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Published by jaa_xtream, 2021-01-27 19:59:19

YEAR 3 SOW

YEAR 3 SOW

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)

LESSON: 124 (Speaking 24) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 according to the needs of
Communicate Ask about and 1. Choose an appropriate pre-lesson activity from the list in the introduction that Word cards from Lesson your pupils and class.
simple information express basic suits your pupils’ needs and interests and that will review places, activities and 118 Please see the seven
intelligibly opinions adjectives to prepare pupils for the lesson. differentiation strategies
listed in the introduction.
Complementary Complementary Lesson delivery Please also consider the
Skill Skill following:
Listening 1.2 Listening 1.2.5 2. Using the questions from this lesson (see worksheet below), ask some pupils You may want to ask the
Understand Understand a about yesterday/the weekend/last week: more confident pupils
meaning in a wide range of questions at first, and
variety of familiar short supported Where were you yesterday? others after, supporting
contexts questions them by putting key
When were you there? words on the board or
asking simpler questions
How was it? (e.g. Were you at the
xxx?)
Some pupils may not be able to answer in full sentences. Support these pupils Allow pupils to help each
by writing some/all of the questions and possible answers on the board. Allow other when writing the
short answers at this stage. Note which pupils have problems so that you can questions on the
give them extra support at the next stage. worksheet.

3. Give out the worksheets (see below) and ask pupils to write the questions in full 199
in the left-hand column of the worksheet. Monitor carefully and support pupils,
and encourage pupils to help each other too.

4. Show and explain the example answer, and ask pupils to write their own answers
in the table. Monitor carefully as before and provide relevant vocabulary if
needed.

5. Ask pupils to talk to at least two friends and make a note of their answers. They
should not show each other their worksheets. Feed back on pupils’ answers.

6. Pupils in groups of four play a game with the word cards from Lesson 118.
Shuffle the cards all together. Pupil A takes a card. Pupils B, C & D take turns to
ask Pupil A questions. Pupil A should imagine their answer. For example:

Pupil A takes cinema card

Pupil B asks: Where were you? // I was at the cinema.

Pupil C asks: When were you there? // I was at the cinema yesterday
evening.

Pupil D asks: How was it? // It was good.

Primary Year 3 SK Scheme of Work

Continue until pupils have each had at least two turns at taking a card.

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.

Worksheet for Lesson 124

A: Complete the questions and your answers

Questions Example Me My friend’s name: My friend’s name:

_______________________ _______________________

Where at the
__________________ ? cinema

When yesterday
___________________? evening

How funny
____________________?

B: Now ask at least two friends

200

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 125 (Reading 24) 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

Technology (was/were/n’t) 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 3.2.2 according to the needs of
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.118 your pupils and class.
variety of linear information and suits your pupils’ needs and interests and that will introduce the topic of Please see the seven
and non-linear details of short transport to prepare pupils for the lesson. Teacher’s Book, p.181 differentiation strategies
print and digital simple texts listed in the introduction.
texts by using Lesson delivery Cut-out copies of car & Please also consider the
appropriate Complementary bicycle pictures from following:
reading strategies Skill 2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118
Reading 3.2.3 p.181. (one set per pair) Think about how to pair
Complementary Guess the meaning pupils. Sometimes pupils
Skill of unfamiliar words 3. Hand out the worksheets (see below) and the pictures – one set per pair. Glue will work well when they
Reading 3.2 from clues provided Pupils stick the pictures in the correct squares. Check the answers before are with a friend and they
Understand a by visuals and the moving on to the next stage of the lesson. Worksheet (see below), will support each other,
variety of linear topic one per pair whatever their
and non-linear 4. Ask pupils to look at part 2 of the worksheet. They should read the words and proficiencies.
print and digital try to put them in the grid on the worksheet.
texts by using Plan a task for fast
appropriate 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils finishers – for example,
reading strategies to guess meaning from the pictures in the book. ask them to add more
words they think may be
6. Ask pupils to read the text again. They should check their answers to the in the texts.
worksheet. Note that some of their answers may also be true, so discuss
these with pupils (e.g. a carriage is faster than an old bicycle, so they may
have put fast for the carriage).

