Materials for Lesson 84 Primary Year 3 SK Scheme of Work
Stages for making an omelette: cut up, one per pair/group.
149
Break the eggs and mix them with milk.
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.
Fry it all for 5 minutes.
Serve your omelette with some bread.
Suggestion for recipe gap fill: Chicken and egg curry
Ingredients:
12 chicken legs some coconut milk
6 eggs some water
1 onion some spices
1 big tomato
2 potatoes
1. Fry the onion and some s_____.
2. Add the chicken and some water. S____ it all together.
3. Add the potatoes, tomato and e____.
4. Cook for 30 minutes.
5. Add the coconut m____ and stir.
6. S_____ your curry with rice.
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation
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 according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
imaginative Respond your pupils’ needs and interests and that will review the recipe topic to prepare p.117* Please see the seven
response to imaginatively and pupils for the lesson. differentiation strategies
literary texts intelligibly through Teacher’s Book, listed in the introduction.
creating simple Lesson delivery p.180 Please also consider the
Complementary action songs on following:
Skill familiar topics 2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace
Speaking 2.1 Other imaginative with a recipe for a Think about which pupils
Communicate responses as 3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. Malaysian dish will work best together in
simple information appropriate pairs / small groups in
intelligibly 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they your class, so that more
Complementary think about the dish. proficient pupils can help
Skill less proficient pupils. Be
Speaking 2.1.1 5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present careful that all pupils
Ask about and their recipes in groups. Each group should choose a winner for the ‘best’ recipe – contribute to the activity,
express basic this might be a yummy one or a strange one, they can decide. Have the winners of however.
opinions each group present their recipes to the class. Ask for opinions on the recipes.
You could find or write a
Post-lesson simple recipe for a
6. Learning diaries: Malaysian dish to replace
the Rainbow Risotto
Ask pupils to think back on their learning so far this week. In their learning diary, recipe in the Student’s
they can write: Book if you think this will
be more relevant to
New words I remember pupils’ interests and
experience. In this case,
Activities I enjoyed check it for key
vocabulary that is new
A skill I did well in (L/S/R/W) and known to the pupils.
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.
150
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 86 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
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 1.2.5 according to the needs of
Understand Understand a wide 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class.
meaning in a range of short suits your pupils’ needs and interests and that will focus attention on omelettes p.57 Please see the seven
variety of familiar supported questions to prepare pupils for the lesson. differentiation strategies
contexts Teacher’s Book, listed in the introduction.
Complementary Lesson delivery p.91 Please also consider the
Complementary Skill following:
Skill Listening 1.2.2 2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards,
Listening 1.2 Understand with board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack For fast finishers, or if you
Understand support specific isn’t/aren’t any… have extra time, you could
meaning in a information and ask them to write one or
variety of familiar details of short 3. Ask pupils to turn around while you remove one card. They should tell you what more sentences about
contexts simple texts is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take what they heard, e.g.
the role of the teacher. 1. There’s some cheese in
my sandwich.
4. Ask questions about the flashcards on the board to introduce and model the
questions and answers: Are/Is there any…? Yes there is/are /No, there
isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
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.
151
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 87 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives
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 2.1.5 according to the needs
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, of your pupils and
simple information and objects using your pupils’ needs and interests and that will review food vocabulary to prepare p.57 class. Please see the
intelligibly suitable words and pupils for the lesson. seven differentiation
phrases Teacher’s Book, strategies listed in the
Complementary Lesson delivery p.91 introduction. Please
Skill also consider the
Listening 1.2 2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils following:
Understand
meaning in a Complementary 3. Have pupils draw their omelettes in their notebooks. Ask more proficient
variety of familiar pupils to add more
contexts Skill 4. Using their drawings, they should mingle to find out if another pupil(s) has the same extra ingredients to
Listening 1.2.5 omelette as theirs. They should ask and answer questions to find this out, e.g. Are their omelettes in
Understand a wide there any tomatoes in your omelette? If they find a partner, they should sit together. Activity 4.
range of short For those who do not, they should try to find someone with a similar omelette and sit
supported questions together. Lower proficiency
pupils can use their
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the pictures to show
same omelette. There are/is… on my omelette, and on her omelette too. // We have classmates when trying
similar omelettes. There are/is… on my omelette, and on her omelette too / There to find a suitable
is/are xxx on my omelette, but there isn’t/aren’t any… on hers. partner.
Model the language and show the meaning of the same and similar before starting
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
152
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability description; prepositions of place: from + country
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 3.2.1 according to the
Understand a Understand the 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, needs of your pupils
variety of linear main idea of short your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 and class. Please see
and non-linear simple texts the lesson. the seven
print and digital Teacher’s Book, differentiation
texts by using Complementary Lesson delivery p.92–93 strategies listed in the
appropriate Skill 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) introduction. Please
reading strategies Reading 3.2.2 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask Texts and pictures also consider the
Understand specific cut up, one set per following:
Complementary information and pupils about the kinds of food, where it might be from. group
Skill details of short Monitor as groups
Reading 3.2 simple texts 4. Pupils work in groups of four. Each group has a set of texts plus pictures. They work with the texts so
Understand a should read the texts and match them to the pictures. that more proficient
variety of linear pupils work with the
and non-linear Divide the texts between the pupils in the group. Ask pupils to highlight/underline the challenging texts and
print and digital name of the food in one colour, the ingredients in another colour and the country in less proficient pupils
texts by using another. work with the less
appropriate challenging texts.
reading strategies Note that souvlaki (pronounced soovlakey) is a kind of meat wrap.
5. Have all pupils with the same texts check their answers together before returning to
their groups.
6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
pupils to work together to write vocabulary from the texts into the mind map they
have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
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.
153
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation description; prepositions of place: from + country
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 Student’s Book, p.58 needs of your pupils and class.
Communicate Plan, draft and write 1. Choose an appropriate pre-lesson activity from the list in the Please see the seven differentiation
with appropriate an increased range introduction that suits your pupils’ needs and interests and that Computers for internet strategies listed in the introduction.
language form of simple sentences will review language to prepare pupils for the lesson. research or magazines Please also consider the following:
and style for a or selection of recipes
range of purposes Complementary Lesson delivery Offer different amounts of support and
in print and digital Skill Pictures of different modelling for writing. Encourage
media Reading 3.2.2 2. Ask pupils what they remember about the dishes from different dishes around the pupils to help each other with the
Understand specific countries. You could ask groups to quickly present one of the world (see worksheet) writing task. You could ask a lower
Complementary information and dishes as a review for the whole class. proficiency pupil to write, so that they
Skill details of short Worksheet (see below) gain from the support of the higher
Reading 3.2 simple texts 3. Brainstorm some different dishes from around the world and proficiency pupil.
Understand a use the pictures to introduce the dishes on the worksheet (see
variety of linear below). Note that these are suggestions, which can be changed Encourage fast finishers to write
and non-linear to suit your class. more, and maybe give their opinion of
print and digital the dish.
texts by using 4. Ask pupils to do the matching activity (worksheet part A) in
appropriate pairs.
reading strategies
5. In small groups, pupils choose one dish. They should check
online to find out what the ingredients are.
