pupils will develop these skills more than others, but all will gain from the use of higher order thinking skills
and a greater awareness of their own learning and the learning process. Pupils could use a separate notebook, or they could keep a section of
their regular notebook for this. The teacher can collect and review the learning diaries to see how pupils develop these skills and how they view
their learning and progress.
 At the end of every unit, pupils review and assess their learning in that unit. This self-assessment is guided using a worksheet which identifies the
language covered in the unit. Pupils can be asked at this point to review their learning diaries. This self-assessment should be completed in class
time, not given for homework. Pupils will need guidance from the teacher to complete it, especially in the first part of the year. The teacher should
collect the self-assessment worksheets and note common answers as well as any particular problems some pupils think they are having. Pupils’
skills in self-assessment will develop over the year and they may begin the year at a very basic level.
 Two lessons (Lessons 80 and 160) provide teachers with the opportunity to create Project-Based Learning (PBL) Lessons. These lessons provide
teachers with the content they need to prepare activities that incorporate project work and promote independent learning.

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Primary Year 3 SK Scheme of Work

2. Scheme of Work Template: Supporting Information

1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (for example, Lesson 1 Listening; Lesson 16 Language Awareness).

2. Main Skill Focus
Each lesson has one main skill focus. If the focus of the lesson is not on language skills (Listening, Speaking, Reading, Writing), then the main skill focus
will reflect the focus area of the lesson (e.g. Language Awareness, Language Arts, Project-Based Learning lesson).

3. Theme
The three given themes are:

 World of Self, Family and Friends
 World of Knowledge
 World of Stories

4. Topic
Topics are taken from the textbook. The topics are suitable for the pupils’ age and proficiency level.

5. Cross-Curricular Elements
Each cycle of lessons has been assigned a specific Cross-Curricular Element. Teachers will need to refer to the section on Cross-Curricular Elements in
Standards-Based Curriculum and Assessment Document (DSKP) for further guidance. Teachers are encouraged to link to other Cross-Curricular
Elements within a lesson cycle, in addition to the suggested one given, if they identify opportunities where relevant cross-curricular connections can be
made.

6. Language/Grammar Focus
This is related to the grammatical structure/function (for example, Present Simple and Present Continuous) that is the focus of the lesson.

7. Content Standards and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum
Framework document.

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Primary Year 3 SK Scheme of Work

8. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one Main Skill and one Complementary Skill. To ensure that pupils receive sufficient exposure to and

practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once in the Scheme of Work. Learning

Standards are covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that both the Main Skill and the

Complementary Skill are covered in each lesson. The Complementary Skill is not an optional skill that can be ignored or dropped from the lesson. Doing

this may mean that pupils do not receive adequate practice in and exposure to all the given Learning Standards within the Curriculum Framework. When

teachers are planning their lessons, they must therefore ensure that both the Main Skill and Complementary Skill are each assigned a suitable learning

objective.

Teachers should also be aware that the Main Skill and Complementary Skill should not however be given equal time and attention within the lesson.

Teachers will need to ensure that the Complementary Skill is covered, but the degree of attention this receives in comparison to the Main Skill will be up
to the teacher’s own professional judgement as they will know better the specific learning needs of their pupils.

9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main stages of every lesson are highlighted: Pre-lesson, Lesson
delivery and Post-lesson. Teachers will also need to refer to the Teacher’s Book, which provides detailed information about the delivery of the textbook
activities for textbook-based-lessons.

Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a short
activity as an opportunity for pupils to share what they already know about the lesson topic. Post-lesson activities take place at the end of lessons to
review and consolidate the learning from a lesson.
10. Materials / References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the textbook-based lessons.

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Primary Year 3 SK Scheme of Work

3. Pre-lesson and Post-lesson tasks

Each lesson includes a suggestion for Pre-lesson and Post-lesson tasks. Some of these are outlined in the Learning Outline, sometimes teachers are
directed to the textbook. In other lessons, teachers can refer to and choose a suitable task from the lists below. Pre-lesson activities activate and review
pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a short activity as an opportunity for pupils to share
what they already know about the lesson topic or language. Post-lesson activities take place at the end of lessons to review and consolidate the learning
from a lesson or to give the teacher the opportunity to personalise or discuss learning.

1. Suggested Pre-lesson tasks
Below are 12 lesson tasks which teachers may choose from or adapt for the Pre-lesson section within the Learning Outline in the Scheme of Work. These
pre-lesson tasks are suitable to begin almost any skills-focused lesson and require minimal materials and preparation. They are simple for pupils to
participate in. Teachers can, of course, use their own pre-lesson tasks whenever they think that these would be more suitable for the pupils they teach.
Each pre-lesson task takes about 5–10 minutes of class time.

Note: These tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified
for more proficient pupils, as noted in the task description.

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Primary Year 3 SK Scheme of Work

PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIAL: Board, exercise books and pens

1. Write anagrams of key topic vocabulary words on the board, e.g. n d s w c h i a (= sandwich)
2. Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
3. If pupils find this difficult, provide the first letter of each word or provide a picture to help them with meaning.
4. When finished, invite pupils to form larger groups to see if they have the same words.
5. Ask volunteers to say a word then spell it or come up to the board to write it.

PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIALS: Board

1. Write questions on the board for a Listening or Reading text, that pupils will answer during the lesson.
2. Provide two or three possible answers for each question, for example, ‘What did Sara do at the weekend?’
3. a. played football
4. b. watched TV
5. c. went shopping (make sure one is the correct answer!)
6. Ask pupils to guess which one they think is the correct answer.
7. Pupils then listen to or read the text to check their predictions.