7. Follow instructions for Activity 2 on Teacher’s Book, p.181.

8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).

Post-lesson
9. 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

201

Primary Year 3 SK Scheme of Work

 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 Something I feel proud of (about my English)

Encourage pupils to 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.

202

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 125

Our names:

___________________________ and ___________________________

Tansport now and in the past

1. Stick the pictures onto the grid in the right place.

CARS BICYCLES

NOW

IN THE
PAST

2. Now write the words in the grid. Sometimes you can write the words in more than
one square:

small wheel carriage big wheels
fast slow very fast

203

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 126 (Writing 24) 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

& Citizenship (was/were/n’t: questions and statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, according to the needs
Communicate with draft and write an 1. Play a word game that focuses on the spelling of the words which will be used later in Student’s Book, of your pupils and
appropriate language increased range of the lesson. p.81 class. Please see the
form and style for a simple sentences seven differentiation
range of purposes in Lesson delivery Teacher’s Book, strategies listed in the
print and digital media Complementary p.124–125 introduction. Please
Skill 2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they also consider the
Complementary Writing 4.3.2 Spell write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday. A diary following:
Skill an increased range
Writing 4.3 of familiar high 3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step). Worksheet (see Remind pupils that they
Communicate with frequency words below) can use Kelly’s diary
appropriate language accurately in guided 4. Draw attention to the Writing Tip on Student’s Book, p.81. (Student’s Book, p.81)
form and style for a writing as a model.
range of purposes in 5. In their notebooks, pupils write short answers to the questions in the blue box on
print and digital media Student’s Book, p.81. Monitor and help pupils with ideas and vocabulary. Fast finishers could
answer the questions
Pupils then draft full sentences for these answers in their notebooks. about more than one
day of the week.
6. Ask pupils to exchange their work with a partner, who should read and check their
writing (spelling, language, punctuation, etc). They should also find one thing they like
about their partner’s writing. Monitor closely to make sure this peer feedback is
productive, kind and that the corrections that pupils suggest are correct.

7. For the final draft on the worksheet (see below), ask pupils to focus on making their
diaries look good. They can illustrate the diary in the space at the bottom of the page, or
they could write about another day if there is extra time.

Collect their writing and review it as informal classroom-based assessment. Note
common problems and errors, and give plenty of positive feedback.

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.

204

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 126

My Diary

My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

205

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 127 (Language Arts 24) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Where were you yesterday?
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Express personal 5.2.1 your pupils’ needs and interests and that will review language to prepare pupils for p.82–83 your pupils and class.
responses to Ask and answer the lesson. Please see the seven
literary texts simple questions Teacher’s Book, differentiation strategies
about characters, Lesson delivery p.126–127 listed in the introduction.
Complementary actions and events Please also consider the
Skill of interest in a text 2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for following:
Reading 3.2 the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions /
Understand a Complementary fast food / cheeseburger / chips / delicious / film / popcorn / boring. Ask different pupils
variety of linear Skill different questions about
and non-linear Reading 3.2.3 3. Tell pupils they will read a story. Ask them to read the story and to tell you whose the story, and ask for
print and digital Guess the meaning weekend sounds best. Take a vote on the answer. Encourage pupils to guess the volunteers for other
texts by using of unfamiliar words meaning of the word hospital from the pictures and the context. questions. Ask some
appropriate from clues provided pupils for their opinions of
reading strategies by visuals and the 4. Ask pupils to read the story again and to check to see which words from step 2 of the the story, and ask
topic lesson are in the story. You could have them listen to the story on the CD at this comprehension questions
stage. Consider asking the While reading questions (see Teacher’s Book, p.126). using some of the
language from the unit, or
5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value different language for
(See Post-story activity, Teacher’s Book, p.126). more proficient pupils.