6. As a plan for writing, pupils complete the first sections of the
worksheet part B. Then they should write about a dish. They
can use the texts in the textbook (Student’s Book, p.58) as
models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them in
the classroom. Ask pupils which dishes sound yummy.
154
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 89
A. Look at the dishes. What are they? Which country do you think they come from?
Draw lines to match.
tacos India
sushi Italy
waffles Japan
spaghetti Mexico
samosa Belgium
155
Primary Year 3 SK Scheme of Work
B. Find out and write about a dish
Name of dish: ___________________________________
Country: ___________________________________
Ingredients:
______________________________________________________________________
Our dish:
156
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill In this lesson, pupils will create a chant about food. Flashcards of food Differentiate
Language Arts 5.3 Language Arts vocabulary learning according
Express an 5.3.1 Pre-lesson to the needs of your
imaginative Respond 1. Put food vocabulary flashcards on the board in this order Copies of the pupils and class.
response to imaginatively and Food train chant Please see the
literary texts intelligibly through i. Line 1: sugar (see below) seven differentiation
creating simple ii. Line 2: peas and pineapple strategies listed in
action songs on iii. Line 3: coconuts and chocolate biscuits Worksheet (see the introduction.
familiar topics. iv. Line 4: milk and flour below)
Other imaginative v. Line 5: cheese
responses as 2. Point to the cards and ask pupils to say vocabulary items.
appropriate.
Lesson delivery
Complementary Complementary 3. Tell pupils that they are on a steam train which is carrying the food. Say that their train
Skill Skill
Speaking Speaking starts slowly, gets faster, and finally gives a whistle.
2.3 2.3.1 4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm
Communicate Narrate very short
appropriately to a basic stories and of the train, and ask pupils to copy you. Finish with the noise of the whistle.
small or large events 5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help
group
pupils remember the words if necessary.
The stress on the words is very important for the rhythm, and is underlined to help you and
the pupils. You can use hand or body gestures to emphasise the stress, movement such
as jumping on a stressed sound or whispering & shouting. This can help less proficient
pupils identify and practice the stress patterns.
Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
157
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms
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
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ 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. p.59 and class. Please see
variety of familiar information and the seven
contexts details of short Lesson delivery Teacher’s Book, differentiation
simple texts 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93 strategies listed in the
Complementary introduction. Please
Skill Complementary questions such as Are there any..? also consider the
Listening 1.2 Skill 3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you following:
Understand Listening 1.2.5
meaning in a Understand a feed back. You could extend the
variety of familiar wide range of questions and/or ask
contexts short supported 4. Write the questions on the board: more complex
questions a) Imagine. What’s in your crepe? questions. Consider
including cooking
b) What do you want for lunch today/tomorrow? vocabulary as a
review here, if you
c) Mime. What are you eating? think your pupils
would benefit.
5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an
answer for questions a and c. You may want to fully
or partially erase the
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note questions from the
that they should mime for question 3. Feed back by asking some pupils to tell the class about board before or during
their partner. the speaking activity,
depending on the
Post-lesson proficiency of your
7. Learning diaries: pupils.
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.
158
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms
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 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Find out about and your pupils’ needs and interests and that will review language to prepare pupils for p.59 your pupils and class. Please
simple information describe basic the lesson. see the seven differentiation
intelligibly everyday routines Teacher’s Book, strategies listed in the
Lesson delivery p.93 introduction. Please also
Complementary Complementary consider the following:
Skill Skill 2. Use flashcards to review questions by asking some higher then lower proficiency Food flashcards
Listening 1.2 Listening 1.2.5 pupils about their food likes and dislikes. For fast finishers, or pupils
Understand Understand a wide who rush the Speaking
meaning in a range of short 3. Tell pupils you will ask some questions. They should write their answers in their activity, ask them to find
variety of familiar supported notebooks. Answers – Yes, I do. / No, I do not. more than one pupil for each
contexts questions question.
Questions:
Do you have pancakes for breakfast? You could ask pupils to write
Do you like cheeseburgers? one or two more questions at
Do you like yoghurt? the end of the questionnaire.
Do you have soup for dinner?
As you monitor, ask different
Do you want a crepe for lunch? questions to different pupils
Do brief feed back at this point, to double check that pupils have understood the about their eating and food
questions and the vocabulary. likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
questions to preference and
Monitor closely as pupils work on the Speaking activity. Ask questions to extend routine questions.
pupils’ language or to support those who find this challenging. Note that pupils may
not find a name to put in all of the squares.
Post-lesson
5. 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.
159
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements
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 3.2.1 Student’s Book, p.61 according to the needs of
Understand a Understand the 1. Follow the instructions for Warm up (Teacher’s Book, p.96). Teacher’s Book, p.96–97 your pupils and class.
variety of linear main idea of short Food flashcards Please see the seven
and non-linear simple texts Lesson delivery differentiation strategies
print and digital listed in the introduction.
texts by using 2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils Please also consider the
appropriate read the text before playing the CD. On this first reading, ask pupils to following:
reading strategies read and tell you if they think they would like Tony’s pizza.
Fast finishers could be
Complementary Complementary 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils asked to help other pupils
Skill Skill write the sentences in full in their notebooks (from the sentence stems in the class and/or to
Writing 4.2 Writing 4.2.5 they completed in the previous stage of the lesson). exchange their writing with
Communicate Connect sentences another fast finisher for
basic information using basic 4. Collect pupils’ writing to review it to get an idea of their learning in this unit. some peer correction.
intelligibly for a coordinating Give some corrective feedback, but avoid correcting everything. Add
range of purposes conjunctions positive comments.
in print and digital
media Post-lesson
5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words to
focus on.
160
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
Creativity & Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Writing 4.3 Writing 4.3.3 the needs of your pupils and
Communicate with Plan, draft and write 1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, class. Please see the seven
appropriate an increased range favourite food/restaurant is. Ask them what they like to drink, too. p.60 differentiation strategies listed in
language form and of simple sentences the introduction. Please also
style for a range of Lesson delivery Teacher’s Book, consider the following:
purposes in print Complementary p.94–95
and digital media Skill 2. Follow the instructions for Warm up, Vocabulary and Grammar Box on Encourage pupils to be creative
Speaking 2.3.1 Teacher’s Book, p.94. If possible, some when writing their scripts. Some
Complementary Narrate very short tablecloths pupils will follow the model and
Skill basic stories and 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for use the given vocabulary and
Speaking 2.3 events role plays in groups, as suggested in the Teacher’s Book. acting structure, but allow others to try
Communicate out new or different language or
appropriately to a 4. Then ask pupils to write their scripts for one role play. Each pupil should Scissors vocabulary, helping them to say
small or large write their own lines of the role play but encourage pupils to work together what they want to say in the role
group and help each other. play.
