Primary Year 3 SK Scheme of Work
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)
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.
99
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask pupils p.36 of your pupils and
variety of linear main idea of short what the day and month are today. class. Please see the
and non-linear simple texts Teacher’s Book, seven differentiation
print and digital Lesson delivery p.62 strategies listed in the
texts by using Complementary introduction. Please
appropriate Skill 2. Write the day and month on the board. Ask pupils how well they remember the days Cut up days of the also consider the
reading strategies Speaking 2.3.1 and months in English. Ask one or two pupils if they can recall them for you. week & months of following:
Narrate very short the year
Complementary basic stories and 3. Give groups of pupils a set of days or months to put in order. Set a short time limit and Group more proficient
Skill events count down. Review the months and days and check their answers. pupils in separate
Speaking 2.3 groups to less proficient
Communicate 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain pupils. Give months to
appropriately to a how we know it’s autumn (leaves on the ground), including having some pupils the more proficient and
small or large perform to the class. days to the less
group proficient to put in
5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note order.
any difficulty or confusion.
6. Feed back on their performance and review language by writing on the board:
in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
100
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: on + day of the week
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs according to the
Communicate with Spell an increased Student’s Book, needs of your pupils
appropriate range of familiar can remember and act it out for the class. p.36–37 and class. Please see
language form and high frequency the seven
style for a range of words accurately in Lesson delivery Teacher’s Book, differentiation
purposes in print guided writing p.63 strategies listed in the
and digital media 2. To review spelling of days of the week, play a team board game. Divide the class into introduction. Please
four or five groups. One pupil from each group at a time should come to the board. Say Magnetic letters also consider the
Complementary Complementary a day of the week and the pupils at the board should arrange the magnetic letters to following:
Skill Skill write the word. The fastest team to spell it accurately wins a point. Continue for each Worksheet for
Speaking 2.1 Speaking 2.1.2 pupil in the team. diaries (see Remind pupils they
Communicate Find out about and below) can write two or more
simple information describe basic 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well words. More proficient
intelligibly everyday routines pupils can spell the days of the week. Review any problematic spellings after the pupils could write full
activity. sentences.
When feeding back, insist on full sentences He has karate on Saturday. You could ask fast
finishers to help you
4. Elicit from pupils other activities they may have during the week. Write these on the monitor and check
board. Talk to pupils about the activities they do. spellings.
5. Give out the worksheet (see below) and ask pupils to write two or more activities in My
Diary. Monitor carefully and help with vocabulary and spelling.
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have
badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this
is in the 3rd person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
101
Worksheet for Lesson 52 Primary Year 3 SK Scheme of Work
Wednesday
A. My Diary
Write two or more activities in your week.
Monday Tuesday
Thursday Friday Saturday Sunday
B. My Friend’s Diary
Listen to your partner and write their diary.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
102
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
TOPIC: Year in, year out
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about
Innovation the seasons
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create and perform an action song about seasons
Main Skill Main Skill in groups. A copy of the Differentiate learning according to
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and
Express an 5.3.1 Pre-lesson next page) and a class. Please see the seven
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the copy of the words on differentiation strategies listed in
response to imaginatively and the board or on a the introduction. Please also
literary texts intelligibly through introduction that suits your pupils’ needs and interests and that will handout consider the following:
creating simple introduce the topic of warm and cool seasons.
action songs on You could ask more proficient
familiar topics. Lesson delivery pupils or groups to create a
Other imaginative 2. Teach pupils to sing the Seasons song words to the tune of Frère second set of actions for their
responses as song if they finish quickly.
appropriate. Jacques (see below).
3. Ask them to choose actions for the song and perform the song again
Complementary Complementary
Skill Skill with the actions.
Speaking 2.3 Speaking 2.3.1 4. Elicit the pattern of the song from pupils:
Communicate Narrate very short
appropriately to a basic stories and Name of season x2
small or large events Adjectives x2
group -ing verbs x3
With our friends x2
5. Now put pupils into groups of 4–5 and ask them to choose new words
and actions for the song, and to practise their song. They can choose
a song either about the warm season or the cool season if they prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.
Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.
Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.
103
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time
expression: on + days of the week; adverbs of frequency
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the needs
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, of your pupils and
meaning in a support specific pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 class. Please see the
variety of familiar information and games, tennis, cinema. seven differentiation
contexts details of short Teacher’s Book, strategies listed in the
simple texts Lesson delivery p.63 introduction. Please
Complementary also consider the
Skill Complementary 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it Worksheet (see following:
Speaking 2.1 Skill on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have below)
Communicate Speaking 2.1.2 karate on Monday; I never play computer games. Consider introducing more adverbs if When pupils are
simple information Find out about appropriate/necessary for your class, e.g. occasionally / from time to time, often exchanging
intelligibly and describe basic information, encourage
everyday routines 3. Ask pupils to tell their partner how often and when they do the activities. more proficient pupils
4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). to use full sentences.
Expect less language
5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from from lower proficiency
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s pupils.
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
If pupils lack
6. Pupils exchange the information in pairs so they have a complete worksheet. They should confidence they can
do this by speaking to each other to communicate the information, but they should not check each answer
look at each other’s worksheets. (sentence) with their
partner‘s worksheet as
7. Collect the worksheets and review pupils’ work. See how well they have remembered to they do the activity.
spell the words and how well they have achieved the Listening task. Make notes of
common mistakes and of pupils’ progress.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
104
Worksheet for Lesson 54 Primary Year 3 SK Scheme of Work
A. Sue’s Diary
105
Monday Tuesday Wednesday
Saturday Sunday
Thursday Friday
Wednesday
B. Bob’s Diary Tuesday Saturday Sunday
Monday
Thursday Friday
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 55 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions (birth month): It’s in + month
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.2 Student’s Book, p.37 needs of your pupils and class. Please
Communicate Find out about and 1. Play a word game that focuses on the current month. You could Teacher’s Book, p.63 see the seven differentiation strategies
simple information describe basic choose an appropriate pre-lesson activity from the list in the listed in the introduction. Please also
intelligibly everyday routines introduction that suits your pupils’ needs and interests. Month word cards (one consider the following:
per pupil)
Complementary Complementary Lesson delivery If you have a more proficient class, you
Skill Skill A wrapped-up present could introduce giving the date of their
Writing 4.1 Writing 4.1.2 2. Give each pupil a month word card. Ask all the pupils with birthday, which uses on. Explain why it
Form letters and Begin to use cursive January to raise their hand/card, then February and so on. Elicit Card and coloured is on and not in (it is a precise day).
words in neat handwriting in a the order of the months as you go. pends & pencils for
legible print using limited range of birthday cards, if time. Some pupils may say a full sentence in
cursive writing written work 3. Have pupils stand up and say the months on their cards in Activity 5, while others may give a short
order, without modelling. Repeat, but a little faster and continue answer. However, encourage them all
as necessary, making this a fun drill. to use in.