6. Play the Press conference game (Teacher’s Book, p.127).

Post-lesson

7. Have a set of pupils act out the text for the class and ask the audience to offer some
positive and constructive feedback.

206

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)

LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple
(was/were/n’t): statements + questions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates Depending on
Main Skill Main Skill and extends language areas needed by your pupils. You might consider using some of the material your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 as a homework task, if appropriate. according to the
Understand a Understand Get Smart plus 3 needs of your pupils
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s and class. Please see
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book the seven
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Teacher’s Book introduction. Please
reading Complementary p.128–129 also consider the
strategies Skill needs and interests and that will prepare pupils for the lesson. following:
Listening 1.2.5 Texts (see
Complementary Understand a Lesson delivery below), You could offer pupils
Skill wide range of 2. Pre-teach key vocabulary for the texts about homework (see below). colour a choice of these
Listening 1.2 short supported 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to pencils/pens activities or you could
Understand questions ask different pupils to
meaning in a tell you which one they have, to check they know whether they are A or B. Self-assessment do different activities
variety of familiar 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils worksheets depending on their
contexts individual needs,
should fill in the texts with the correct form of be. Model an example on the board to show based on formative
pupils what to do. assessment in this
5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not unit.
show each other the answers.
6. With their new partner, pupils write at least two questions about the texts. Review question Have pupils do more
forms before they begin as necessary, e.g. activities and/or make
their own activities.
Was there internet?
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson

207

Primary Year 3 SK Scheme of Work

8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know the
language now. They should complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the learning in this unit).

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.

Text A1:
When I was a child, we were often at the library to find out information for homework. There weren’t any computers but there were lots of books in the library. It was
quiet there and we were very quiet, too.

Text B1:

Now, sometimes there are children at the library. They are there at the weekends. But now, there is the internet to find out information for homework. Children do their
homework at home. Sometimes at home it is quiet, but sometimes it isn’t quiet, it’s noisy.

Text A2:

Now, sometimes there _______ children at the library. They _______ there at the weekends. But now, there _______ the internet to find out information for homework.
Children do their homework at home. Sometimes at home it _______ quiet, but sometimes it _______ quiet, it _______ noisy.

Text B2:

When I _______ a child, we _______ often at the library to find out information for homework. There _______ any computers but there _______ lots of books in the
library. It _______ quiet there and we _______ very quiet, too.

Self-assessment worksheet

How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous units)

208

Primary Year 3 SK Scheme of Work

UNIT 9 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 129 (Listening 25) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements

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 1.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of your
Understand Understand with your pupils’ needs and interests and that will introduce the topic of holidays to p.85 pupils and class. Please see
meaning in a support the main prepare pupils for the lesson. the seven differentiation
variety of familiar idea of short simple Teacher’s Book, strategies listed in the
contexts texts Lesson delivery p.130 introduction. Please also
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit consider the following:
Complementary Complementary Copies of the
Skill Skill language about the topic. Show the pictures and ask pupils what they can see, pictures from Some pupils will be better able
Speaking 2.1 Speaking 2.1.5 about their experiences. Use the key vocabulary in your questions and encourage Activity 1, one to sing along than others,
Communicate Describe people pupils to guess what it means, based on the pictures you are showing them. picture per pupil some pupils may want to sing,
simple information and objects using 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. but others may not want to.
intelligibly suitable words and Don’t insist that all pupils sing.
phrases 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to Focus on enjoyment rather
one another for the next stage of the lesson). Tell pupils they will listen to a song. than accuracy.
When they hear the part about their picture, they should hold it up. Play the CD.
Encourage as much language
5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask as possible at stage 2 and the
pupils to try to remember the song (they should have their books closed), and to post-lesson stage, but do not
put their pictures in the order they appear in the song. insist on full or accurate
sentences – different pupils
6. Play the song again so pupils can check their answers. Encourage pupils to sing will be able to produce
along to some or all of the song if they want. Watch pupils to see which pupils are different amounts of language.
confident at this stage, and which are less confident. Ask different questions and/or
give different prompts to
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85). different pupils to push them
within their ability.
Post-lesson

8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage
a review of the key vocabulary.