5. Pupils practise the role play using the scripts. Monitor closely and help
pupils with their writing and practicing. Remind pupils to make changes to
their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and
cutlery, and any other props, if possible, to make it realistic. Have pupils
perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
161
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
TOPIC: Food, please!
WEEK: CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts according to the needs
5.3 5.3.1 1. Talk to pupils about school competitions and ask them if they have ever taken part in a Student’s Book, of your pupils and
Express an Respond competition or even won one. p.62–63 class. Please see the
imaginative imaginatively seven differentiation
response to and intelligibly Lesson delivery Teacher’s Book, strategies listed in the
literary texts through creating p.98–99 introduction. Please
simple action 2. Follow the instructions for Warm up (Teacher’s Book, p.98). also consider the
Complementary songs on familiar following:
Skill topics 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking
Reading 3.3 Other skills at each stage. Support pupils as they
Read imaginative perform. You may need
independently responses as 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and to motivate some pupils
for information appropriate others decide what they will cook for the competition. This could be done in small or large to be involved. Giving
and enjoyment groups or even as a whole class. It is better to let pupils use English freely in this activity, but if models and plenty of
Complementary you think they need support, then they can use the story in the Student’s Book as a model. support will help these
Skill pupils, who may be shy
Reading 3.3.1 Monitor, offer support and make a note of any common problems. Come back to these or uncertain what they
Read and enjoy problems at the end of the lesson or in a later lesson. should do or say.
A1 fiction/non-
fiction print and Give feedback on performance and focus on common problems you found in the activity.
digital texts of
interest Post-lesson
5. 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 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 could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
162
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)
WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. your pupils and class. Please
variety of linear specific Question and see the seven differentiation
and non-linear information and Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut strategies listed in the
print and digital details of short Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil introduction. Please also
texts by using simple texts consider the following:
appropriate Pre-lesson Worksheet (see
reading Complementary below) You could offer pupils a
strategies Skill 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your choice of these activities or
Speaking 2.1.1 pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment you could ask different pupils
Complementary Ask about and lesson. worksheet to do different activities
Skill express basic depending on their individual
Speaking 2.1 opinions Lesson delivery Get Smart plus 3 needs, based on formative
Communicate assessment in this unit
simple 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to Student’s Book
information mingle (walk around talking to different pupils) to find a partner to match the question + p.64 Have pupils do more
intelligibly answer. activities and/or make their
Teacher’s Book own activities
3. Write the questions on the board or show a large copy of them all. Ask questions to help p.100–101
pupils see the relationship between the form of the questions and the answers (e.g. use
of do/there + be / the repetition of the verbs, including contracted form of would).
Carefully explain the contraction form of would to ensure pupils understand how I’d is
constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. 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.
163
Primary Year 3 SK Scheme of Work
Materials for Lesson 96
Questions & Answers for cutting up I’d like some chicken, please.
What would you like to eat? I’d like some water, please.
What would you like to drink? No, I do not.
Do you like omelettes? Yes, there is.
Is there any cheese in your burger? No, there aren’t.
Are there any carrots in your soup? I want some curry and rice, please.
What do you want for lunch?
Worksheet for Lesson 96
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.
Self-assessment:
How did I do in Unit 6?
In English, I know how to:
use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
talk and ask questions about food Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]
talk about food from different countries Great! [ ]
order food and drink in a restaurant Great! [ ]
164
Primary Year 3 SK Scheme of Work
UNIT 7 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Listening 1.2 Listening 1.2.2 the needs of your pupils and
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, class. Please see the seven
meaning in a support specific suits your pupils’ needs and interests and that will review language to prepare p.65 differentiation strategies listed in
variety of familiar information and pupils for the lesson. the introduction. Please also
contexts details of short Teacher’s Book, consider the following:
simple texts Lesson delivery p.102–103
Depending on the level of your
Complementary Complementary 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s class, you can make the
Skill Skill Book, p.102). directions Listening activity more
Listening 1.3 Listening 1.3.1 or less challenging by adding in
Use appropriate Guess the meaning 2. Ask pupils to close their eyes and imagine. Give directions from school to a detail or making it longer/shorter.
listening strategies of unfamiliar words place in your local area that pupils will know (e.g. a mosque or a shop), but
in a variety of by using visual do not tell them where they are going. Have pupils listen and follow your Some pupils may prefer to
contexts clues when a directions in their mind. They should tell you where they are, where you took trace/draw the directions on paper
teacher or them. If/when pupils get confused, ask them to open their eyes and watch as they hear them in order to help
classmate is you mime as you speak. Repeat once or twice, making it simpler or more them follow. Allow this.
speaking complicated according to the reactions and level of understanding of your
pupils.
3. Follow instructions for Activity 1, Teacher’s Book, p.102.
Post-lesson
4. Use some phrases from the song to play a mime game.
165
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Differentiate learning
Speaking 2.1 Speaking 2.1.3 Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Teacher’s Book, differentiation strategies
Lesson delivery p.102–103 listed in the introduction.
Complementary Complementary Please also consider the
Skill Skill 2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Cloth for team following:
Listening 1.2 Listening 1.2.4 might want to sing as well but avoid having them look in their textbooks. blindfolds
Understand Understand a wide Encourage pupils to help
meaning in a range of short basic 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three each other during the
variety of familiar supported or four teams. Pupils take it in turns to race the instructions, with one pupil in the directions activity, but let
contexts classroom maze and one pupil giving directions. Exchange roles each time. For each turn, each pupil have a turn at
instructions write the basic instructions on the board as prompts, so the teams have the same both directing and being
number of steps. For example: directed. You could make
Team 1: right / straight / left / stop directions more simple or
Team 2: straight / right / straight / stop complicated for different
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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.
166
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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.66 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.104 your pupils and class.
variety of linear information and that suits your pupils’ needs and interests and that introduces the theme of Please see the seven
and non-linear details of short animals as well as reviewing any farm animal vocabulary the pupils differentiation strategies
print and digital simple texts already know. listed in the introduction.
texts by using Please also consider the
appropriate Complementary Lesson delivery following:
reading strategies Skill
Listening 1.1.1 2. Follow instructions for Warm up on Teacher’s Book, p.104. As you draw the animal,
Complementary Recognise and you could describe it, too,
Skill reproduce with 3. Play a guessing game, where you begin to draw – badly – an animal on so that more proficient
Listening 1.1 support a range of the board. Pupils have to guess what it is. pupils will be able to
Recognise and target language guess using language
reproduce target phonemes 4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ and Listening skills.
language sounds each other on the new words.
5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
pupils hear and read the story.
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
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.