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: To prepare and give pupils confidence for a listening or reading text
MATERIALS: Board

1. Write a list of events in the Listening or Reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in any
order (Mohamed went camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)

2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: To revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards

1. Choose some flashcards of important topic vocabulary that pupils will need in the lesson.

2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use an

overhead projector and a piece of paper or an interactive whiteboard, if either is available.

4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until pupils have guessed all the words.

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Primary Year 3 SK Scheme of Work

PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: To revise topic vocabulary
MATERIALS: True and false sentences about the topic

1. Prepare some simple True/False sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is pets, ‘Cats are bigger than mice’, ‘Fish live in water’ etc).
3. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit the

topic of the lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own True/False sentences to use with other pairs or with the whole class.

PRE-LESSON TASK 6: FINGER-WRITING
AIM: To practise spelling of topic vocabulary
MATERIALS: Board

1. Choose some words that pupils will need for the lesson. These should be words pupils already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils about 5 seconds to remember it, and then rub the word off the board. You could use a picture if pupils may benefit

from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.

Note: When pupils know this activity, they can choose their own words.

PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board

1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the example below _ _ _ _ _ _ (planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write the

incorrect letter on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!

Note: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).

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Primary Year 3 SK Scheme of Work

PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: To help pupils with Listening or Reading comprehension
MATERIALS: Board and pictures

1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main Listening or Reading focus for the lesson.

PRE-LESSON TASK 9: REMEMBER THE WORDS

AIM: To review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.

1. Choose about 7 or 8 topic words that pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.

Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.

PRE-LESSON TASK 10: SAY WHAT’S MISSING

AIM: To review topic vocabulary and prepare pupils for the lesson

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet

1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.
2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.

Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.

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Primary Year 3 SK Scheme of Work

PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)

1. Choose some words that contain the sound(s) you are/have been working on and some other topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check their answers.
5. Ask pupils to read all the words aloud.

Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of
words to check vocabulary production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds and written words is still valuable to pupils in Year 3 from time to
time, especially with sounds that pupils find particularly difficult to hear or say.

PRE-LESSON TASK 12: PASS IT ON

AIM: To review vocabulary or language to prepare for a lesson

MATERIALS: Word or flashcards

1. Review with the whole class the word or flashcards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes it

on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.

Note: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.

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Primary Year 3 SK Scheme of Work

2. Suggested post-lesson tasks

Below are 12 lesson tasks which teachers may choose from or adapt for the Post-lesson section within the Scheme of Work. These Post-lesson tasks
are suitable for ending almost any skills-focused lesson. They are simple for pupils to participate in. Each Post-lesson task takes about 5–10 minutes of

class time. Teachers can, of course, use their own Post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.

Please note that these tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be
modified for slightly more proficient pupils, as noted in the task description.

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for detail

MATERIALS: Text

1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text that pupils will work on in the lesson (e.g. Mike’s favourite season
is winter instead of Mike’s favourite season is summer).

2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell them they are going to listen to the text again but this time there
are some differences.

3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.

POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: To review topic vocabulary and grammar

MATERIALS: Flashcards, pens and board

1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be The story is about a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the flashcards to help them.

This could be sentences focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and write information under the corresponding flashcard.

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Primary Year 3 SK Scheme of Work

POST-LESSON TASK 3: GUESS THE WORD
AIM: To review topic vocabulary
MATERIALS: Cards with words or pictures, bag

1. Choose about 7 words related to the lesson.
2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting pupils see what it is.
4. Explain the word without saying the name, or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there are none left in the bag.

A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4–6 in their own groups.

POST-LESSON TASK 4: CORRECT THE ERROR

AIM: To review topic language, and to review spelling and punctuation

MATERIALS: Board, words or sentences with errors from pupils’ written work

1. During the lesson, identify 4 or 5 words or sentences with errors that pupils made in a Writing task. These should be common errors made by more than 1 pupil.

2. Write the sentences on the board.

3. Ask pupils to form groups to identify the errors and to correct them.

4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected versions.

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Primary Year 3 SK Scheme of Work

POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: To practise the pronunciation of key language from the lesson
MATERIALS: Listening or Reading text, board

1. After pupils have worked on a Listening or Reading text, choose a key sentence or sentences you want pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line. Ask the pupils to say the complete sentence: they have to

remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full sentence.

Note: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words
depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.

POST-LESSON TASK 6: WHISPER AND WRITE
AIM: To review topic language and spelling
MATERIAL: Board

1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a

square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line, who

writes down the word, or follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).

POST-LESSON TASK 7: LISTEN AND POINT

AIM: To review topic vocabulary

MATERIALS: Flashcards of topic vocabulary

1. Briefly review the vocabulary on the flashcards.
2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.

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Primary Year 3 SK Scheme of Work

POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board

1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who

writes a word in the next space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time, e.g.

3 minutes, if you have more time available.

Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point.
Alternatively, you can avoid giving points for these kinds of game but offer praise yourself and from the other pupils when teams do well.

POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

AIM: To review topic vocabulary, to practise Listening, Speaking and Reading

MATERIALS: Board

1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is large, pupils can work in pairs to agree a number together and

write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.

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Primary Year 3 SK Scheme of Work

POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source

1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make

their statements.

POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives

MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures
on the board.

2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you can
connect to your personal life (e.g. a cat – you like cats or you have a cat).

3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.

POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: To reflect on and share learning

MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example;

then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity.

This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound.

This could be from the lesson or could be from the whole year so far.

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Primary Year 3 SK Scheme of Work

4. Differentiation strategies for Primary pupils

The Scheme of Work outlines one or more suggestions for differentiation for each lesson. These suggestions are related directly to the focus of that lesson
and are often similar to the strategies below. However, every class is different, and teachers are encouraged to reflect on the learning needs of their
individual pupils in each class. They may choose to follow the suggestions in the Scheme of Work, and/or follow one or more strategies from the list below.

Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of correct responses. Open-
ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient pupils to contribute more unusual words, more
complex language, or more original ideas. Sometimes, the teacher can also give different tasks to more proficient and less proficient groups of pupils
according to their needs and interests: see Strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:

 their own instruction (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be provided for more
proficient pupils. For example, you can give more proficient pupils basic verbal instructions without using gestures.

Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Two useful strategies here are:

i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for more proficient language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.

22

Primary Year 3 SK Scheme of Work

ii) Remember and share

If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me). Sometimes, less

proficient pupils have good memories, so as well as different outcomes, this task also allows different pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should be given a little
more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: you choose what to talk about). Rewarding fast finishers with something ‘fun’ to do
(such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their own
speed. Extra tasks should extend and enrich learning.

Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).

Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or have
single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers should make
sure to vary pairing and grouping over time.

Teachers can support needs by setting individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks.

Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often involve very short responses. Open questions usually have
more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is James? Is it a dog or a cat?) gives
them a chance to produce accurate answers, as they are usually easier to answer than open questions. Asking open questions to more proficient pupils
(e.g. What can Mandy do now?) provides extra challenge. As less proficient pupils grow in confidence and competence, teachers can ask them more

23

Primary Year 3 SK Scheme of Work
open questions. Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and 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 on the feedback. For example, if a pupil who is less proficient at Writing has
tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ spoken language.

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Primary Year 3 SK Scheme of Work

5. Glossary of terms in Year 3

Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find useful the following explanations
of important terms used in Learning Outlines.

Term in Year 3 Meaning
Scheme of Work
This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without worrying about
brainstorm accuracy. It may be listing, categorising etc.

circle game In this kind of whole-class activity, pupils sit (or stand, if space is limited) in one large circle, including the teacher. Everyone can see and interact with
everyone else.

drill Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few times, but the word
may be recorded and pupils may repeat more/fewer times, individually/in pairs/groups. This gives practice in pronunciation and helps pupils remember. It
can be done in different fun ways.

elicit This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see what pupils
know and makes pupils more active in their learning and language use.

fast finishers Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to the next task
sooner than the majority of pupils because they finish earlier than the others.

gapped text This is a text which has missing words or phrases. Pupils should read and decide which words or phrases to complete the text. This is also known as ‘fill in
the blanks’ activity.

monitor Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are doing what they
should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.

peer-assessment This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their speaking. The
feedback can take the form of two things that were good (stars) and one area for improvement (wish).

post-lesson Activity at the end of a lesson to review and consolidate the learning.

pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.

prior knowledge Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.

scaffolding Teaching strategies that aim to support pupils’ learning to help them to reach a higher level of understanding, thinking or language use. These may be
asking questions, giving examples or using pictures.

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Primary Year 3 SK Scheme of Work

Term in Year 3 Meaning
Scheme of Work
This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
self-assessment need clarification or specific skills that need further development.

TPR activity TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It also lets teachers
check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.

Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some of

the terms used.

Term in Year 3 Curriculum Meaning
Framework

Listening

Listening 1.1.1 a range of target language phonemes
Recognise and reproduce with support a range of Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able
target language phonemes to hear and say most of the phonemes, including some of the less common ones.

Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the
contexts schemes of work and textbook, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2
topics.

Listening 1.2.1 Pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts. Please
Understand with support the main idea of short consider your local context to decide what is familiar to your pupils.
simple texts
short simple texts
See also: Short simple texts are those with two sentences and more. They do not usually contain more than one
paragraph. They should be easy for pupils to understand.
 Listening 1.2.2
short simple narratives
 Reading 3.2.1 Short narratives are stories which are more than 10 lines long, up to around 10–12 pages if in storybook form.
Simple narratives contain language and ideas that pupils can understand and which are familiar.
 Reading 3.2.2
Listening 1.2.3
Understand with support short simple narratives

Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.

26

Term in Year 3 Curriculum Primary Year 3 SK Scheme of Work
Framework
Meaning
Listening 1.2.4
Understand a wide range of short basic wide range
supported classroom instructions The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language.

See also: short basic supported classroom instructions
 Listening 1.2.5 Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated
throughout the year. For example, Stand up in a circle.
Listening 1.2.5 Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
Understand a wide range of short supported that pupils can understand what the teacher would like them to do, without the teacher having to use first
questions language.
Listening 1.3.1
Guess the meaning of unfamiliar words by using short supported questions
visual clues when a teacher or classmate is Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures
speaking and objects to visually support meaning.

Speaking 2.1 unfamiliar words
Communicate simple information intelligibly These are words pupils do not already understand or produce in English.

Speaking 2.1.1 Speaking
Ask about and express basic opinions
simple information
Speaking 2.1.2 Basic everyday routines Simple information is frequent, everyday information which is simple cognitively. Examples include pupils talking
about themselves, giving personal information or saying what they like.
Speaking 2.1.3
Give a short sequence of basic directions basic opinions
Basic opinions are expressed in simple language and are simple in both the meaning and the thinking behind it,
Speaking 2.2.1 for example I like/do not like … or giving an opinion about a film (e.g. It was good.)
Keep interaction going in short exchanges by
repeating key words from the other speaker basic everyday routines
Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
Speaking 2.3.1
Narrate very short basic stories and events short sequence of basic directions
Basic directions are short, often two or three words long and use imperative verb forms, for example ‘Turn left’.
Two or three of these together make a short sequence of basic directions.

short exchanges
An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short
exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one
word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.

short basic events
These may be something that a pupil has experienced, such as something that happened during holidays, a
birthday party or at the weekend. They are personal and will be very short, for example up to three or four
sentences. Often the narration will be prepared in advance if it is this long. It will be in very simple language.