209

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 130 (Speaking 25) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

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 2.3.1 according to the needs
Communicate Narrate very short 1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, p.85 of your pupils and
appropriately to a basic stories and class. Please see the
small or large events Lesson delivery Teacher’s Book, seven differentiation
audience p.130 –131 strategies listed in the
Complementary 2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards introduction. Please
Complementary Skill below). Sentence cards (see also consider the
Skill Reading 3.2.2 below, cut up, one set following:
Reading 3.2 Understand specific 3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils per pair or small
Understand a information and what they did on their holiday and put some ideas on the board. Try to include the group) You could ask pupils to
variety of linear details of short activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what present to each other in
and non-linear simple texts they did on their holiday. Colour pens or groups if you have
print and digital pencils some very shy pupils in
texts by using 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk your class. This will
appropriate about their pictures and choose some pupils who have made a good effort, to give more pupils a
reading strategies present to the class. Allow pupils to practise first before presenting to the class if chance to present.
necessary, and offer plenty of praise. Collect pupils’ pictures or ask them to keep
them safe for a later lesson.

5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
pictures or cut-up sentences from this lesson instead of more strips of paper as
mentioned in the instructions.

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)

210

Primary Year 3 SK Scheme of Work

 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 set for homework.

Sentence cards to cut up for Lesson 130

We were on an island.
We packed our bags.
We jumped on a plane.
We played
on the beach.
It was really fun!
We sailed a boat.

211

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 131 (Reading 25) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular

Environmental Sustainability verbs): Questions & statements

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 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the p.86 of your pupils and
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Teacher’s Book, seven differentiation
print and digital from clues Lesson delivery p.132 strategies listed in the
texts by using provided by Pictures of forest introduction. Please
appropriate visuals and the 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and also consider the
reading strategies topic elicit some differences between the forest and forests/jungles in your local area. Ask Worksheets A & B following:
pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the (see below)
Complementary Complementary board. Some pupils may know
Skill Skill Dictionaries the vocabulary already.
Reading 3.2 Reading 3.2.4 3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children If that is the case, plan
Understand a Recognise and in the story did any of the same things. Colour pens and a different activity for
variety of linear use with support pencils (optional) them so they can work
and non-linear key features of a 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words towards the Learning
print and digital simple on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the Standards of this
texts by using monolingual words in the dictionary. They should draw a picture to show what each one means. lesson.
appropriate dictionary Pupils can work in pairs for this activity.
reading strategies
5. For the second part of the worksheet, pupils read the story to find the words on their
worksheet. Then they work in their pairs to guess the meaning and draw a picture to
show their understanding. Ask them to cover the vocabulary section at the top of the
page.

6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.

7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether they
have experience of doing these things.

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.

212

Primary Year 3 SK Scheme of Work

Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest

fish

bee

lunch

2. Find the words in the story. Look at the pictures and draw.
flower

river

fire

picture

213

Primary Year 3 SK Scheme of Work

Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower

river

fire

picture

2. Find the words in the story. Look at the pictures and draw.
forest

fish

bee

lunch

214

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 132 (Writing 25) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, according to the needs of
Communicate with draft and write an 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
appropriate increased range of your pupils’ needs and interests and that will review language to prepare pupils for p.87 Please see the seven
language form and simple sentences the lesson. differentiation strategies
style for a range of Teacher’s Book, listed in the introduction.
purposes in print Complementary Lesson delivery p.132–133 Please also consider the
and digital media Skill 2. Review the story on Student’s Book p.86 by asking pupils what they remember. You following:
Reading 3.2.2 Pictures from
Complementary Understand specific could play the CD if necessary to remind them. Lesson 130 Fast finishers or more
Skill information and 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ proficient pupils could
Reading 3.2 details of short Glue draw another picture about
Understand a simple texts understanding that this is talking about the past by eliciting the date of the weekend. what they did at the
variety of linear 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. weekend and write about
and non-linear that as well.
print and digital 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as
texts by using a prompt, ask pupils to draft sentences in their notebooks to describe what they did Encourage some pupils to
appropriate on holiday. ask each other questions
reading strategies about their holidays,
Make sure you monitor carefully and support pupils, giving them feedback on their especially if they finish
work and helping them with vocabulary and form. quickly.