167
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 Spell according to the needs of
Communicate an increased range 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 your pupils and class.
with appropriate of familiar high that suits your pupils’ needs and interests and that will review language to Please see the seven
language form frequency words prepare pupils for the lesson. Teacher’s Book, p.104–105 differentiation strategies
and style for a accurately in guided listed in the introduction.
range of purposes writing Lesson delivery Sets of 10 blank Please also consider the
in print and digital cards/pieces of card-sized following:
media Complementary 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair
Skill to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it
Complementary Writing 4.1.2 Begin should be, for example, 3 sisters or 3 sister. You could introduce two
Skill to use cursive or three more irregular
Writing 4.1 handwriting in a 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Form letters and limited range of lesson if you feel your
words in neat written work 4. Play the CD to review the story on Student’s Book, p.66, then pupils do pupils are ready for this,
legible print using Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers for example, nouns that
cursive writing with a partner before checking as a whole class. Monitor closely to see add an e (class –
how pupils manage with this activity. Encourage use of cursive writing and classes)
remind pupils to take care with spelling, using the text as a model.
5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down,
then turn over two cards to try to find a pair). Collect the cards at the end
of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’ and
another that says ‘Not S’ on the opposite side of the classroom. Pupils
listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
168
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 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.
169
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: Differentiate learning
Language Arts Language Arts Pre-lesson www.youtube.com/watch?v=q according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. HJe8WcVQD4 your pupils and class.
Enjoy and In addition to Please see the seven
appreciate Year 2 text types: Lesson delivery You can download the video differentiation strategies
rhymes, poems simple poems 2. Show pupils the two stick figures drawing. by typing in ss before listed in the introduction.
and songs 3. Use the drawing to check the meaning of new target language YouTube i.e.:
Complementary www.ssyoutube.com/watch?v=
Complementary Skill How do I get to the…? qHJe8WcVQD4
Skill Listening 1.2.2 Go straight ahead (If you click on the white box at
Listening 1.2 Understand with Keep going, the bottom of the screen, you
Understand support specific Turn left/right , can put subtitles on or off,
meaning in a information and Take the first/second/third/fourth on the left/right depending on what is suitable
variety of familiar details of short 4. Help pupils to say the target language by saying it yourself, and ask them for your pupils.)
contexts simple texts to repeat it. Do this a few times until pupils can say the target language
with confidence. A simple picture of:
5. Play the directions rap. Ask pupils to listen and do the actions in the video
as they listen. There will be a few new words in the video. There is no two stick figures with a
need to teach these, because the rapper makes their meaning clear with speech bubble coming
his gestures. from the mouth of one
6. Play the video again. This time ask pupils to sing the rap and do the figure. In the speech
actions. bubble write. How do I
7. If there is time, repeat step 6. get to the…?,
Post-lesson a building, labelled
8. Play the video a final time, with the sound turned off, and the subtitles on. restaurant
Pupils do the action and sing the rap as they watch the video. roads between the stick
figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant
170
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 1.2.1 according to the needs of
Understand Understand with 1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, your pupils and class.
meaning in a support the main cards after the activity or at the end of the lesson. p.67 Please see the seven
variety of familiar idea of short differentiation strategies
contexts simple texts Lesson delivery Teacher’s Book, listed in the introduction.
p.105 Please also consider the
Complementary Complementary 2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. following:
Skill Skill I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards
Writing 4.2 Writing 4.2.4 include the animals and vocabulary in the Listening activity (ride/big/scared/dive from Lesson 100 This style of freer writing
Communicate Describe people /fat). may be challenging for
basic information and objects using some pupils. Remind them
intelligibly for a suitable words and 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. that they can use the
range of purposes phrases models from the Listening
in print and digital 4. Ask each pupil to write at least two sentences about an animal (using They …). activity. You could provide
media They could use some ideas from stages 2 and 3 of the lesson or they could use some examples on the
their own ideas. board before asking pupils
to write for themselves.
5. Pupils read their sentences to a partner or in a small group. The other pupils
should guess what animal it is.
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.
171
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)
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 2.1.5 Student’s Book, p.67 according to the needs
Communicate Describe people 1. Have pupils look at their cards from Lesson 100 and read the words. Using Teacher’s Book, of your pupils and
simple information and objects using flashcards, check pupils’ understanding of the words by playing Slap in small p.105 class. Please see the
intelligibly suitable words and groups – show a flashcard and pupils should race to take the right word card. seven differentiation
phrases Pupil-made cards strategies listed in the
Lesson delivery from Lesson 100 introduction. Please
Complementary Complementary also consider the
Skill Skill 2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. Animal flashcards following:
Listening 1.2 Listening 1.2.2 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should
Understand Understand with Fast finishers can be
meaning in a support specific draw the animals they have cards for on their farm. Give pupils time to draw their encouraged to label the
variety of familiar information and farm. animals on the farm.
contexts details of short
simple texts 4. You could extend the vocabulary here to focus on animals more commonly found For more proficient
on farms in Malaysia, or you could talk to pupils about the differences at the end of pupils, they could add
the lesson. another animal, if they
and their partners know
5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity the word in English.
4). The partner listens and draws in the animals they hear their partner say, so at
the end of the activity, both pupils have the same animals on the farm. Note that Monitor and ask pupils
drawing and colouring can take a lot of time for some pupils. Set time limits and be about their pictures,
firm with them. Tell pupils that they may have time at the end of the lesson or can extending their
work at home to make their farm ‘beautiful’. Speaking and Listening
skills.
6. Ask pupils to write a list of what is now on their farm. They compare it with their
partner, who should have the same list.
Post-lesson
7. Choose some pupils to show their farms to the class. If you have pupils who have
put extra animals in their farm, you could ask them, but also ask less proficient
pupils who have tried hard to do their best.
172
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Out and about
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)
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. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts strategies listed in the
from clues Lesson delivery Cut up texts (p.68) one introduction. Please also
provided by Complementary copy, enlarged consider the following:
visuals and the Skill 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the
topic Reading 3.2.3 words that will be used in this lesson. Copies of the pictures of You could change the main
Guess the meaning the places cut up, one activity so pupils have the
Complementary of unfamiliar words 3. Ask pupils questions about what they can and can’t do in those places to picture per pupil texts with them and they find
Skill from clues provided introduce the idea of rules. Use some of the vocabulary that will be used the correct picture. This will
Reading 3.2 by visuals and the in this lesson, miming to show the meaning. mean they only read one
Guess the topic text, but may be more
meaning of 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around suitable for lower proficiency
unfamiliar words the room (you might want to do this before the lesson). Hand out the classes.
from clues pictures, one per pupil. Ask pupils to get up and to move around the
provided by room, reading the four texts. They should read all four texts, then decide You could have pupils work
visuals and the which set of rules goes together with their picture. Before beginning the in groups for the matching
topic activity, check that all the pupils know what their picture represents. activity, giving each group a
set of texts. This may be
5. Follow instructions for Activity 1, Teacher’s Book, p.106. suitable for more noisy or
6. Follow instructions for Grammar Box, Teacher’s Book, p.106. difficult to manage classes.
Post-lesson
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
173
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Out and about
CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)
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 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the needs of
Communicate Give simple needs and interests and that will introduce the topic of rules by having pupils think of rules for Student’s Book, your pupils and class.
basic information directions different places they know. p.69 Please see the seven
intelligibly for a differentiation strategies
range of purposes Complementary Lesson delivery Teacher’s Book, listed in the introduction.
in print and digital Skill p.106–107 Please also consider the
media Writing 4.3.1 1. Follow instructions for Grammar Box (Teacher’s Book, p.106). following:
Use capital letters, Flashcards from
Complementary full stops and 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small pictures in Activity You could pair pupils of
Skill question marks groups, taking turns with the teacher’s role. 3, p.69 different proficiencies for
Writing 4.3 appropriately in Activity 4, so that the more
Communicate with guided writing at 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to proficient pupils can
appropriate sentence level help pupils remember the vocabulary. support the less proficient
language form ones. Monitor carefully to
and style for a 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). make sure both pupils are
range of purposes contributing, however.
in print and digital 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then
media work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including
the apostrophe in Do not contraction Don’t.
Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
pupils about any unusual rules they have written.
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 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.
174
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Out and About
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules.
Main Skill Main Skill Small pieces of paper Differentiate learning
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond Please see the seven
response to imaginatively and board. differentiation strategies
literary texts intelligibly through 2. Ask pupils to guess the topic : Rules, Rules, Rules! listed in the introduction.
creating simple
Complementary action songs on Lesson delivery
Skill familiar topics. 3. Write Classroom rules on one side of board and Rules outside the classroom on
Writing 4.3 Other imaginative
Communicate responses as the other side.
with appropriate appropriate. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
language form
and style for a Complementary to represent their suggestions (e.g.
range of purposes Skill
in print and digital Writing 4.3.2 for Don’t shout.)
media Spell an increased 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
range of familiar
high frequency says the rule. Then another pupil says a number and another pupil says the rule.
words accurately Continue in this way until they have said all of the rules.
in guided writing 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half
so that they have a book of four pages.
7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
on each page.
8. Tell pupils to swap their folded books with a partner and write the rules below
each picture. If necessary, they can use their coursebook to check spelling, or
can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules.
Pupils may use simple words and phrases here.
175
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)
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 Student’s Book, p.69 of your pupils and
meaning in a support specific suits your pupils’ needs and interests and that will review language to prepare class. Please see the
variety of familiar information and pupils for the lesson. Teacher’s Book, p.106– seven differentiation
contexts details of short 7 strategies listed in the
simple texts Lesson delivery introduction. Please
Complementary Poster paper per group, also consider the
Skill Complementary 2. Play a whole class Listening and/or Speaking game using the rules coloured pens and following:
Listening 1.2 Skill flashcards from previous lessons. pencils
Understand Listening 1.2.1 If some of your pupils
meaning in a Understand with 3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7). don’t like working in
variety of familiar support the main large groups, you could
contexts idea of short simple 4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one make smaller ones.
texts (or pair by pair), to read out one of their classroom rules. Other pupils listen However, this may be a
and put a cross next to the rule if they have it too. The pupil reading the rule good chance to help
gets a point if no other pupil has the same rule as them. Praise pupils with them get used to
points at the end for their originality, effort and language, rather than for working with more
winning the competition. pupils. Be clear about
how many rules each
5. Tell pupils they will make a classroom rules poster. They should work in a pair gives to the group
group of six to decide on at least three rules for their poster, taking at least so that there is a fair
one rule from each pair. Follow instructions for Optional activity (Teacher’s contribution. This also
Book, p.107). Remind pupils to spend time making the posters look nice, ensures less proficient
including using cursive writing. or quieter pupils have a
chance to contribute.
Post-lesson
6. Have pupils look at the posters and say which rules they agree with. You
could have them decide which poster will be used as their classroom ‘rule
book’, and display that poster.
176
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
WEEK: LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Time; 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
Speaking 2.1 Speaking 2.1.2 according to the needs of
Communicate Find out about and 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list Student’s Book, p.70 your pupils and class.
simple information describe everyday in the introduction that suits your pupils’ needs and interests and that will Please see the seven
intelligibly routines review places vocabulary to prepare pupils for the lesson. Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
Complementary Complementary Lesson delivery Please also consider the
Skill Skill Toy clock (optional) following:
Listening 1.2 Listening 1.2.5 2. Draw a clock on the board and ask pupils what it is (or you could use a toy
Understand Understand a wide clock). Draw various times on the board (on the hour and half past) to review Scissors Avoid pairing more
meaning in a range of short time taught so far. talkative pupils with quieter
variety of familiar supported questions ones. Instead, try to pair
contexts 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. quieter/shier pupils with
4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of those who will support
them, especially at stage 3.
Snap in pairs – pupils each put their cards in a pile face down. At the same
time, they turn over the top card and say what it is. If the cards match, they If you have very high
also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. proficiency pupils in your
Continue until one pupil has no more cards. class, you could pair them
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong together. Then at stage 4,
pair to model the activity for the class. encourage them to ask
more questions, e.g. What
Monitor and support pupils as they play these games. You may want to write are you doing? Pupils
some of the language on the board to support them, especially quarter could imagine an answer
past…and quarter to.. If there are persistent or common problems, note them and mime.
down and return to them later for whole class feedback.
Make sure that pupils keep the cards safe, or collect them in so that they can
be used in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
177
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
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 3.2.1 according to the needs of
Understand a Understand the 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short that suits your pupils’ needs and interests and that will review the signs see the seven differentiation
and non-linear simple texts flashcards from Lesson 96. Teacher’s Book, p.110 strategies listed in the
print and digital introduction. Please also
texts by using Complementary Lesson delivery Flashcards of signs from consider the following:
appropriate Skill Lesson 96.
reading strategies Reading 3.2.3 2. Tell pupils they will make road signs. Show them the signs you have If you have fast finishers in
Guess the meaning made. Elicit from the pupils what the signs show them (Turn left/right, One example of each the class, they could help
Complementary of unfamiliar words Traffic lights, Stop). sign made up for this with those who find it more
Skill from clues provided lesson challenging to understand
Reading 3.2 by visuals and the 3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & the instructions. If possible,
Understand a topic 3 from Student’s Book, p.71). Ask them to read the instructions and Worksheet with texts 1, 2 avoid translation.
variety of linear decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = & 3 from Student’s Book
and non-linear traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures p.71
print and digital to check their own answer before checking as a whole class.
texts by using Materials for making
appropriate 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to signs (see Teacher’s
reading strategies make each sign as you read the instructions aloud. If possible, avoid use Book, p. 110)
of first language.
5. Have pupils choose one sign to make and make it in pairs.
6. Follow instructions for Activity 2, Teacher’s Book, p.110.
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
178
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill 1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Student’s Book, p.74 according to the needs of
Communicate Spell an increased suitable activity to review animal vocabulary taught in the unit. Teacher’s Book, p.114– your pupils and class. Please
with appropriate range of familiar 115 see the seven differentiation
language form high frequency Lesson delivery strategies listed in the
and style for a words accurately in 2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work Animals flashcards introduction. Please also
range of purposes guided writing consider the following:
in print and digital in pairs on this activity. Copies of pictures of
media Complementary places from Activity 2 You may need to play a word
Skill 3. Use the picture copies to elicit the names of the places in Activity 2 (See game that reviews spellings
Complementary Listening 1.2.2 Student’s Book p.74). at the beginning of the main
Skill Understand with lesson if some of your pupils
Listening 1.2 support specific 4. Give each place a number/letter, or assign a mime, or put the pictures often have difficulty with
Understand information and around the room. Say a rule and pupils have to say which place(s) it spelling.
meaning in a details of short refers to by saying the number/letter, doing the mime (action, e.g. stand
variety of familiar simple texts up/sit down/turn around), or touching the relevant picture. For example: If some pupils have
contexts particular difficulty with the
Teacher: Turn off your mobile phone spelling, they can look back
through the unit to find the
Cinema = A, so pupils say A words.