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Primary Year 3 SK Scheme of Work

Term in Year 3 Curriculum Meaning
Framework
Reading
Reading 3.2.4
Recognise and use with support key features of key features of a simple monolingual dictionary
a simple monolingual dictionary A monolingual dictionary is one which has only English (the words and the definitions). Various titles are
Reading 3.3.1 available specifically for children learning English or for CEFR A1 level learners.
Read and enjoy A1 fiction/non-fiction print and
digital texts of interest A1 fiction/non-fiction print and digital texts
These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes,
Writing 4.1.2 emails, etc.
Begin to use cursive handwriting in a limited
range of written work Writing
Writing 4.1.2
Begin to use cursive handwriting in a limited cursive writing
range of written work This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the
process of writing faster and is used by native writers of alphabetic scripts.
Writing 4.2
Communicate basic information intelligibly for a a limited range of written work
range of purposes in print and digital media Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or
number is required). When pupils work on drafts of their writing, the teacher should encouraged them to work on
Writing 4.2.1 their cursive handwriting as well as on their language in a final version in particular. However, if pupils are to
Express simple opinions write quickly, for example in a Listening task or a brainstorming activity, then they needn’t use cursive writing.

Writing 4.3.1 basic information
Use capital letters, full stops and question marks Basic information means the same as simple information (see Speaking 2.1 above).
appropriately in guided writing at sentence level
a range of purposes
The range of purposes is described in the Learning Standards for Years 1-6. These purposes involve finding out
about and giving personal details and opinions.

simple opinions
These are the expression of opinions such as what pupils like, dislike, prefer, or what they think of, for example,
an idea or some unusual food or clothes. The language used here will be very simple and the opinions at a basic
level. Pupils do not need to justify their opinion, but could begin to be asked for this in a basic way.

guided writing
Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and
language.

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency words
Spell an increased range of familiar high High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the
frequency words accurately in guided writing week, and classroom objects. Please use your own judgement on familiar high frequency words, according to
words pupils write often in your lessons.

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Primary Year 3 SK Scheme of Work

6. Scheme of Work: Lessons 1–160

UNIT 1 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: __ LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Welcome!
CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:
Values Possessive pronouns His / Her + name + ‘s (contraction)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Pupils sit in circle to introduce themselves My name’s [Amir]. Get Smart plus Differentiate learning
Listening Listening 2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves and the pupil to 3 according to the needs of your
1.3 1.3.1 pupils and class. Please see
Use appropriate Guess the meaning their right/left in the circle. Student’s Book the seven differentiation
listening of unfamiliar words 3. Play memory game in the circle to remember names. p.5 Activity 1 strategies listed in the
strategies in a by using visual introduction. Please also
variety of contexts clues when a Lesson delivery Teacher’s Book consider the following:
teacher or p.18
classmate is 4. Introduce/review adjectives (p.5) using flashcards, drawings and/or pupils as Use a written model of
speaking examples if appropriate. Adjectives language on the board to
flashcards support less proficient pupils.
5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18:
Complementary Complementary Vocabulary, Activity 1, TPR Activity. Ask pupils to write name cards
Skill Skill Monitor pupils carefully as they listen to the song to evaluate their vocabulary and if necessary to show during
Speaking Speaking Listening skills. Review vocabulary next lesson as necessary. memory game.
2.1 2.1.5
Communicate Describe people Post-lesson For fast finishers or more
simple information and objects using 6. Use flashcards with the whole class to play a guessing game to review the adjectives proficient pupils you could
intelligibly suitable words and extend introductions to include
phrases again. You could choose an appropriate post-lesson activity from the list in the descriptions.
introduction that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.

29

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: __ LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Welcome!
CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:
have got (1st & 3rd person statements)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Speaking Speaking to the needs of your pupils and
2.1 2.1.5 1. Play a game to review vocabulary and language from previous lesson. Student’s Book class. Please see the seven
Communicate Describe people p.5 Activity 2 differentiation strategies listed in
simple information and objects using Lesson delivery the introduction. Please also
intelligibly suitable words and Teacher’s Book consider the following:
phrases 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She p.18–19
has got brown hair / I have got brown hair. See also Teacher’s Book p.18: Ask some pupils for complete
Complementary Complementary Grammar Box Textbook sentences, while others may
Skill Skill character form incomplete sentences at
Listening Listening 3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind flashcards this stage.
1.2 1.2.2 pupils of the importance of being sensitive when describing people (e.g. for the
Understand Understand with adjective ugly). Set different targets for the
meaning in a support specific number of pupils they describe.
variety of familiar information and Continue to monitor pupils as they work in pairs. Note which pupils are having
contexts details of short difficulties or seem to find the activity easy. This will be useful for pairing and For more proficient
simple texts grouping pupils in future lessons. pupils/classes, you could
introduce a few more adjectives
Post-lesson for describing people’s
4. See Before leaving activity (Teacher’s Book p.18). appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).