6. Pupils exchange their notebooks with a partner, who checks the work for them.
Encourage pupils to talk to each other about their writing and to give positive
feedback about it. This might be about content or language. Monitor to see how
pupils work on peer feedback and help with any problems or corrections.

7. Ask pupils to write their final draft on a piece of paper.

8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong to
which pictures. This would provide extra reading practice.

Post-lesson

9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other questions
and/or ask them about their holidays.

215

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
In this lesson, pupils will learn a poem, suggest an ending, and share their Differentiate learning according to
Main Skill Main Skill finished poem with classmates. Flashcards or the needs of your pupils and class.
Language Arts 5.1 Language Arts drawings of a boy Please see the seven differentiation
Enjoy and 5.1.2 Pre-lesson and a girl, a strategies listed in the introduction
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle,
rhymes, poems 2 text types: room, box, key,
and songs simple poems. characters if preferred) and tell pupils that they went on holiday in a big door.
forest. Put the flashcard/drawing of the forest on the board.
Complementary Complementary Copy of Sasha
Skill Skill Lesson delivery and Jason went
Speaking 2.3 Speaking 2.3.1 2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit on holiday poem
Communicate Narrate very short
appropriately to a basic stories and their suggestions, and then tell them that they saw a castle. Add your
small or large events picture of the castle to the board.
group 3. Show pupils the picture of the castle. Ask them to guess what was in the
castle, and again, elicit their suggestions. Don’t tell pupils what was really
in the castle.
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
castle.
5. Start by saying the first two lines of the poem, pointing to the pictures on
the board as you do so.
6. Put the picture of a room on the board, elicit what Sasha and Jason saw
next, and say the next line of the poem.
7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point to
the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind the
door. Tell them to practise saying their poem together.

Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to

each other. Pupils can mime and use body language as they perform their
poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.

216

Sasha and Jason went on holiday Primary Year 3 SK Scheme of Work
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle 217
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 134 (Listening 26) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

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. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.87 your pupils and class. Please
meaning in a support specific the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take see the seven differentiation
variety of familiar information and (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, strategies listed in the
contexts details of short p.133 introduction. Please also
simple texts Lesson delivery consider the following:
Verb flashcards
2. Review past tense verb forms. You could do this by playing a mime game, where Fast finishers could do
Complementary Complementary pupils mime what they did at the weekend. First play as a whole class, choosing a another round of this activity
Skill Skill pupil to mime and the class to say You xxx at the weekend, then play in pairs or using the story on Student’s
Speaking 2.1 Speaking 2.1.5 small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Communicate Describe people pupils’ minds.
simple information and objects using
intelligibly suitable words and 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
phrases
4. In pairs or small groups, pupils play a True/False game based on the pictures in
Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip
to the forest, and their classmate(s) should say whether it is True or False.

Monitor carefully and listen for accurate use of past tense verb forms. Offer plenty
of praise but also give feedback and correction on past tense form as necessary.

5. Play Hot card pantomime using the verb flashcards (see Optional activity,
Teacher’s Book, p.133).

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.