Cinema = stand up, so pupils stand up
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
179
Primary Year 3 SK Scheme of Work
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.
180
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)
LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Out and about
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have according to the needs
Express personal Ask and answer Student’s Book, of your pupils and class.
responses to simple questions pupils sing along and/or do the actions. p.72–73 (and 65 for Please see the seven
literary texts about characters, per-lesson) differentiation strategies
actions and events of Lesson delivery listed in the introduction.
Complementary interest in a text Teacher’s Book, Please also consider
Skill 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of p.112–113 the following:
Speaking 2.1 Complementary secret and tunnel. Introduce the characters and ask pupils what they think might
Communicate Skill happen in the story. Encourage more
simple information Speaking 2.1.4 Ask proficient pupils to use a
intelligibly about, make and 3. Read the story to pupils. As you do that, ask prediction questions, e.g. greater range of
respond to simple language by asking
predictions What do you think is going to happen next? them more complex
questions. Try to ask
Will they go to the park today? more open questions to
all pupils. You could
What will they find in the park? also encourage some
pupils to ask questions.
Do you think the tunnel will be scary/dark/long?
Note that the questions use future will. The pupils do not need to focus on this, but
should understand that the questions are prediction questions. They do not need to
answer in full sentences and do not need to use future forms in their answers.
4. Play the recording of the story and ask some questions to check pupils’ understanding
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support
or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
181
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)
LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Places cards cut up from strategies listed in the
range of purposes Pre-lesson Student’s Book p.131 introduction. Please also
in print and digital (Lesson 108) consider the following:
media 1. Choose an appropriate pre-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will Self-assessment You could offer pupils a
prepare pupils for the lesson. worksheet choice of these activities or
you could ask different pupils
Complementary Complementary Lesson delivery to do different activities
Skill Skill depending on their individual
Reading 3.2 2. Prepare a map for familiar places. Provide pupils with simple written needs, based on formative
Understand a Reading 3.2.2 directions to read. Put the pupils and groups and get them to read and assessment in this unit
variety of linear Understand specific try to match directions to places on the map. Pupils can trace on the
and non-linear information and map the directions from A to B. Have pupils do more
print and digital details of short activities and/or make their
texts by using simple texts 3. Prepare a worksheet for the pupils with correct and incorrect directions own activities.
appropriate according to the map. Ask pupils to look at the sentences on the
reading strategies worksheet and say if they are True or False.
4. Using flashcards of signs, review the directions, including Do not (go /
turn)… As you review them, put them on the board in two columns,
positives and negatives. Elicit from pupils what the difference is and
when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them time
to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete the
How did I do in Unit 7? self-assessment section of the worksheet.
Collect 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.
182
Primary Year 3 SK Scheme of Work
Self-assessment worksheet Great! [ ] OK [ ] A little [ ]
How did I do in Unit 7? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
give directions Great! [ ] OK [ ] A little [ ]
talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
talk about places in the town
say some rules for different places
tell the time
183
Primary Year 3 SK Scheme of Work
UNIT 8 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Play a word game to elicit what yesterday’s day was (and date if pupils are Differentiate learning
Listening 1.2 Listening 1.2.2 Student’s Book, p.75 according to the needs
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
meaning in a support specific understanding with some Yes/No questions about yesterday (where they Teacher’s Book, p.116 class. Please see the
variety of familiar information and were, what happened, what the day/date was). seven differentiation
contexts details of short Vocabulary flashcards strategies listed in the
simple texts Lesson delivery (places and time-of-day introduction. Please
Complementary expressions) also consider the
Skill Complementary 2. Introduce the new vocabulary by following the instructions for Warm up and following:
Listening 1.2 Skill Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board,
Understand Listening 1.2.5 randomly. You could encourage
meaning in a Understand a wide more proficient pupils to
variety of familiar range of short 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the use longer phrases or
contexts supported questions song to tell you which order the flashcards should go in (first the place visited full sentences when
in the morning, then the afternoon, then the evening). You could do this as a asking about where
matching activity with the times of day flashcards if it is simpler. pupils were yesterday,
but do not insist on it.
4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s
Book, p.116).
5. Ask pupils to tell you where they were yesterday at different times of day.
Pupils needn’t use full sentences – they can just answer with the place name.
Give pupils vocabulary as they need it.
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.
184
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
WEEK: LESSON: 114 (Speaking 22) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
Communicate Narrate very short Student’s Book, your pupils and class.
appropriately to a basic stories and Lesson delivery p.75 Please see the seven
small or large events differentiation strategies
group 2. Put the places cards on the board. Point to a place, ask pupils to raise their hand Teacher’s Book, listed in the introduction.
Complementary if they were there yesterday. Give support to pupils as you elicit full past simple p.116–117 Please also consider the
Complementary Skill sentences e.g. I was at the shopping centre. Ask pupils Where was he/she following:
Skill Speaking 2.2.2 yesterday? to elicit He/She was… Repeat a few times with different places, Places cards from
Speaking 2.2 Ask for attention or choosing different pupils. Lesson 112 Choose more proficient or
Use appropriate help from a teacher confident pupils first for
communication or classmate by 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. the beginning stage of the
strategies using suitable 4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give lesson delivery.
questions
real (not imagined) answers, and should ask for your help in English. Remind Some pupils may be able
them how to ask for help, e.g. Can you help me, please? How do I say xxx in to say more than one
English? place they were at
yesterday.
Monitor carefully as pupils do Activity 2. Support pupils where necessary and
note what kinds of problems pupils have. Do whole class feedback and return to
any problem areas at the end of the activity. You could also note useful
vocabulary that comes up in the Speaking activity and teach it to the whole class
at the end.
Post-lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
185
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
WEEK: LESSON: 115 (Reading 22) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading 3.2 Reading 3.2.1 needs of your pupils and class.
Understand a Understand the 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76– Please see the seven differentiation
variety of linear main idea of short introduction that suits your pupils’ needs and interests and that 77 strategies listed in the introduction.
and non-linear simple texts will review language to prepare pupils for the lesson. Please also consider the following:
print and digital Teacher’s Book, p.118–
texts by using Lesson delivery 119 If you think the key vocabulary is
appropriate familiar to pupils, you could use word
reading strategies Complementary 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: cards. If it is new, then use picture
something that is: scary flashcards. If pupils are not familiar
Complementary Skill mime your reaction to the things in the flashcards to show the (e.g. an old house), with popcorn, you may need to
Skill funny (e.g. a clown), explain that people often eat this at
Listening 1.2 Listening 1.2.5 meaning of the adjective. Take care that the pupils understand delicious (e.g. a cake), the cinema in some countries.