30

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:
Numbers up to 100 / have got question and Yes/No answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading to the needs of your pupils and
3.2 3.2.2 1. Review previous learning by playing a Guess who game as a whole class. Student’s Book class. Please see the seven
Understand a Understand specific p.6 Activity 1, differentiation strategies listed in
variety of linear information and Lesson delivery p.7 Activity 2 the introduction. Please also
and non-linear details of short 2. Follow with Warm up activity (See Teacher’s Book, p.20). consider the following:
print and digital simple texts 3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor Teacher’s Book
texts by using p.20 Pupils may need more time to
appropriate Complementary closely to see whether pupils are comfortable with numbers up to 100. If some are review numbers (see step 2).
reading strategies Skill having difficulty, build in extra practice in this lesson (see step 2) and in the next Numbers
Reading few lessons. Consider setting a homework task related to this. flashcards Fast finishers could ask each
Complementary 3.2.3 4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by other how many shells they
Skill Guess the meaning tracking the words on the page with their finger as they listen to the recording. For next lesson, have.
Reading of unfamiliar words 5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in make sure pupils
3.2 from clues provided the story to guess the meaning of the words they don’t know in Activity 2. bring their
Understand a by visuals and the notebooks to
variety of linear topic Post-lesson create their
and non-linear 6. Play a Stand up if it’s true – sit down if it’s false game using have/has got. learning diaries
print and digital
texts by using
appropriate
reading strategies

31

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing according to the needs of your
4.2 4.2.4 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). Teacher’s Book pupils and class. Please see
Communicate Describe people You could choose an appropriate pre-lesson activity from the list in the introduction p.20 the seven differentiation
basic information and objects using that suits your pupils’ needs and interests and that will review language and/or strategies listed in the
intelligibly for a suitable words and vocabulary and prepare the pupils for the lesson. Family flashcards introduction. Please also
range of purposes phrases consider the following:
in print and digital Lesson delivery Worksheet for
media Complementary drawing and Provide a gapped text (‘fill in
Skill 2. Build model sentences on the board about pupils’ families/your own family: My writing (see the blanks’) on the worksheet
Complementary Writing name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language suggestion below) for pupils to complete, or
Skill 4.1.2 from pupils as possible rather than giving them the language directly. provide/hide model sentences
Writing Begin to use cursive on the board. For example,
4.1 handwriting in a 3. Pupils complete worksheet by drawing a picture of their family and writing about it pupils need only write family
Form letters and limited range of under the picture. Tell pupils that the work will be displayed so they should take description words and phrases
words in neat written work care with handwriting and neatness. Go around the classroom and check the pupils’ to complete the sentences
legible print using writing. If some pupils are finding writing certain letters within a word challenging, provided on the
cursive writing either show on the whiteboard how to write it, or show them on a blank page how worksheet/board.
you would write it. If they are still finding it challenging, you could write that word in
dotted line and ask the pupil to trach them. Display the pictures in the classroom. Some pupils could write more
detail about themselves on the
4. Review questions Has he/she got a brother? How many has he/she got? by asking worksheet or ask more
some pupils. You could also follow Teacher’s Book p.20 Grammar Box here. questions in the guessing
game, e.g. about appearance.
5. Pupils move to the classroom display. Play a guessing game using the worksheets
displayed:

P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.

Post-lesson

6. Ask pupils some general questions about the display of their work, for example to
find a well-drawn picture or some neat handwriting.

7. Learning diaries:

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Primary Year 3 SK Scheme of Work

Tell pupils that they are going to create their own diaries to write their thoughts in.
The diary can be a small section in their notebooks. Ask pupils to think back on their
learning so far this week. In their learning diary, they can write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my English)

Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.

Suggested material for Lesson 4:

Develop a worksheet that gives space for pupils to draw a picture of their family. Add lines under the picture so pupils can write sentences about their families. For example:

Name: _______________ Class: ________ Date: __________

A picture of my family

About my family:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

33

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT
LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has
contraction

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill In this lesson, pupils will make a class year book in groups. This can either be put Prepare and write Differentiate learning
Language Arts Language Arts together as a book, which can be copied for each pupil to take home, or it could be an a sentence (using according to the needs of
5.3 5.3.1 open book, displayed on the wall. Pupils will describe something interesting about their the lesson your pupils and class. Please
Express an Respond peers appearance, therefore responding creatively in writing. grammar focus) see the seven differentiation
imaginative imaginatively and about each pupil strategies listed in the
response to intelligibly through Pre-lesson on a strip of paper introduction. Please also
literary texts creating simple consider the following:
action songs on 1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to A digital camera
Complementary familiar topics. guess who it is about. They should find that pupil and check. Feed back by asking and computer to Ask pupils to write two or
Skill Other imaginative pupils to read the sentence to the class. upload and print more sentences about the
Writing responses as out photos pupil in the group.
4.3 appropriate. Lesson delivery
Communicate Plain paper, string You could ask more
with appropriate Complementary 2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g. and scissors (if proficient pupils or groups to
language form Skill making a wall write some questions for
and style for a Writing Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s display) their classmates about the
range of purposes 4.3.3 appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can photos.
in print and digital Plan, draft and write their sentences in their notebook. For example, Amir has a green hat. He likes Plain paper, glue
media write an increased green colour. and ruler (if
range of simple making a class
sentences Monitor as pupils write and support them as necessary. Encourage pupils to support book)
each other in their groups. As you monitor, you could take a photo of each group. When
groups are finished, they can help you to upload and print out the photo of their group.
3. Ask each group to check each other’s sentences and to discuss any changes that are
needed before writing a final version.

For a wall display:
Pupils write on a small piece of paper. They then put up the photo on the display with the
papers around it and a piece of string connecting it to the picture of the pupil it describes.
For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it,
connecting them to the pupil in the photo with a line.

Post-lesson

4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).