4. Follow the instructions in the Teacher’s Book (p.63) for Activity
4.
5. Show pupils the present, ask them when we give presents.
Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the
month of their birthday and go and stand by it. Ask pupils, by
month When’s your birthday? Pupils reply It’s in x.
7. Remind pupils which month it is. Give the present to the pupils
whose birthday it is this month and say Happy birthday!
8. Have pupils mingle (walk around the room) to ask each other
when their birthday is. Set a time limit or a number of pupils to
ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage
pupils to check the spelling of the months, to remember the
capital letters and to practise writing in cursive.
106
Primary Year 3 SK Scheme of Work
10. If you have time, show pupils how to make a birthday card. Ask
pupils to make birthday cards for a friend or family member who
has a birthday soon
If you notice pupils are not using the preposition, encourage
them to do so, even if they are not using a full sentence.
Post-lesson
11. 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)
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.
107
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 56 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time
& Citizenship expressions: in + month/season
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39 your pupils and class.
variety of linear information and that suits your pupils’ needs and interests and that focuses on familiar Please see the seven
and non-linear details of short foreign countries. Teacher’s Book, p.64–65 differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery A large world map Please also consider the
appropriate Complementary following:
reading strategies Skill 2. Put the world map on the board/wall and ask pupils to gather around it. Vocabulary flashcards
Speaking 2.2.2 Ask pupils to show you various countries, first Malaysia, then Singapore Consider the roles
Complementary Ask for attention or and Thailand. Talk about major world countries and include Australia Texts from Student’s Book carefully, so that the
Skill help from a teacher and Canada, asking pupils to show you where they are, if they can. p.38 cut up (and stuck on manager is a capable pupil
Speaking 2.2 or classmate by the walls around the room in the group. Provide visual
Use appropriate using suitable 3. Introduce and practise the vocabulary using the flashcards. Using the before the lesson). Two or or oral prompts if your
communication questions map, ask pupils in which countries they might find these things. Accept three copies of each text. class is mainly low
strategies different suitable answers. Ask pupils if we find these things in Malaysia. proficiency to help them
Worksheet (see below, one carry out step 5.
4. Follow the Teacher’s Book (p.64) for Vocabulary. per group)
Review expressions for
5. *Make sure the texts are stuck on the wall for this stage of the lesson. asking for help or
Show pupils the pictures on Student’s Book, p.38. Ask them which clarification and leave them
country they think each is. Tell pupils they will read about the three on the board if necessary.
countries. They will work in teams of four to read together. Assign roles – Support pupils with
three of the pupils are runners, they will read about one of the countries different questions as they
each; the fourth pupil is the manager. The manager stays at the desk read the texts on the wall.
with the worksheet (see below). The manager reads the sentences
about the countries to the relevant team member, who runs to their text
on the wall to find out if it is true or false. They return to the manager and
tell them. The runners should not see the worksheet and the manager
should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.
108
Primary Year 3 SK Scheme of Work
7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
Worksheet for Lesson 56 True False
Find and read. Circle True or False. True False
1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia.
6. People wear clothes for hot weather in Thailand.
109
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 57 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Prepositions review
CROSS-CURRICULAR ELEMENT: Patriotism
& Citizenship
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Student’s Book, p.38 according to the needs
Communicate with Plan, draft and write 1. Choose an appropriate pre-lesson activity from the list in the introduction that of your pupils and
appropriate an increased range suits your pupils’ needs and interests and that will review language and prepare Poster paper per class. Please see the
language form and of simple sentences pupils for the lesson. group seven differentiation
style for a range of strategies listed in the
purposes in print Complementary Lesson delivery Flashcards for introduction. Please
and digital media Skill common activities, also consider the
Listening 1.2.5 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, weather, clothes etc. following:
Complementary Understand a wide common activities and clothes related to Malaysia and/or your own local area.
Skill range of short Pictures from Consider assigning
Listening 1.2 supported questions 3. Ask questions and talk to pupils about these aspects of their own country. magazines/internet roles for different pupils
Understand Remember to use different questions for different pupils. etc. in each group, e.g.
meaning in a writer, designer, artist
variety of familiar 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will Glue, colour pens, etc. which will let each
contexts make posters about Malaysia. First have pupils work together to write three or paper pupil work to their
four sentences about Malaysia on a piece of paper or in a notebook. They can strength and abilities.
use the texts on Student’s Book, p.38 as models.
Take care that any
5. In groups, pupils make their posters so that they match the sentences they have questions you ask
written with the pictures. Then they add the sentences to their posters. While support and stretch
they are working in their groups, monitor and check on progress. Check their pupils.
sentences and work with each group to help them improve the sentences by
asking questions and eliciting language so that they can write it in the final
version on the poster.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and
encourage pupils to tell you what they like about each one.
110
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 58 (Language Arts 11) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
TOPIC: Year in, year out LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs
CROSS-CURRICULAR ELEMENT: Creativity and
innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill In this lesson, pupils will create a diamond poem about the hot season in their area. Diamond poem (see Differentiate learning
Language Arts Language Arts below) on the board according to the needs of
5.3 5.3.1 Pre-lesson or as a handout your pupils and class.
Express an Respond Please see the seven
imaginative imaginatively and 1. Choose an appropriate pre-lesson activity from the list in the introduction that Hot season diamond differentiation strategies
response to intelligibly through suits your pupils’ needs and interests and that will review language and prepare poem template (see listed in the introduction.
literary texts creating simple pupils for the lesson. below)
action songs on
familiar topics. Lesson delivery
Other imaginative 2. Show pupils the diamond poem (see below), check or teach the meaning of
responses as
appropriate. skating and icy, and ask them to guess if the missing words at the top and bottom
are Winter or Hot season.
3. Check the answer [Winter].
4. Elicit the pattern of the diamond poem with pupils. This is:
Complementary Complementary Noun
Skill Skill Adjective Adjective
Writing Writing
4.3 4.3.2 Verb Verb Verb
Communicate Spell an increased Noun Noun Noun Noun
with appropriate range of familiar
language form high frequency Verb Verb Verb
and style for a words accurately Adjective Adjective
range of purposes in guided writing
in print and digital Noun
media 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
6. Ask pupils to brainstorm vocabulary about the hot season where they live, and
write their suggestions on the board under the appropriate heading.
7. Ask pupils to work in pairs. Give them the hot season diamond template as a
handout, or ask them to copy from the board.
8. Ask the pairs to make their own diamond poem about the hot season. They can
use words from the board and their own ideas.
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.
111
Primary Year 3 SK Scheme of Work
Diamond poem
_______
Snowy, cold.
Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
Staying inside, keeping warm, sleeping
Icy, windy
_______
Hot season diamond poem template
Hot season
_______ _______
_______ _______ _______
_______ _______ _______ _______
_______ _______ _______
_______ _______
Hot season
112
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 59 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Year in, year out
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +
& Citizenship country/city
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the
Understand Understand with Student’s Book, needs of your pupils
meaning in a support specific your pupils’ needs and interests and that will review weather vocabulary. p.116 and class. Please see
variety of familiar information and the seven
contexts details of short Lesson delivery Teacher’s Book, differentiation
simple texts 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 strategies listed in the
introduction. Please
Complementary Complementary find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where World map (if you also consider the
Skill Skill the countries are. Try to include the six countries on Student’s Book, p.116. Write the have a large class, following:
Reading 3.2 Reading 3.2.1 names of the countries on the board and leave them there. have one map per
Understand a Understand the large group of You could have
variety of linear main idea of short 3. Introduce the concept of time zones using the time at the moment compared to pupils) some/all pupils work
and non-linear simple texts another city pupils know of and some of the places from the previous activity. in pairs to read and
print and digital Labels (see below, guess the places on
texts by using 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use one per pupil) the labels.
appropriate morning/afternoon/evening). Ask them to show you on the map where it is
reading strategies morning/afternoon/night. Review these words as necessary. Sticky
tape/tack/pins
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud.
Pupils listen carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
113
Primary Year 3 SK Scheme of Work
Materials for Lesson 59
Labels:
_______________ _______________ _______________
It’s twelve noon. It’s raining.
It’s four in the morning. It’s It’s eight in the evening. It’s
snowing. cloudy.
_______________ _______________ _______________
It’s nine at night. It’s cold.
It’s six in the morning. It’s It’s two in the afternoon. It’s
windy. sunny and hot.
114
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 60 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + season/period
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.39 according to the needs of
Communicate Find out about and that suits your pupils’ needs and interests and that will review language and Teacher’s Book, p.65 your pupils and class.
simple information describe basic prepare pupils for the lesson by introducing/reviewing the word holiday. Please see the seven
intelligibly everyday routines Check their understanding of the word by asking them when the school Sports flashcards (add differentiation strategies
holidays are in the year. sports that pupils may listed in the introduction.
Complementary Complementary do in the holidays) Please also consider the
Skill Skill Lesson delivery following:
Speaking Speaking
2.1 2.1.5 2. Review and introduce the sports and activities vocabulary from this and Think about the interests of
Communicate Describe people some previous lessons. Add any that you think pupils may do during the the pupils in your class and
simple information and objects using school holidays or other times of the year. include vocabulary relevant
intelligibly suitable words and to them. Alternatively, you
phrases As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
holidays. the lesson where you ask
pupils to identify their
For sports they do not do (e.g. probably the three on Student’s Book, p.39), favourite sport/activity for
ask them if they have ever seen these sports, where people do them etc. the holiday or a particular
time of year.
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65).
For the final activity, ask
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a pupils when their favourite
good idea for pupils to ask each other what they do in the school time of year / season is
holidays/rainy season/etc, rather than the summer, depending on your and make that the focus of
context. the circle activity.
5. Play the mime game in small groups sitting in circles:
Pupil 1: Mimes a sport/activity (e.g. swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school
holidays, and I… (Pupil 3 mimes a sport/activity)
And so on…
115
Primary Year 3 SK Scheme of Work
Monitor closely and help as pupils do the Speaking activities. Note any
concerns you have about individual pupils as well as any common
problems. Give feedback based on these notes at the end of the lesson and
be ready to review language or vocabulary next lesson, as appropriate.
Post-lesson
6. 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)
Encourage pupils to begin to reflect more deeply and using more English.
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.
116
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
WEEK: LESSON: 61 (Reading 12) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Year in, year out
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading. 3.2 Reading. 3.2.2 Student’s Book, p.40 according to the needs of
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction Teacher’s Book, p.66–67 your pupils and class.
variety of linear information and that suits your pupils’ needs and interests and that will review language Coins Please see the seven
and non-linear details of short and prepare pupils for the lesson. differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Please also consider the
appropriate Complementary following:
reading strategies Skill 2. Play a team game where pupils brainstorm vocabulary on the main topics
Reading. 3.1 in this lesson (months, days, seasons, clothes, weather, countries). Try to have a mix of
Complementary Read and enjoy A1 proficiency in the groups
Skill fiction/non-fiction 3. Review any key vocabulary that has not come up in the previous activity. so that pupils can support
Reading. 3.3 print and digital Introduce the word boots (see Student’s Book, p.40). each other as they play
Read texts of interest the game.
independently for 4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can
information and choose their own counters (e.g. a pen lid, a rubber, a small paper ball). Modify the Venn diagram
enjoyment Optional activity so that it
Monitor as pupils play the game, but allow them to relax and enjoy the suits seasons in your
activity so that they are reading for pleasure, without really noticing they local context and your
are reading. This will also encourage pupils to work together and help local culture.
each other.
5. Continue with the Optional activity on Teacher’s Book, p.67. You could do
this for other topics.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
117
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 62 (Writing 12) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions
Innovation; ICT
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.41 according to the needs of
Communicate Describe people Teacher’s Book, p.68–9 your pupils and class. Please
basic information and objects using that suits your pupils’ needs and interests and that will review language see the seven differentiation
intelligibly for a suitable words and and prepare pupils for the lesson by reviewing the names of the six Computers strategies listed in the
range of purposes phrases countries. introduction. Please also
in print and digital Magazines and/or a consider the following:
media Lesson delivery printer
Set a specific number of
Complementary Complementary Note: This lesson is based on the project on Student’s Book, p.41. pictures or information to find
Skill Skill on the country so that there
Speaking 2.2 Speaking 2.2.2 2. Divide pupils into five or six groups, depending on the size of your class. is enough time in the lesson.
Use appropriate Ask for attention or There should be 4–6 pupils in each group.
communication help from a teacher At the writing stage, you
strategies or classmate by 3. Tell pupils they will find out about a country and make a collage. You could either have a more
using suitable can show pupils the example of Student’s Book, p.41 Activity 2 so they proficient pupil in the group
questions know what to do. be the main writer (and
others contribute) or,
4. Assign roles to pupils in the group or have pupils decide between preferably, you could ask
themselves. At least one: each pupil to write one/two
sentences each, so they
researcher (to look on the computer for information about the share the writing.
country*)
designer (to decide which pictures go where)
cutter & sticker (to cut out pictures and stick them to the collage)
writer (to annotate the picture).
5. Have groups choose a country. First they should decide what
information to find out about. Allow all pupils to work briefly on the
computer to start finding out basic information about the country before
the ‘researcher’ takes over and the others do their tasks.