Understand boring (e.g. a person
meaning in a Understand a wide the subject of the sentence (i.e. the clown is funny, not the looking bored in front of Ask different pupils different questions
variety of familiar the TV – note it is the to check understanding. Try to ask all
contexts range of short person laughing). You could use the suggestions in Warm up TV that is boring) pupils at least one question, if
possible with your class size.
supported questions (Teacher’s Book, p.118). Ask pupils for more things they find Flashcards or word
cards of film and
boring/funny/scary etc. to check understanding). popcorn
3. Tell pupils they will read a story about going to the cinema.
Elicit the words film and popcorn if possible, and put the
word/flashcards on the board. Ask pupils which words
(adjectives) they think will go with film & popcorn. You could
take a vote and put the most popular answer on the board.
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s
Book, p.77 and follow instructions for Grammar Box on
Teacher’s Book, p.119.
Post-lesson
7. Learning diaries:
186
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 (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.
187
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 116 (Writing 22) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
Writing 4.3 Writing 4.3.2 3 according to the needs of
Communicate Spell an increased 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils and class.
with appropriate range of familiar your pupils’ needs and interests and that will review the adjectives from the previous Student’s Please see the seven
language form high frequency lesson. Book, p.77 differentiation strategies
and style for a words accurately in (and 76 to listed in the introduction.
range of purposes guided writing Lesson delivery remind of Please also consider the
in print and digital story) following:
media Complementary 2. Divide pupils into small groups. Give each group a paper, so that you have about the
Skill same number of papers for each adjective. Tell pupils they should write or draw Teacher’s If some pupils dominate
Complementary Reading 3.2.2 something (one word or picture) that they think about when they hear the word Book, p.119 group work, then tell them
Skill Understand specific (adjective). They can use the picture dictionary at the back of the Student’s Book to they each get to write/draw
Reading 3.2 information and help them if necessary or they can ask for your help. Set a short time limit, then the Papers with one word/picture. Then
Understand a details of short groups pass the paper to the next group, receiving a new paper from another group one of the make sure they change
variety of linear simple texts with a different adjective (the other group’s word). Pupils should think of something headings: papers at least once for the
and non-linear new to put on each paper. Continue with the new adjective for at least four rounds. scary, number of pupils in the
print and digital delicious, groups so that they all have
texts by using Monitor and provide support as pupils work and check they are working as a team. boring, funny a turn to write.
appropriate (one paper per
reading strategies 3. Feed back on the final papers and provide any relevant new vocabulary in English. group) Note that this task becomes
Note down this vocabulary so that you can return to it in later lessons. These are more difficult as more words
words that are important to the pupils and have been thought up by them. are on the paper. Try to
have more proficient pupils
4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s go last. Pupils should help
Book, p.119). Remind pupils to take care with spelling and handwriting. each other with ideas in the
groups.
5. Pupils choose words from the papers from step 2 to write sentences in their
notebooks starting with I think…. They could draw a picture to go with their writing if
they finish quickly.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).
188
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 117 (Language Arts 22) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit
Main Skill Main Skill to a farm. They should use the past simple. Text of Where Differentiate
Language Arts Language Arts were the learning according
5.2 5.2.1 Pre-lesson animals on Nur to the needs of your
Express Ask and answer 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think and Imran’s pupils and class.
personal simple questions farm? (see Please see the
responses to about this will take too much time, prepare the cut-outs yourself and give one set of animals to each below) seven differentiation
literary texts characters, pair of pupils. strategies listed in
actions and 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal Worksheet of the introduction.
Complementary events of names and barn, tractor, fence and gate. animals to cut
Skill interest in a text out (see below
Writing 4.2 Lesson delivery or choose your
Communicate Complementary 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For own)
basic information Skill
intelligibly for a Writing 4.2.4 example, Put the cow behind the barn. Check answers with the whole class. Scissors, one
range of Describe people 4. Give pupils the text Where were the animals on Nur and Imran’s farm? per pair of pupils
purposes in print and objects 5. Ask pupils to read the text and place the animals in the correct position.
and digital media using suitable 6. Check answers with the whole class.
words and 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
phrases
turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to write
a new text on the worksheet.
Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their partner’s
text.
9. Ask pupils to check their answers in groups of four.
Worksheet for Lesson 117
Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was in front of the gate. The duck was behind the fence.
Now it’s your turn
The next day, the horse……..
The cow….
The goat….
The duck….
189
Animals to cut out Primary Year 3 SK Scheme of Work
190
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 118 (Listening 23) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. You Student’s Book, according to the needs of
Understand Understand with could choose an appropriate pre-lesson activity from the list in the introduction that p.77 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
contexts details of short Lesson delivery p.119 listed in the introduction.
simple texts Please also consider the
2. In small groups, pupils divide up the word cards. Tell them they should write the Blank word following:
Complementary Complementary words from the pre-lesson task, one on each card: home / shopping centre / cinema, cards (one set
Skill Skill etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. per group) You could write and leave
Speaking 2.1 Speaking 2.1.1 Teach and include quiet/noisy, and ask pupils to add more words if they can. the words on the board
Communicate Ask about and from the pre-lesson task
simple information express basic 3. Play a word association game with the word cards in groups of four: Divide the cards for pupils to copy later if
intelligibly opinions into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, you think they will need
pupils turn over the top card of each pile and make a sentence. They then decide as a this. Or you could
group if the sentence makes sense or not. For example.: encourage them to find
the words in the textbook
I was at home. The film (It) was scary. = I think this is ok. to check their spelling.
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is
silly. Ask pupils to add at least
one or at least two words,
Ask pupils to remember some of the funny answers and feed back on those after the depending on your class.
activity. Monitor and help pupils with sentences and to decide whether they are ok or
not. Keep the cards in groups’ sets for next lesson.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
5. 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.
191
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
WEEK: LESSON: 119 (Speaking 23) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)
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 Student’s Book, p.77 according to the needs of your
Communicate Ask about and 1. Choose an appropriate pre-lesson activity from the list in the introduction Teacher’s Book, p.119 pupils and class. Please see
simple information express basic that suits your pupils’ needs and interests and that will review language to the seven differentiation
intelligibly opinions prepare pupils for the lesson. Pupil-made word cards strategies listed in the
from Lesson 118 introduction. Please also
Complementary Complementary Lesson delivery consider the following:
Skill Skill
Speaking 2.3 Speaking 2.3.1 2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review If some stages of the lesson
Communicate Narrate very short the Listening activity. are too difficult for some of
appropriately to a basic stories and your pupils, or if they can’t
small or large events 3. Follow instructions for Activity 4, Teacher’s Book, p.119. think of anything to write, they
group can choose some words from
4. Using the pupil-made cards from the last lesson, ask pupils to work in the earlier in the lesson or could
same groups as in Lesson 118. Give the groups back their same cards. make it up.