218

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 135 (Speaking 26) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.2 Use Speaking 2.2.1 according to the needs of
appropriate Keep interaction 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
communication going in short your pupils’ needs and interests and that will review language to prepare pupils for the p.87 Please see the seven
strategies exchanges by lesson. differentiation strategies
repeating key words Teacher’s Book, listed in the introduction.
Complementary from the other Lesson delivery p.133 Please also consider the
Skill speaker following:
Writing 4.3 2. Using the verb flashcards, model the question and answer: Verb flashcards
Communicate Complementary Depending on your class
with appropriate Skill Question: What did you do at the weekend? Worksheet (see and/or individual pupils,
language form Writing 4.3.3 below, optional) you could extend the
and style for a Plan, draft and write Answer: At the weekend? I xxx. dialogue so pupils ask a
range of purposes an increased range second question: How
in print and digital of simple sentences 3. Use the verb flashcards to have pupils practise the question and answers. Note that was it? This would review
media pupils are repeating the time expression in the answer as a way to practise discourse language from lessons in
and interaction skills (see Learning Standard, Main Skill). Unit 8.

4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the
table on Student’s Book, p.87, or you could use a worksheet like the one below, which
is a little more pupil-friendly. They can also ask more classmates for their answers if
there is time.

Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.

5. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.

6. Ask pupils to check their partner’s work and provide some feedback. Monitor at this
stage and the previous one to check pupils’ use of past tense forms, giving support
and praise where needed.

7. If you are using the worksheet, pupils can write the final draft of their sentences on the
worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that you
can review their progress in use of past simple and identify any other areas that are
causing problems.

Post-lesson

219

Primary Year 3 SK Scheme of Work

8. 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.

220

Primary Year 3 SK Scheme of Work

Alternative worksheet for Lesson 135

At the weekend

1. Ask about the weekend and note or draw.

Me My friend: My friend: My friend:

__________________ __________________ __________________

2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

221

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 136 (Reading 26) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple
(regular and irregular verbs): positive & negative
statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.2 Student’s Book, according to the
Understand a Understand 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your p.88–89 needs of your pupils
variety of linear specific pupils’ needs and interests. Ask pupils if they keep a diary. and class. Please see
and non-linear information and Teacher’s Book, the seven
print and digital details of short Lesson delivery p.133–134 differentiation
texts by using simple texts strategies listed in the
appropriate 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they introduction. Please
reading strategies Complementary might hear. In pairs, they write three or four words on paper or in their notebooks (do not also consider the
Skill worry about spelling at this stage, and allow pupils to ask you for English vocabulary for following:
Complementary Reading 3.2.4 words they want to include.
Skill Recognise and If your pupils need
Reading 3.2 use with support 3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134). extra support, you
Understand a key features of a 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the could give a sentence
variety of linear simple for each picture in
and non-linear monolingual CD. They should check to see if their predictions were correct. Give feedback. Activity 2, and ask
print and digital dictionary them to decide Yes or
texts by using 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard No for each one as
appropriate / museum (if they are new to your pupils). you say them.
reading strategies
6. Ask pupils to tell a partner what they think these words mean, based on the content of the
text (they can use their first language if necessary). Then ask them to check all the words in
the dictionary to see if they were correct. Feed back by asking if they had guessed correctly.

7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this

activity and help as necessary. Some pupils may find this activity difficult as there are a lot of
pictures and they need to understand a lot of details in the text to decide if they are right or
not.

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.