*Select, in advance, websites that are safe and are simple to follow, that
pupils can use to find information e.g. www.kiddle.co or
www.kidzsearch.com
118
Primary Year 3 SK Scheme of Work
6. Monitor pupils carefully as they use the internet, especially if your
network is not protected. Help as necessary with search terms. Pupils
may need help to print out pictures and other resources or information
they find. They should avoid using texts they find because this is not
their language and other pupils may not understand it.
7. Have pupils create a collage. Set a fixed time limit for this activity
depending on the time you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Note that pupils should work reasonably independently in this lesson,
and should ask for your help in English when they need it. Move around
groups as they work and support them. Ask questions about their choice
of pictures for the collage as you monitor.
Post-lesson
9. Pupils display their collages and read their sentences for others to hear
and point to / find the correct collage. Encourage pupils to ask each
other questions about the countries.
119
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;
Imagination prepositions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.3 Language Arts 5.3.1 according to the needs of
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
imaginative imaginatively and your pupils’ needs and interests and that focuses on climate and weather. p.42–43 see the seven differentiation
response to intelligibly through strategies listed in the
literary texts creating simple Lesson delivery Teacher’s Book, introduction. Please also
action songs on p. 70–71 consider the following:
Complementary familiar topics. 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or
Skill Other imaginative use a picture of a snow globe. Ask pupils if they have seen something like this A snow globe or If pupils have a lot of
Writing 4.2 responses as before. large clear ball if difficulty writing freely, you
Communicate appropriate available could provide some models
basic information 3. Ask pupils to tell you what they think the story will be about. Put some of the ideas of different kinds of
intelligibly for a Complementary in note form on the board. Magic globe sentences on the board to
range of purposes Skill worksheet (see give them some ideas. They
in print and digital Writing 4.2.4 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell below) can also look in the
media Describe people you about the picture. Let pupils read the texts on p.42. Choose some pupils to Student’s Book (p.43) for
and objects using read different characters’ parts. Ask pupils what they think will happen next. ideas.
suitable words and
phrases 5. Have pupils read the second page of the story silently before playing the CD. Let more proficient pupils
Follow While reading and after reading suggestions (Teacher’s Book, p.70–71) for write as much as they can,
talking to pupils about the story. Elicit as much as possible. Ask pupils if they liked too.
the story.
6. Ask pupils where they would like to go if they found a magic globe. Give pupils the
worksheet (below) and ask them to draw their ideas and to write at least one
sentence about it. They can give it a title or a name.
This is a free writing activity, which lets pupils write what they can. You can give
some suggestions, but it is a good opportunity for you to see how pupils can write
without a model. Support them and help them write what they want to about their
pictures.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity. Encourage
pupils to give feedback on what they like about others’ work.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths
and weaknesses in relation to what is covered in the unit. Give written comments
on their work, in a brightly coloured pen, making sure to be positive and offer
constructive help if necessary.
120
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 63
Name: _____________ Class: ______
________________
___________
___
________________________________
121
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)
LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might consider using some of the material as a your focus: according to the needs
Communicate with Use capital letters, homework task, if appropriate. of your pupils and
appropriate full stops and Get Smart plus 3 class. Please see the
language form question marks Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s seven differentiation
and style for a appropriately in Book p.72–73) and/or consider offering pupils a choice of activities. Student’s Book, strategies listed in the
range of purposes guided writing at p.44 introduction. Please
in print and digital sentence level Pre-lesson also consider the
media Teacher’s Book, following:
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.72–73
Complementary Skill needs and interests and that will prepare pupils for the lesson. There is space on the
Skill Speaking Card, if possible, worksheet for another
Speaking 2.1.2 Lesson delivery or plain paper question. More
2.1 Find out about proficient pupils can
Communicate and describe 2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in Picture of a girl write their own
simple information basic everyday and on the other side on. question here. They
intelligibly routines Worksheet (see can also ask more than
3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show below) one friend.
that side of their card, if on they should show the other side. Say some sentences which
practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place Bell Choose among these
of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this and other available
game difficult. Example sentences: practice materials for
this Language
I like to play tennis ___ spring. Awareness lesson,
based on the needs
It’s my birthday ___ March. and interests of your
class.
Hassan and Zikri have football ___ Saturday afternoon.
4. Ask pupils questions to elicit the rules for when we use in and on.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in
a survey. Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their
answers on the worksheet. They should write the answers following the model for Alya,
including punctuation.
122
Primary Year 3 SK Scheme of Work
If you have extra time, you could ask pupils to write sentences about their partner in their
workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of the
worksheet.
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.
Worksheet for Lesson 64
A. Write words to finish the questions.
Question Alya Me My friend
When’s your b__________? It’s in May.
What’s your f__________ season? It’s winter.
What clothes do you w__________ in I wear a dress.
summer?
What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.
Self-assessment: Great! [ ] OK [ ] A little [ ]
How did I do in Unit 4? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
Great! [ ] OK [ ] A little [ ]
say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
know when to use different words like in and on
talk about seasons
talk about weather
talk about different sports and activities
123
Primary Year 3 SK Scheme of Work
UNIT 5 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 65 (Listening 13)WEEK: MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 Student’s Book, p.45 according to the needs of
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction Teacher’s Book, p.74–5 your pupils and class.
meaning in a support specific that suits your pupils’ needs and interests and that focuses on the word Please see the seven
variety of familiar information and house. Flashcards of key differentiation strategies
contexts details of short vocabulary listed in the introduction.
simple texts Lesson delivery Please also consider the
Complementary following:
Skill Complementary 2. Play Run and touch, where you say Touch the (window) and pupils run (or
Listening 1.2 Skill walk) and touch the place. Use parts of the room vocabulary (door, floor You could ask some more
Understand Listening 1.2.1 etc.) and then introduce prepositions behind and in front of. Extend to a confident pupils to become
meaning in a Understand with game like Simon Says, where they only run and touch if you say please. teacher in the first stage of
variety of familiar support the main the lesson (Run and Touch
contexts idea of short simple 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well game).
texts pupils already know the prepositions and modify your lesson plan
accordingly. Now you know your pupils
a little better, choose how
4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time best they will work in a
pupils listen, they should point to the correct room in the house as they hear review game (in pairs,
it. small groups or as a whole
class).
5. Review the key prepositions and vocabulary that you have noticed is new or
difficult for pupils by playing a group or whole class game.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
124
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
WEEK: LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, according to the needs of your
Communicate Describe people p.45, p.47 pupils and class. Please see
simple information and objects using Lesson delivery the seven differentiation
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? Teacher’s Book, strategies listed in the
phrases p.74 introduction. Please also
Complementary to review and check understanding of the prepositions. If you notice that your consider the following:
Skill Complementary pupils are finding these difficult at this stage, include another stage to review Clothes
Listening 1.2 Skill them further, such as a ‘listen and draw’ in their notebooks. flashcards While reviewing prepositions,
Understand Listening 1.2.5 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). ask questions and use some
meaning in a Understand a wide 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the mime to different pupils to help
variety of familiar range of short flashcards. Play a game to practise the new vocabulary. them at their level of
contexts supported questions understanding. These might
5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that be closed questions, e.g Is it
the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and behind the door (mime
some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to behind)? or What can you find
draw a dress and some trousers in the house. under your bed at home?