Pupils divide the cards into sets, as before. Divide groups in pairs of pupils,
they take either the places set of cards OR the activities + adjectives set More proficient pupils could
and use them to play a guessing game: write in full sentences.
Places: Pupil A takes a card, pupil B has to guess where the pupil was:
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g.
the film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their
group and play again.
192
Primary Year 3 SK Scheme of Work
6. In notebooks, pupils write down where they were at the weekend. They write
their opinions of what they were doing. Pupils need only write in note form,
single words at this point. Monitor and help pupils write what they want to
write by supplying them with the vocabulary. Remind them to ask for your
help in English.
7. Pupils use their notes to tell their partner where they were and their opinion
(adjective). Monitor and help pupils use as much language as they are able
to. Some pupils may have difficulty using complete and accurate sentences.
Focus on communication rather than accuracy to help build confidence in
Speaking. You could correct some common mistakes and useful new
vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage pupils
to ask the speakers questions if they can. Again, focus on fluency rather
than accuracy and allow single words or phrases at this stage.
193
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 120 (Reading 23) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology statements (positive & negative)
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 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.78– your pupils and class.
variety of linear specific suits your pupils’ needs and interests and that will review vocabulary from the 79 Please see the seven
and non-linear information and previous lesson, leaving the words on the board for later in this lesson. differentiation strategies
print and digital details of short Teacher’s Book, p.120– listed in the introduction.
texts by using simple texts Lesson delivery 121 Please also consider the
appropriate following:
reading strategies Complementary 2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city Vocabulary flashcards
Skill is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. Consider pairing more and
Complementary Writing 4.2.2 Find out if pupils know this city or have been there, as appropriate. Ask them less proficient pupils
Skill Make and give when they think the pictures were taken [in the past, 1900]. together, so the more
Writing 4.2 reasons for proficient pupil can support
Communicate simple 3. Write key words in a list on the board, and ask pupils to read them as you write (if the less proficient one in
basic information predictions not already there from pre-lesson stage): cinemas / theatres / shopping centres. the prediction activity.
intelligibly for a Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the
range of purposes words to elicit some sentences from more proficient pupils, introduce negative Some pupils may write full
in print and digital wasn’t/weren’t. prediction sentences,
media others shorter ones (see
4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with example). Some may not
these words). Ask pupils which of these things were found in New York City in write anything, just put a
1900 – they should tick what was and cross what wasn’t found (in their opinion). tick or a cross.
Pupils work in pairs to make predictions and write their answers in full sentences,
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check their
answers with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could
use this as a classroom-based informal assessment of Reading. Collect the
books after the activity to review and make a note of pupils’ performance.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
194
Primary Year 3 SK Scheme of Work
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.
195
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 121 (Writing 23) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
& Citizenship (n’t)) + determiners (many/a/any)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.2 Writing 4.2.4 Student’s Book, according to the needs
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your p.78-79 of your pupils and
basic information and objects pupils’ needs and interests and that will review language to prepare pupils for the lesson. class. Please see the
intelligibly for a using suitable Teacher’s Book, seven differentiation
range of purposes words and Lesson delivery p.120–121 strategies listed in the
in print and digital phrases introduction. Please
media 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a also consider the
Complementary sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. following:
Complementary Skill by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom).
Skill Writing 4.3.1 Change the focus to your hometown. For example: There weren’t any motorbikes in [your You could have pupils
Writing 4.3 Use capital town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the work in pairs to help
Communicate with letters, full stops date and add key vocabulary for talking about your town as appropriate. Make sure to use a each other write
appropriate and question range of language from the Grammar Box (Teacher’s Book, p.120). sentences.
language form and marks Alternatively, you could
style for a range of appropriately in 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. ask pupils to write
purposes in print guided writing at Include There weren’t any…+ plural. individually (for
and digital media sentence level example, two or more
4. Follow instructions for Activity 3, Teacher’s Book, p.121 sentences) and to then
peer assess each
5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can other’s writing.
work in pairs to talk about and complete the table in Activity 4. Then they use their answers
to write two or more sentences in their notebooks. Remind pupils to take care with
punctuation and spelling, and the apostrophe for n’t in particular. You could collect this
writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
196
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education How much did she/she spend? Numbers up to 100.
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill In this lesson, pupils will create a puzzle story for a classmate to solve (Optional ): Differentiate
Language Arts Language Arts flashcards to learning according
5.3 5.3.1 Pre-lesson represent to the needs of your
Express an Respond 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to Damia and pupils and class.
imaginative imaginatively and Alvin Please see the
response to intelligibly through the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. seven differentiation
literary texts creating simple Worksheet strategies listed in
action songs on Lesson delivery (see below, the introduction.
Complementary familiar topics. 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of Damia and
Skill Other imaginative Alvin stories) If you have fast
Reading 3.2 responses as their suggestions were right. finishers in this
Understand a appropriate. 3. Went, bought and How much did she spend may be new language for pupils. If they are new lesson, they could
variety of linear write another or a
and non-linear Complementary words, pupils can guess their meaning from context. Briefly elicit their meaning and review if different puzzle for
print and digital Skill necessary. their
texts by using Reading 3.2.2 4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] partners/another
appropriate Understand 5. Check the answer with the whole class and ask them to explain how they reached the answer. pair/the class.
reading specific Reward pupils for their effort to find the correct answers, even if they get the maths wrong
strategies information and (because doing maths in English may be harder than in their first language).
details of short 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should
simple texts use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as
you think is appropriate.
7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
Post-lesson
8. Share any well-written or interesting stories with the whole class.
Worksheet for Lesson 122
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket
Alvin went to the supermarket. He bought _____________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
He bought ______________________________________________________________. Each ________________________ was RM _____.
How much did he spend?
197
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
WEEK: LESSON: 123 (Listening 24) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson 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’ Student’s Book, according to the
Understand Understand with p.80 needs of your pupils
meaning in a support specific needs and interests and that will review language to prepare them for the lesson. and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short Lesson delivery p.122 differentiation
simple texts strategies listed in the
Complementary 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one Flashcards of introduction. Please
Skill Complementary of these and ask them how it was. Review some adjectives at this point and introduce/review lesson also consider the
Speaking 2.2 Skill interesting. Ask pupils for examples of something they find interesting. vocabulary following:
Use appropriate Speaking 2.2.1
communication Keep interaction 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. You can use more
strategies going in short 4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look proficient or confident
exchanges by pupils to model the
repeating key carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. dialogue with you in
words from the step 5 You could write
other speaker 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line it on the board to
to an adjective each in pencil. They should tell their partner their guesses. Model the support some pupils,
exchange, e.g. perhaps erasing it
after some time.
Pupil A: I think the circus was noisy.
Pupil B: Noisy? Me too. / I do not think so. I think it was boring.
6. Tell pupils what the children did and how it was. You can make up your own sentences here,
or can use:
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. 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.
198
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