34

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 6 (Listening 2) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of your
1.2 1.2.2 1. Using flashcards, review key vocabulary and questions. Alternatively, choose to Student’s Book pupils and class. Please see
Understand Understand with deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and p.7 Activity 3 the seven differentiation
meaning in a support specific that will review language and/or vocabulary and prepare the pupils for the lesson. strategies listed in the
variety of familiar information and Teacher’s Book introduction. Please also
contexts details of short Lesson delivery p.21 consider the following:
simple texts 2. Follow the steps in Teacher’s Book p.21 for Activity 3.
Vocabulary Pupils can write about one, or
Complementary Complementary 3. Using the word and punctuation cards, work with pupils to build a model sentence on flashcards more than one, of the people
Skill Skill the board. in Activity 3.
Writing Writing Word &
4.3 4.3.1 4. In their notebooks, pupils write a sentence about one of the people in Activity 3. punctuation cards Fast finishers could talk or
Communicate Use capital letters, write about something that
with appropriate full stops and 5. Partners read each other’s sentences to guess who it is. Encourage them to check they collect or that someone
language form question marks their partner’s work for correct punctuation (use of capitals, full stops and they know collects.
and style for a appropriately in apostrophes).
range of purposes guided writing at
in print and digital sentence level 6. Pupils rewrite their sentence based on their partner’s feedback.
media
7. Review and give feedback on pupils’ written work for both first and second drafts as
well as the peer’s feedback. Make a note of common problems to review next lesson.

Post-lesson

8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order
to make a sentence. Play as a whole class and then in groups if time allows.

35

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 7 (Speaking 2) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking Speaking according to the needs of your
2.1 2.1.5 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver Student’s Book pupils and class. Please see
Communicate Describe people another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4 the seven differentiation
simple information and objects using and that will review language and/or vocabulary and prepare the pupils for the lesson. strategies listed in the
intelligibly suitable words and Teacher’s Book introduction. Please also
phrases Lesson delivery p.21 consider the following:
Complementary 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking
Skill Complementary Strips of paper for You could offer the choice of
Listening Skill pupils about the people and what they have got. pupils to write a writing a full sentence, a
1.2 Listening phrase on phrase or drawing a picture +
Understand 1.2.5 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 a number.
meaning in a Understand a wide
variety of familiar range of short 4. Give pupils a strip of paper. Ask them to write something they have got lots of and Pupils may need extra support
contexts supported questions how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to in changing the form from 3rd
1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s to 1st person.
for third person.
You could ask more proficient
5. Put pupils in large groups. One pupil collects the papers, mixes them and pupils to try to find something
redistributes them. they have got in common with
a classmate at the post-lesson
6. Pupils read the strips and take turns to ask the group members Have you got…? to stage.
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15
books.

Post-lesson

7. Ask pupils to tell you something interesting they found out about a friend.

8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.

36

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 8 (Reading 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading according to the needs of your
3.2 3.2.1 1. Play an action or miming game to review key sports vocabulary. Student’s Book pupils and class. Please see
Understand a Understand the p.8 Activity 1; the seven differentiation
variety of linear main idea of short Lesson delivery p.9 Activity 2 strategies listed in the
and non-linear simple texts 2. Begin the main lesson by following Teacher’s Book p.22 Warm up introduction. Please also
print and digital 3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per Teacher’s Book consider the following:
texts by using Complementary p.22
appropriate Skill group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – Step 4 could be group reading;
reading strategies Reading pupils talk about the pictures). Sets of texts and or each pupil in a group could
3.2.3 4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pictures on have one or more of the texts
Complementary Guess the meaning pupils to read them and match to the correct pictures (which they already have). Student’s Book to read or match;
Skill of unfamiliar words p.8 cut up for or some pupils could have a
Reading from clues provided 5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22). matching text, others a picture to match.
3.2 by visuals and the
Understand a topic 6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22). You could ask various
variety of linear questions about the pictures of
and non-linear Post-lesson the children to extend the
print and digital activity (e.g. what they look
texts by using 7. Ask pupils to put up their hands if they can paint/do karate etc. like or, to more proficient
appropriate pupils, questions about how
reading strategies 8. Monitor as pupils work on the activities in the lesson to assess their understanding of they feel when they do the
can. Use this to decide how much to review and extend the language focus in the activities).
next few lessons.

37

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 9 (Writing 2) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
Writing Writing 3 according to the needs of your
4.3 4.3.2 1. Use sports flashcards to play a vocabulary review game. pupils and class. Please see
Communicate with Spell an Student’s Book the seven differentiation
appropriate increased range Lesson delivery p.9 Activity 3 & 4 strategies listed in the
language form of familiar high 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can introduction. Please also
and style for a frequency words Teacher’s Book consider the following:
range of purposes accurately in he/she X? Pupils reply Yes, he/she can or No, he/she can’t. p.23
in print and digital guided writing 3. Follow on with Activity 3 (Teacher’s Book, p.23). Vary the type of activity to
media Sports include movement and visuals
Complementary Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your flashcards to support understanding and
Complementary Skill pupils are ready for it. This would be a chance to introduce some sports or hobbies that are help pupils remember
Skill Listening popular with children at the moment in Malaysia. language according to the
Listening 1.2.1 needs of your own pupils.
1.2 Understand with 4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the
Understand support the main letters/words and ask pupils to rearrange them correctly). If you have proficient pupils,
meaning in a idea of short you could focus on adverbs
variety of familiar simple texts 5. Follow on with Activity 4 (Teacher’s Book p.23). (e.g. very well) from Activity 4.
contexts Include an extension activity to
Post-lesson practise these in writing.

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

7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:

 New words I remember

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my English)

Remember that as it is still the beginning of the school year, pupils may begin reflecting in their
first language and at a very basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.