6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing
their books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and
are managing the target language
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
125
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;
possessive pronouns
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
variety of linear information and pupils’ needs and interests and that will review language relating to the furniture topic and p.46 and class. Please see
and non-linear details of short prepare pupils for the lesson. the seven
print and digital simple texts Teacher’s Book, differentiation
texts by using Lesson delivery p.76 strategies listed in the
appropriate Complementary introduction. Please
reading strategies Skill 2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and also consider the
Writing 4.3.2 some pupils and ask them to put them on the left side of the classroom if they are clothes clothes following:
Complementary Spell an increased and the right if they are furniture. flashcards
Skill range of familiar For the mini
Writing 4.3 high frequency 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see performance after the
Communicate with words accurately in below) story, you could
appropriate guided writing 4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary encourage some
language form and in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need pupils to change the
style for a range of work in pairs to categorise the words. They should write the words into the correct cloud, some story a bit to include
purposes in print taking care to copy the spelling accurately. If there are still some new words in the dictionaries for different vocabulary.
and digital media worksheet, you could ask pupils to use dictionaries to find the meanings of the new this lesson
words. They can draw a small picture next to the word on their worksheet to show the
meaning if it is helpful.
Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that reviews at least one word pupils learned well and one
they have difficulty with.
126
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 67 Furniture
Clothes or furniture?
Look at the words and write. Are they clothes or furniture?
Clothes
socks armchair trousers wardrobe
bookcase dress desk fridge
coat trainers
shirt cupboard
127
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 68 (Writing 13) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.1 Writing 4.1.2 Student’s Book, according to the needs of
Form letters and Begin to use cursive 1. Choose a confident pair of pupils who will come to the front of the class and try to p.46–47 your pupils and class.
words in neat handwriting in a act out the story from Lesson 67. The class can help if necessary. Please see the seven
legible print using limited range of Teacher’s Book, differentiation strategies
cursive writing written work Lesson delivery p. 76–77 listed in the introduction.
Please also consider the
Complementary Complementary 2. Write the words on the board: headscarf, carpet, mirror (and choose one or two Clothes and following:
Skill Skill more clothes/furniture words that might be new but useful to your pupils) furniture
Reading 3.2 Reading 3.2.4 flashcards from For higher proficiency
Understand a Recognise and use Model using the dictionary and hand out to each pair/group. Assign each previous lesson + pupils (or classes), you
variety of linear with support key pair/group one of the words and ask them to check the meaning in the dictionary. four new words could extend the
and non-linear features of a simple They should draw the item in their notebook and write the word underneath it. dictionary activity and/or
print and digital monolingual Dictionaries have pupils brainstorm
texts by using dictionary 3. Have each pair/group present their word to the class. Return the worksheets from and share more clothes
appropriate Lesson 67 and ask them to add the four words to it. and furniture vocabulary.
reading strategies
4. Have pupils read the story on Student’s Book, p.46 quietly. If you have a pupil(s) who
5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. demands attention, you
could have him/her/them
Remind pupils to use cursive writing. Monitor and check they are on task and do read the story to the
not have any problems. class.
Post-lesson
6. Choose a post-lesson task from the list in the introduction to review more and less
challenging vocabulary from the lesson.
128
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 69 (Language Arts 13) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make and label a simple paper house. You can use their
Main Skill Main Skill work to make a class display of houses. Square pieces of plain paper, Differentiate learning
Language Arts Language Arts one piece for each pupil. according to the needs of
5.3 5.3.1 Pre-lesson (White paper is suitable – the your pupils and class.
Express an Respond 1. Write the letters ym and ohuse on the board. paper does not need to have Please see the seven
imaginative imaginatively and 2. Ask pupils to unscramble these letters to make two words. different colours on each differentiation strategies
response to intelligibly through 3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and side, as suggested by the listed in the introduction.
literary texts creating simple video below.)
action songs on that they will make a paper house in the lesson.
Complementary familiar topics. Simple child-friendly
skill Other imaginative Lesson delivery instructions to use in the
Listening 1.2 responses as 4. Give each pupil a square piece of paper. lesson. (Check how to make
Understand appropriate. 5. Prepare step-by-step instructions for making a paper house in a jazz chant a very simple origami house
meaning in a at:
variety of familiar Complementary style. Give out the instructions one by one. Ask pupils to sing with you the
contexts skill step before they apply it www.youtube.com/watch?
Listening 1.2.4 6. Make sure that pupils have finished each step before you move on to sing v=eEsx799dz8c)
Understand a the next step.
wide range of 7. When the pupils finish their making their paper houses, ask them to sing the
short basic chant together.
supported 8. Ask pupils to label two of the four rooms in the house and to draw two items
classroom of furniture in each of these two rooms.
instructions
Post-lesson
9. Put pupils in pairs or small groups.
10. Ask them to share their houses and to name the items of furniture their
classmates have drawn.
11. If you want to make a class display, ask pupils to label other rooms and to
draw other items of furniture at home. You could use their completed work to
create a class display of houses.
129
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 70 (Listening 14) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with
Values possessive pronoun: Whose?
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 Student’s Book, p.47 according to the needs of
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction that Teacher’s Book, p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests and that will review clothes vocabulary to Please see the seven
variety of familiar information and prepare pupils for the lesson. differentiation strategies
contexts details of short listed in the introduction.
simple texts Lesson delivery Please also consider the
Complementary following:
Skill Complementary 2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review
Listening 1.2 Skill the language Whose xxx is this/are these? and encourage pupils to ask the Choose pupils who are
Understand Listening 1.2.5 questions, too. You could play a circle game. naturally outgoing to be the
meaning in a Understand a wide thieves, even if they are
variety of familiar range of short 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again. not as proficient.
contexts supported Sometimes an overly
questions 4. Follow the instructions for Activity 3 (Teacher’s Book, p.77). active pupil can be
motivated by an activity like
Monitor as pupils listen and see how well they do in getting the correct this.
answers. Based on this, you could give more Listening practice by asking
pupils about the clothes again or you could play a game to further review the
key vocabulary.
5. Play Stop thief! where you nominate two or three pupils to be the thieves. The
class closes their eyes and count to ten, and the thieves move around the
room and ‘steal’ some of the pupils’ pens, pencils etc. On ten, pupils open
their eyes and say Stop thief! The ‘thieves’ stop. Pupils ask and answer to find
out whose things they have ‘stolen’, and to return them. E.g. Whose pen is
this? / Whose books are these?
You could play this in small groups as well, if you have time and it is
appropriate for your class.