222

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 137 (Writing 26) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus
Main Skill Main Skill 3 Differentiate
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that learning according
Communicate Plan, draft and suits your pupils’ needs and interests and that will review language from this unit Student’s to the needs of your
with appropriate write an to prepare pupils for the lesson. Book, p.89 pupils and class.
language form increased range Please see the
and style for a of simple Lesson delivery Teacher’s seven differentiation
range of sentences Book, p.135 strategies listed in
purposes in print 2. Play a word game to practise irregular past tense forms, for example a word the introduction.
and digital Complementary search (see worksheet below. Note: answers are in red for you, print in black Worksheet Please also
media Skill and white). (see below) consider the
Writing 4.3.2 following:
Complementary Spell an 3. Ask pupils to remember what they can about Katie’s diary. Review the pictures
Skill increased range and answers to Activity 2 on Student’s Book, p.89. Pupils could work in
Writing 4.3 of familiar high pairs (i.e. three
Communicate frequency words 4. Follow instructions for Activity 3, Teacher’s Book, p.135. pairs in a group of
with appropriate accurately in 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s six pupils) for the
language form guided writing write, fold and pass
and style for a Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils activity. This would
range of carefully at the beginning of the activity and be ready to help pupils as they allow more
purposes in print write. Note that the focus isn’t on accuracy at this stage. If necessary, have proficient pupils to
and digital pupils write just notes on the papers at this stage. support lower
media proficiency pupils in
6. At the end of the activity, pupils/pairs take the paper that they started. They Writing.
should read through the paper and check the language and/or develop the
sentences. They should ask for help if they need it, from you or from the pupil(s)
who wrote the line of the story. Monitor closely and support pupils at this stage
to help them develop a more accurate piece of writing.

7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark
mistakes to show pupils where they are (e.g. by circling them) if you think they
can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.

223

Primary Year 3 SK Scheme of Work

Post-lesson

8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

Worksheet for Lesson 137

Look, find and write. T I F COD SWA A
E.g. take: took ULD I DANEAT
1. do: ______________ B I HMF B J NME
2. go: ______________ WS RGBOR T A D
3. buy: ______________ GQWO S U U K CW
4. is: ______________ SCA A VGBN Z E
5. eat: ______________ Y P S EMHDODR
6. swim: ______________ F T OOK TWU R E
7. are: ______________
8. find: ______________

224

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 138 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.

CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Flashcards or drawings of a sea
Main Skill Main Skill In this lesson, pupils will sing a song. horse, jellyfish, turtle, octopus, baby Differentiate
Language Arts Language Arts shark and blue whale. learning according
5.1 5.1.2 Pre-lesson to the needs of your
Enjoy and In addition to 1. Write the title of the song on the board. Tell pupils that the sailor is a woman, Super simple songs video of : A pupils and class.
appreciate Year 2 text sailor went to sea, sea, sea: Please see the
rhymes, poems types: simple and ask them to guess some of the things she saw. Write their suggestions www.youtube.com/watch? seven differentiation
and songs poems. on the board. v=DX2Er--LYmQ strategies listed in
the introduction.
Complementary Complementary Lesson delivery You can download the video by
Skill Skill 2. Tell pupils that now they can check their guesses. Ask them to listen to the typing in ss before YouTube i.e
Speaking 2.1 Speaking 2.1.5 www.ssyoutube.com/watch?
Communicate Describe people song and remember two animals or more which the sailor saw. v=DX2Er--LYmQ
simple and objects 3. Play (or sing) the song. Pupils can join in if they like.
information using suitable 4. Elicit answers from pupils. If they tell you the names of the animals in their If you cannot play the video in class,
intelligibly words and sing the song yourself. The lyrics
phrases own language, accept their answers, and write the animal names in English and music notes are on the next
on the board. page. (The lyrics to the music notes
5. Show pupils an animal flashcard/drawing and ask them to say which word are slightly different to the lyrics of
the picture goes with. Continue in this way for the other five animals in the the song we have chosen: we
song. suggest that you stay with our
6. Ask pupils to make a note of the animals in their books. words.)
7. Play (or sing) the song again and ask pupils to sing along with the song.

Post-lesson
8. Rub out the animals’ names on the board, but keep the flashcards. Sing the

song with pupils, pointing to the flashcards on the board as you do so, to help
their memory as they sing.

225

Primary Year 3 SK Scheme of Work

Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html

A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see
A sailor went to sea, sea, sea But all that she could see, see, see
To see what she could see, see, see Was a baby shark swimming and an octopus swimming and a turtle
But all that she could see, see, see swimming and a jellyfish swimming and a sea horse swimming in the sea,
Was the bottom of the sea, sea, sea! sea, sea!