38

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Welcome! LANGUAGE/GRAMMAR FOCUS: Modal can statements
CROSS-CURRICULAR ELEMENT: Creativity &
Imagination

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 pupils and class. Please see
Express an Respond cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You Online song (see the seven differentiation
imaginative imaginatively and may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline) strategies listed in the
response to intelligibly through so check first. introduction. Please also
literary texts creating simple Lines of the song consider the following:
action songs on 2. Give each pupil a card. They look at the card and mime the action, either as I can or I cut up (in verses)
Complementary familiar topics. can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). Plan how to group pupils for
Skill Other imaginative Other pupils should say either She/He can … or He/She can’t … (Same example: this task. If your class has
Language Arts responses as She can’t play chess.). Pupils keep the cards. mixed levels of proficiency,
5.1 appropriate then try to group pupils so
Enjoy and Lesson delivery there is a range of proficiency
appreciate Complementary in each group. However,
rhymes, poems Skill 3. Ask pupils to watch the video of the song. They should check their cards (from pre- encourage all pupils to
and songs Language Arts lesson stage). If they hear their word, they should hold up their card. Play the song: participate equally by sharing
5.1.1 http://learnenglishkids.britishcouncil.org/en/songs/i-can-run out the lines of the song at the
In addition to Year 2 performance stage.
text types: simple 4. Ask pupils to listen to the song again and copy the actions they hear. Play the song
poems again. For fast finishing groups, ask
them to write a second verse.
5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
They divide the lines between them, one each. Play the song again. Pupils order the
lines as they hear them.

6. Feed back by having groups sing the song in the order of verses (with or without the
video playing).

7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.

8. Groups perform their verses. Provide plenty of positive feedback on their efforts.

Post-lesson

9. Play the song video again and encourage pupils to sing along and mime.

39

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 11 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a word game such as Word Ladder (you can create it online: www.edu- according to the needs of your
1.2 1.2.5 Student’s Book p.9 pupils and class. Please see
Understand Understand a wide games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming Activity 5 the seven differentiation
meaning in a range of short activity in groups. Pupils write vocabulary related to the activities topic. strategies listed in the
variety of familiar supported questions Teacher’s Book introduction. Please also
contexts Lesson delivery p.22 consider the following:
Complementary 2. Return to some difficult or new words from the pre-lesson activity and check
Complementary Skill Action flashcards Extend vocabulary according
Skill Speaking spellings/vocabulary as a whole class. Introduce new words according to the needs from last lesson to the needs and interests of
Speaking 2.2.2 and personal interests of your pupils. your class.
2.2 Ask for attention or Word Ladder game
Use appropriate help from a teacher 3. Ask questions to pupils, moving from Can he/she..? to Can you…? If you have extra time, pupils
communication or classmate by could write about themselves
strategies using suitable Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach and/or their partner in their
questions some phrases for this such as Can you help me/us, please? notebooks, based on their
findings.
4. Follow the Teacher’s Book p.22 instructions for Activity 5.

Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the
notes to help plan upcoming lessons.

Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve

TPR (listen and mime), e.g.

- Teacher/another pupil says Can you xx?

- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they
can’t do the action. Those who sit down, ask them another Can you xx?

40

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 12 (Speaking 3) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Welcome!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking Speaking according to the needs of your
2.1 2.1.2 1. Play a circle game (a whole class activity where pupils sit or stand in a large circle) Student’s Book p.10 pupils and class. Please see
Communicate Find out about and to review numbers up to twelve. Teacher can choose another pre-lesson activity Activity 1 the seven differentiation
simple information describe basic from the list provided in the introduction. strategies listed in the
intelligibly everyday routines Teacher’s Book introduction. Please also
Lesson delivery p.24–25 consider the following:
Complementary Complementary
Skill Skill 2. Introduce telling the time (on the hour and half past) using the board or toy clocks if Toy clock(s) It may be helpful for some
Listening Listening available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this pupils to have and use toy
1.2 1.2.5 stage. YouTube game clocks instead of / as well as
Understand Understand a wide suggestion for post- the pictures in the book (p.24).
meaning in a range of short 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). lesson
variety of familiar supported questions 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor For more proficient classes,
contexts Small pieces of you could introduce and
as pupils work on this activity. Depending on their performance, you could ask paper scrunched up practise more times (e.g. 3.15
pupils to repeat Activity 1 with new partners. (pupils can make / quarter past three)
5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ these for
performance and interests. themselves)

Post-lesson Note: for next
lesson, ask pupils to
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s bring family photos.
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y You will also need
to bring your family
photos.

41

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 13 (Reading 3) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Welcome!
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Follow instructions for Teacher’s Book p.26 Warm up. according to the needs of your
3.2 3.2.2 Student’s Book p.11 pupils and class. Please see
Understand a Understand specific Lesson delivery Activity 1 the seven differentiation
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book strategies listed in the
and non-linear details of short Teacher’s Book introduction. Please also
print and digital simple texts p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what p.26–7 consider the following:
texts by using they will read.
appropriate Complementary 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each Family photos (from Ask different prediction
reading strategies Skill pupil, or on a worksheet). Ask pupils to read their question. you and your pupils) questions to different pupils,
Speaking 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their depending on their level of
Complementary 2.1.5 question. They could write their answer on the paper or in their notebook. Questions proficiency. Some may be
Skill Describe people 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading worksheet/strips, closed questions, others open
Speaking and objects using skills. Use questions to support or extend their understanding. Make notes on pupils from Teacher’s questions.
2.1 suitable words and as necessary. Book p.26
Communicate phrases You could give more than one
simple information 6. Feed back as a whole class. Ask pupils to read their question then give the answer. question to some pupils to
intelligibly Pupils can then check each other’s answers as they listen. answer.

7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). Plan which pupils will answer
questions during feedback to
Post-lesson help showcase pupils who
have worked hard.
8. Play a True/False game based on the information in the text. Ask pupils to explain
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.