Post-lesson
6. 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
130
Primary Year 3 SK Scheme of Work
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
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.
131
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 according to the
Communicate Ask about and 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
simple information express basic pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47 and class. Please see
intelligibly opinions the lesson. the seven
Teacher’s Book, differentiation
Complementary Complementary Lesson delivery p.77 strategies listed in the
Skill Skill 2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). introduction. Please
Listening 1.2 Listening 1.2.5 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t Small pieces of also consider the
Understand Understand a wide paper/card, one following:
meaning in a range of short write their name, but should write a code name. per pupil
variety of familiar supported questions If giving a reason is
contexts 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to too challenging for
try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils some/all of your
answer, encourage them to give a reason for their answer, for example: pupils, then they can
I think it’s Hanifa’s because she likes red shoes. say I think… to give
I think they’re Ahmad’s because Ahmad is good at drawing. their opinions.
or
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end of
the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
132
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
WEEK: LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There
Sustainability; Values is/are: Singular & plural; Prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 according to the needs of
Understand a Guess the meaning 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
variety of linear of unfamiliar words your pupils’ needs and interests and that will review key language to prepare pupils for p.48–49 Please see the seven
and non-linear from clues provided the lesson. differentiation strategies
print and digital by visuals and the Teacher’s Book, listed in the introduction.
texts by using topic Lesson delivery p.78–79 Please also consider the
appropriate following:
reading strategies Complementary 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Map of Japan
Skill / small groups what they know about Japan. They will probably use first language for (optional) There may be some first
Complementary Reading 3.2.1 this. When feeding back, help pupils translate some of their ideas into English and/or language used in this
Skill Understand the provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures lesson. You can
Reading 3.2 main idea of short Japan. from Student’s encourage and support
Understand a simple texts Book, p.48 different pupils to use as
variety of linear 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what much English as they can
and non-linear they can see. by helping them with
print and digital vocabulary and language
texts by using 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct that you think each pupil
appropriate pupils to the pictures to try to guess the meaning of the new words. is capable of.
reading strategies
5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book,
p.78).
6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to
informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
133
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 73 (Writing 14) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity & is/are: Singular & plural
Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Pictures of Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your traditional style according to the
Communicate basic Describe people pupils’ needs and interests and that will review key language to prepare pupils for the local/national needs of your pupils
information intelligibly and objects using lesson on the topic of homes and houses. Include key words such as wood, water, light. houses and class. Please see
for a range of suitable words and the seven
purposes in print and phrases Lesson delivery Poster paper, differentiation
digital media pens, rulers etc. strategies listed in the
Complementary 2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences introduction. Please
Complementary Skill between this and pupils’ own homes. If possible a also consider the
Skill Writing 4.3.3 template for following:
Writing 4.3 Plan, draft and 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses design of a
Communicate with write an increased are traditionally built to respect the natural environment. (this may be in first language) traditional house Pupils can write
appropriate language range of simple (For an interesting article see: sentences according
form and style for a sentences http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that card for each to their own level.
range of purposes in you will need to choose and simplify the information given here. group for making Encourage them to try
print and digital houses and write something a
media 4. Ask pupils what key features make an environmentally friendly home (e.g. natural little above their level
building materials, use of natural energy and resources – water, light etc). and support them in
this.
5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a
poster or a model (if possible). They should design a house and then each pupil writes
a sentence about the house (in their notebooks as a draft, and then, after checking, on
the poster or as a label) using There is/are. The houses will be conceptually simple.
Monitor carefully and support pupils as they try to write their sentences. If pupils are not
able to finish their houses in this lesson, you could have them continue at the end of the
next few lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general
feedback on their efforts.
134
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
WEEK: LESSON: 74 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: My new house
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create an action story in groups.
Main Skill Main Skill Flashcards or pictures Differentiate learning
Language Arts 5.1 Language Arts Pre-lesson according to the needs of
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and difficult walk home. Words for We’re going your pupils and class.
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. home action story Please see the seven
rhymes, poems simple texts, and differentiation strategies
and songs sing simple songs Lesson delivery Write the story on the listed in the introduction.
with intelligible 3. Ask pupils to stand in a circle, or to stand at their desks if there is not board, or put it on a Please also consider the
Complementary pronunciation, handout following:
Skill rhythm and enough space for a circle in your classroom.
Speaking 2.3 intonation 4. Tell pupils the We’re going home story (see next page): use actions to make Fast finishers can create
Communicate In addition to Year an extra verse for their
appropriately to a 2 text types: the meaning of over, under and through clear. story.
small or large simple poems 5. Retell the story and ask pupils to join in with the actions.
group 6. Tell the story again, with pupils doing the actions and saying the words.
Complementary 7. Clarify with pupils that there is one more place to go through before they are
Skill
Speaking2.3.1 home. Ask pupils to suggest possible places to go through (e.g. forest, rice
Narrate very short field, jungle, tunnel, school, shopping centre) .
basic stories and 8. Divide pupils into groups of 3–4. Tell them to finish the story with another
events verse and to practise their story and the actions. Write the story on the
board or give them a handout of the story to help them.
Post-lesson
9. Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse.
135
We’re going home Primary Year 3 SK Scheme of Work
We’re going home.
Oh, look, some long grass! 136
We can’t go over it.
We can’t go under it.
Let’s go through it.
We’re going home.
Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
We can’t go over it.
We can’t go under it.
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look _______________
We can’t go over it.
We can’t go under it.
Let’s go through it
Hurray! Now, we’re home.
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.1 Listening 1.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Recognise and Recognise and Student’s Book, your pupils and class.
reproduce target reproduce with your pupils’ needs and interests and that will review the names of rooms and p.49–50 Please see the seven
language sounds support a range of furniture words to prepare the pupils for the lesson. differentiation strategies
target language Teacher’s Book, listed in the introduction.
phonemes Lesson delivery p.79–80 Please also consider the
2. Show the flashcards and drill the four new words. Explain to pupils how these are following:
Complementary Complementary Flashcards for
Skill Skill words with two sounds (syllables). Show how each word is made up of the two cushion, Depending on the needs
Speaking 2.1 Speaking 2.1.5 sounds. Play a game where pupils have to listen and say the second syllable. Use slippers, table, of your class, you could
Communicate Describe people picture flashcards. Introduce/review the written word at the end of this stage of the flower extend the pronunciation
simple information and objects using lesson only. stage of the lesson to
intelligibly suitable words and Scissors look at rhyming words or
phrases 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). more words with two
syllables.
4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s
Book, p.80). For fast finishers or more
proficient pupils, have
Post-lesson them tell a partner about
5. Learning diaries: a room in their house.
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)
Encourage pupils to reflect more deeply and using more English. 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.
137
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 76 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & Imagination is/are: Singular & plural; possessive pronouns
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- according to the needs of
Communicate Describe people Student’s Book, p.48. 49 your pupils and class.
simple information and objects using Teacher’s Book, p.79 Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you differentiation strategies
phrases think pupils need to review key vocabulary further. For example, put labels of listed in the introduction.
Complementary the names of different rooms around the classroom. Say a piece of furniture Please also consider the
Skill Complementary and pupils have to decide which room it belongs in. Note that there may not be following:
Speaking 2.2 Skill fixed answers for this.
Use appropriate Speaking 2.2.2 Pupils can work at their
communication Ask for attention or Lesson delivery own level in these
strategies help from a teacher activities. Encourage
or classmate by 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
using suitable more than their ability by
questions 4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them helping them individually
in a pile in the middle of the group. In turns, pupils take a picture. Without and according to their
showing it, they should describe it. Other pupils in the group should guess level. Do not expect the
whose picture it is – It’s hers/his/mine/yours. same from all the pupils.
Monitor carefully as pupils do these Speaking and Listening activities. They
may need help with vocabulary, and should ask you for this in English. Focus,
too, on their use of language. Note the words you give them and choose some
to teach the whole class at the end.
Post-lesson
5. Teach the whole class two or three of the words you have given them
individually as extra in this lesson
138
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 77 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: My new house
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class.
variety of linear information and suits your pupils’ needs and interests and that will introduce key vocabulary from p.51 Please see the seven
and non-linear details of short this lesson. Write and leave the words on the board. differentiation strategies
print and digital simple texts Teacher’s Book, listed in the introduction.
texts by using Lesson delivery p.82 Please also consider the
appropriate Complementary following:
reading strategies Skill 2. Tell pupils about your house (this can be real or something from a magazine) Some pictures of
Complementary Reading 3.2.1 using the pictures. Use some of the words from the pre-lesson activity you left on your house, if Think about your pupils
Skill understand the the board. Have pupils listen and then tell you which words you used. appropriate, or a and where they live. You
Reading 3.2 main idea of short house from a may need to teach more
Understand a simple texts 3. Tell them they will read about Sue’s house. They should read silently and tell you magazine vocabulary to help them
variety of linear what they think of Sue’s house using an adjective. describe their own
and non-linear bedrooms or houses.
print and digital 4. Next ask them to read again and to find some differences between Sue’s house
texts by using and your house (as described). Some pupils may find it
appropriate challenging to expand their
reading strategies 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2. answers into full
sentences. You may need
6. Ask pupils to make a note of their answers to the questions (in note form, not full to repeat the question or
sentences) in their notebooks. provide gapped sentences
on the board. Less
7. After checking the answers with a partner, ask pupils to expand their answers proficient pupils could write
into full sentences in their notebooks. up just two or three
Collect pupils’ notebooks and check them for spelling and content in particular. sentences.
Note down words you have taught them for this activity that pupils have difficulty
spelling correctly.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
139
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
WEEK: LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common Student’s Book, according to the needs of
Communicate with Plan, draft and write words (including those spelt incorrectly in the previous lesson) from this topic. p.51 your pupils and class. Please
appropriate an increased range see the seven differentiation
language form and of simple sentences Lesson delivery Teacher’s Book, strategies listed in the
style for a range of 2. Play the CD to review the text on Student’s Book, p.51. Review the p.82 introduction. Please also
purposes in print Complementary consider the following:
and digital media Skill differences between Sue’s house and pupils’ own homes. Template of a
Speaking 2.3.1 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. beroom on a Set a minimum number of
Complementary Narrate very short worksheet sentences for pupils to write
Skill basic stories and 4. Have pupils write about their bedroom on a worksheet. After writing they can Optional: pictures of (e.g. write at least two
Speaking 2.3 events furnish their bedroom using the template and cut up furniture OR they can bedroom furniture to sentences) so that more
Communicate draw the furniture into the room. cut out proficient pupils can write
appropriately to a more.
small or large 5. Pupils tell their partner about their bedroom using the pictures and the text.
group Encourage partners to ask each other questions about their bedroom or make
comments about it.
6. Pupils present their work to the class. Encourage the class to ask questions
about the picture and the pupil’s home. This could be done in groups if there
is time.
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
140
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)
LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
TOPIC: My new house Listening
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill Pre-lesson Get Smart plus 3 needs of your pupils and class. Please
Language Arts 5.2 Language Arts 5.2.1 see the seven differentiation strategies
Express personal Ask and answer 1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book, listed in the introduction. Please also
responses to simple questions p.52–54 consider the following:
literary texts about characters, Lesson delivery
actions and events Teacher’s Book, If the topic of ghosts is not appropriate
Complementary of interest in a text 2. Follow instructions for Activity 1, Before reading, using just the p.84–85 in your context, you can choose a
Skill pictures from the story. different story and follow a similar
Listening 1.2 Complementary Self-assessment lesson outline.
Understand Skill 3. Play the CD and have pupils listen and look at the pictures. Pause worksheet
meaning in a Listening 1.2.3 very briefly at the end of each picture, check basic understanding You can discuss the story and the
variety of familiar Understand with very briefly, and ask a question to predict what will happen next. values in a mixture of pupils’ first
contexts support short simple language and English, expecting more
narratives Ask pupils one or two comprehension questions and review the English from more proficient pupils than
story in their books if necessary. Ask pupils what they think the others.
moral of the story is (see Value on p.53, Student’s Book). Discuss
the value with pupils.
4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from Student’s
Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how
well they feel they know the language now. They should complete
the How did I do in Unit 5? self-assessment worksheet (see below).
6. 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.
141
Primary Year 3 SK Scheme of Work
Self-assessment worksheet for Lesson 79
How did I do in Unit 5?
In English, I know how to:
say where things are in the house Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
say who things belong to Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
describe different houses Great! [ ] OK [ ] A little [ ]
talk about rooms and furniture Great! [ ]
talk about clothes Great! [ ]
142
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)
LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Question cards Differentiate learning
Speaking 2.1 Speaking 2.1.5 (see below – 1 according to the needs
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your set per group) of your pupils and
simple information and objects using pupils’ needs and interests and that will review language to prepare pupils for the lesson. class. Please see the
intelligibly suitable words and Computers seven differentiation
phrases Lesson delivery strategies listed in the
introduction. Please
Complementary Complementary 2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up also consider the
Skill Skill questions that relate to the questions on the question cards (see below), e.g. Hands up if following:
Writing 4.3 Writing 4.3.1 you have three rooms in your house. / Hands up if your bedroom walls are pink. etc.