42

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 14 (Writing 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate
Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. learning according
4.3 4.3.1 Student’s Book to the needs of your
Communicate with Use capital letters, Lesson delivery p.11 Activity 1 pupils and class.
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Book Please see the
language form and question marks Teacher’s Book seven differentiation
style for a range of appropriately in p.11) while pupils read along. p.27 strategies listed in
purposes in print guided writing at the introduction.
and digital media sentence level 3. Pupils use the sentence beginnings to tell their partner about their family (two or more Family photos Please also
sentences). This is to review the language and help with oral planning. consider the
Complementary Complementary following:
Skill Skill 4. Follow on with the Writing Tip (Teacher’s Book p.27).
Writing Writing Provide
4.3 4.3.3 5. Have pupils write two or more sentences about their family in their notebooks or for individualised
Communicate with Plan, draft and write classroom display. They could add the family photos they brought if they are not too feedback on pupils’
appropriate an increased range valuable to them. Writing.
language form and of simple sentences
style for a range of 6. Collect the writing and use it to informally assess learning in this unit. Give positive and You could set
purposes in print constructive feedback to pupils using your notes on their performance during this unit. Use different Writing
and digital media a basic marking key to show pupils where their mistakes are so that they can correct their targets for different
own work. See this link for ideas on basic marking key: pupils depending on
www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 your pupils’ levels.
This could be done in the next lesson(s) or as homework.
If you have extra
Post-lesson time, pupils could
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. play a guessing
game where they
8. Learning diaries: read each other’s
Ask pupils to think back on their learning so far this week. In their learning diary, they can work and guess
write: whose family it is.

 New words I remember 43
 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 school year, pupils may begin reflecting in
their first language and at a very basic level (simple words). Encourage pupils to begin to

Primary Year 3 SK Scheme of Work

reflect more deeply and using more English as the year goes on. Some pupils will be more

able to do this than others. Support pupils who may need some help and encourage

everyone to complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.

44

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning according
Language Arts Language Arts 1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional). 3 to the needs of your pupils and
5.2 5.2.1 class. Please see the seven
Express personal Ask and answer Lesson delivery Student’s Book differentiation strategies listed in
responses to simple questions p.12–13 the introduction. Please also
literary texts about characters, 2. Introduce the characters of the story using the puppets you have prepared. Ask consider the following:
actions and events pupils questions about the puppets to review key language and predict the story. Teacher’s Book
of interest in a text p.19, p.28–29 If you have extra time, you could
3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to do the Optional activity (see
Complementary Complementary help them act out the story in pairs. See materials Teacher’s Book p.29).
Skill Skill list on Teacher’s
Speaking Speaking 4. Pupils should practise before performing to the whole class. You could use this as Book p.28 Give individualised constructive
2.3 2.3.1 an opportunity for peer feedback, by asking pupils to comment on each other’s feedback to pupils by thinking
Communicate Narrate very short performances. Make notes, too, on pupils’ performance related to pronunciation in Stick puppets of about the progress each pupil
appropriately to a basic stories and particular. Give plenty of positive feedback to each pair/group and summarise areas characters from has made over the unit. You can
small or large events to work on for the whole class after the activity. story (cut out a use your notes to help.
group picture of each
Post-lesson and glue it on to
5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29, Post- a stick/straw)

story activity). This could be done in pupils’ first language if necessary. Sticks/straws,
scissors for
pairs/groups

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Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

WEEK: LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1 language

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
3.2 3.2.2 material as a homework task, if appropriate. class. Please see the seven
Understand a Understand specific Worksheets differentiation strategies listed in
variety of linear information and Plan a Language Awareness lesson which focuses on consolidating and extending (see below) the introduction. Please also
and non-linear details of short the main language points in Unit 1 according to the needs of your pupils. consider the following:
print and digital simple texts Flashcards of
texts by using Pre-lesson characters from You could offer pupils a choice
appropriate Get Smart plus of these activities or you could
reading strategies 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits 3 (Greg & Anna, ask different pupils to do
your pupils’ needs and interests and that will prepare the pupils for the lesson. Student’s Book different activities depending on
Complementary Complementary p.6) their individual needs, based on
Skill Skill Lesson delivery formative assessment in this
Writing Writing Have got: Action cards unit.
4.3 4.3.1
Communicate Use capital letters, 2. Show flashcards of characters from the textbook. Elicit sentences about the Toy clocks Have pupils do more activities
with appropriate full stops and characters He/She has got... Write the sentences on the board and put the pictures and/or make their own activities.
language form question marks next to them. Ask pupils why we use he or she. Ask the pupils if we use has got or Get Smart plus
and style for a appropriately in have got with he and she. 3
range of purposes guided writing at
in print and digital sentence level 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the Student’s Book
media board, write their name and write a sentence about themselves I have got… Ask p.14 Activities 1
pupils questions about the form with I (have got). and/or 2 and/or
3
4. Next pupils complete Sections A & B of the worksheet (see below).
Teacher’s Book
5. Feed back on the answers as a whole class. Note any common problems or p.31
mistakes and review as necessary.
Self-assessment
Can: worksheets

6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.

7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.

8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.

46

Primary Year 3 SK Scheme of Work

9. Feed back on the answers as a whole class. Note any common problems or
mistakes and review as necessary.

be + time expression

10. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s
x o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a
clock and tell the time to each other.

11. Next pupils complete Section D of the worksheet (see below).

Note: You could also make use of the review activities in Revision (Student’s Book
p.14 / Teacher’s Book p.30–31) and/or consider offering pupils a choice of activities
from the optional activities described on Teacher’s Book p.31.

Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? self-
assessment section of the worksheet.

13. Collect the worksheets from pupils and review them to note pupils’ performance. If
there are any areas of concern, prepare a review of these in upcoming lessons.

47

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 16 (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
___________________________________________

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