Communicate Use capital letters, Make sure you leave
with appropriate full stops and 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. the question cards with
language form question marks Pupils pick a card, in turn, and answer the question on the card. the groups so they can
and style for a appropriately in use them as support
range of purposes guided writing at 4. Feed back on this activity, but leave the cards with the pupils. when writing the
in print and digital sentence level questions.
media 5. Tell pupils they will create a survey about the class houses. First each group should
write four questions (one per pupil) in their notebooks. Monitor and help as necessary. Depending on pupils’
Note that pupils can copy the questions on the cards or use them as models if they need ICT skills and software
to. Make sure that each pupil has all four questions in their notebook. availability, they could
use Word, Excel or
6. Pupils should now ask others their questions – one question each. Set a number of Open Office.
pupils (minimum and/or maximum, depending on time) they should ask. They should
note the answers in their notebooks.
7. Pupils return to their groups and put their findings together.
8. Where possible, groups use the computer to create a table or chart to present their
findings. Have pupils save their work and either post to the class or school website/blog
or print out.
If no computers are available, this can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
143
Primary Year 3 SK Scheme of Work
Template for suggested question cards for Lesson 80
How many rooms How many people Do you have a What’s your
are there in your live in your house? garden? favourite room?
house?
Do you have your What colour are the Is there an upstairs How many TVs are
own bedroom? walls in your in your house? there in your
bedroom? house?
144
Primary Year 3 SK Scheme of Work
UNIT 6 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 81 (Listening 16) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the
Understand Understand with Student’s Book, needs of your pupils
meaning in a support specific needs and interests and that will review language to prepare pupils for the lesson. Focus on food p.55 and class. Please see
variety of familiar information and words pupils already know. Ask pupils which of those foods they like. the seven
contexts details of short Teacher’s Book, differentiation
simple texts Lesson delivery p.88–9 strategies listed in the
2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather introduction. Please
Food flashcards also consider the
than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy following:
Complementary Complementary of this, so they can use it in the next lesson.
Skill Skill Encourage pupils to
Speaking 2.1 Speaking 2.1.1 3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary. draw food they really
Communicate Ask about and like, even if they don’t
simple information express basic 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top know what it is in
intelligibly opinions of the page when they hear them. English. You can help
them find the English
5. Follow the instructions for Activity 1, Teacher’s Book, p.88. word for the food. If
you are not sure, you
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction to could use an online
include a reason, e.g. It’s delicious. / They’re horrible. dictionary (on the
computer or on a
Post-lesson mobile phone).
Learning diaries:
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the
beginning of Unit 6). 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)
Encourage pupils to reflect more deeply and using more English. 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.
145
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 82 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 Student’s Book, the needs of your pupils and
Communicate Describe people Lesson delivery p.55 class. Please see the seven
simple information and objects using differentiation strategies listed in
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline Teacher’s Book, the introduction. Please also
phrases with a colour pencil There’s and, in a different colour, There are. p.88–89 consider the following:
Complementary
Skill Complementary 3. Ask pupils to tell you some example sentences from the song using There Food flashcards + If you think it may be difficult for
Listening 1.2 Skill is/are and write them on the board. Using the food realia (real food), ask copies of one per some of your pupils to form full
Understand Listening 1.2.2 questions like How many carrots are there? How many sugars? to show pupil sentences in Activity 2, put some
meaning in a Understand with that words like sugar are uncountable. Elicit examples of each from the model sentences on the board.
variety of familiar support specific song. Avoid using words like countable and uncountable as they may be Some countable You can begin to erase these
contexts information and confusing. Show how each goes together with some and plural/singular and uncountable during the activity if you think
details of short noun. food/drink if pupils don’t need it any more.
simple texts appropriate (e.g.
4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– some sugar, two
9) as necessary. carrots)
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in Colour pencils
pairs, Pupil A says a sentence using There is a /are some… on the table.
Pupil B listens and points to the picture in Activity 2.
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game.
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).
146
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
Creativity & Innovation uncountable nouns in questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 according to the needs of
Understand a Guess the meaning 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could Student’s Book, p.56– your pupils and class. Please
variety of linear of unfamiliar words make with these. Elicit or teach omelette. Ask if pupils have ever had an 57 see the seven differentiation
and non-linear from clues provided omelette. If so, what was inside it? strategies listed in the
print and digital by visuals and the Teacher’s Book, introduction. Please also
texts by using topic Lesson delivery p.90–91 consider the following:
appropriate 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90.
reading strategies Complementary Food flashcards Some more proficient pupils
Skill 3. Introduce the text and ask pupils to read it and tell you which omelette should be able to tell you in
Complementary Reading 3.2.2 they’d prefer. English their strategy for
Skill Understand specific understanding unknown
Reading 3.2 information and Monitor carefully as pupils read and see how they are progressing. Some words. You could ask them
Understand a details of short pupils may read much more slowly than others. Note down which pupils to translate for other pupils
variety of linear simple texts finish quickly and which take longer. after helping them say it in
and non-linear 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out English.
print and digital the performance stage. Ask pupils what they think Yummy and Yuck mean
texts by using and why they think that. Reading the whole text may
appropriate be difficult for some pupils.
reading strategies 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Give them plenty of time to
do this individually before checking their answers with a partner. Then feed try to read it. If necessary,
back, and elicit language from pupils in full sentences. ask faster finishers to think
about what they would have
Post-lesson in their omelette.
6. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.
147
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking
& Citizenship; Creativity & Innovation directions)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning
Writing 4.2 Writing 4.2.3 cooking verbs according to the needs
Communicate Give simple 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits (optional) of your pupils and
basic information directions your pupils’ needs and interests and that will review food vocabulary from the class. Please see the
intelligibly for a previous lesson. Cut-up stages of seven differentiation
range of purposes Complementary omelette recipe strategies listed in the
in print and digital Skill Lesson delivery (one set per group introduction. Please
media Writing 4.3.2 of five – see below) also consider the
Spell an increased 2. Ask pupils what the children’s dad was doing in the story – he was cooking following:
Complementary range of familiar omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about A simplified recipe
Skill high frequency cooking to find out what they know. Introduce cooking verbs using flashcards or for a Malaysian dish When ordering the
Writing 4.3 words accurately in mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. with gaps for verbs stages of the omelette
Communicate with guided writing and ingredients recipe, you could have
appropriate 3. Play a mime game using the verbs + some of the foods from Lesson 83. (see below) groups work together to
language form and order the stages, or
style for a range of 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, give each pupil a stage
purposes in print one stage each. They should read their stage and together decide which order to so, without showing it
and digital media stand in. to the others, they all
contribute to group
5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. work. Consider adding
Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, pictures if you think this
potato, chicken, spices, rice etc. Pupils may work in their first language and you can will support your pupils.
supply the English translation. Explain that these are the ingredients.
For the Writing activity,
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let you can provide recipes
pupils work in pairs to complete it. An example is given below, but you may have a with more or fewer
better or more appropriate recipe than this. This lesson may be challenging for some gaps to support
pupils, who may be unfamiliar with cooking processes. You could add some pictures different levels of
to the recipe or mime each stage of the recipe and have pupils watch and complete proficiency.
the stage. Allow pupils to work with and help each other.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
148
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