A sailor went to sea, sea, sea A sailor went to sea, sea, sea
To see what she could see, see, see To see what she could see, see, see
But all that she could see, see, see But all that she could see, see, see
Was a sea horse swimming sea, sea, sea! Was a blue whale swimming and a baby shark swimming and an octopus
swimming and a turtle swimming and a jellyfish swimming and a sea horse
A sailor went to sea, sea, sea swimming in the sea, sea, sea!
To see what she could see, see, see
But all that she could see, see, see
Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was a turtle swimming and a jellyfish swimming and a sea horse swimming in
the sea, sea, sea!

A sailor went to sea, sea, sea
To see what she could see, see, see
But all that she could see, see, see
Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!

226

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 139 (Listening 27) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

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 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Pupils’ shared strategies listed in the
contexts Lesson delivery writing from introduction. Please also
Complementary 2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Lesson 137 consider the following:
Complementary Skill
Skill Writing 4.3.3 Plan, your feedback on it. Pupils work in their pairs to write a final draft, based on the Coloured pencils If there are some common
Writing 4.3 draft and write an feedback on their draft. They should write on paper. mistakes pupils have made in
Communicate with increased range of Worksheets their writing, you could cover
appropriate simple sentences 3. Ask pairs to join another pair, so that they are working in groups of four (marked) from these as a whole class at the
language form and (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Lesson 137 beginning of the lesson.
style for a range of story and draw (sketch if time is short) the six stages of the story onto the Monitor carefully and help
purposes in print worksheet (see below). If necessary, show pupils how they can draw a negative Worksheet (see lower proficiency pupils with
and digital media (She didn’t xxx) by drawing the picture and putting a line through it. below) corrections. You can ask fast
finishers to help you with this.
4. Spread the picture worksheets and the final stories around the room or on a big
table. Ask pupils to look at the pictures and read the stories to try to match them.
You could do this as a whole class or it could be in large groups, depending on
your class size and set up.

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.

227

Worksheet for Lesson 139 2. Primary Year 3 SK Scheme of Work
Listen and draw. 3.

1. 6.

4. 5.

228

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 140 (Speaking 27) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Choose one of the games in Revision (See Teacher’s Book, p.136). Differentiate learning
Speaking 2.1 Speaking 2.1.5 Student’s Book, according to the needs of
Communicate Describe people Lesson delivery p.90 your pupils and class. Please
simple information and objects using see the seven differentiation
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, strategies listed in the
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ p.136–137 introduction. Please also
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards consider the following:
Complementary Complementary for this. Verb flashcards
Skill Skill If you have extra time in this
Listening 1.2 Listening 1.2.5 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. Scissors lesson, or if you have fast
Understand Understand a wide 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. finishers, you could extend
meaning in a range of short 5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). step 2 (or repeat it later) into
variety of familiar supported a guessing game in pairs,
contexts questions Pupils could use their cut-ups from Activity 1 for this game. also based on the stories
pupils wrote before.
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.

229

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 141 (Reading 27) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular): Negatives & questions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 Student’s Book, p.91 according to the needs of your
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the Teacher’s Book, p.138 pupils and class. Please see
variety of linear information and introduction that suits your pupils’ needs and interests and that will the seven differentiation
and non-linear details of short review language to prepare pupils for the lesson. Worksheets (see below) strategies listed in the
print and digital simple texts introduction. Please also
texts by using Lesson delivery Questions (cut up and consider the following:
appropriate Complementary stuck around the room
reading strategies Skill 2. Tell pupils they will read an email about a holiday. Give pupils a before the lesson) In the email Reading activity
Writing 4.2.5 worksheet (see below, one per pair) and ask pupils to tell you who pupils could write short
Complementary Connect sentences went on holiday [James]. You could ask them about the email answers or full sentences,
Skill using basic (To/From/Date). depending on their proficiency
Writing 4.2 coordinating level.
Communicate conjunctions 3. Tell pupils they will answer some questions about James’s email.
basic information There are 5 questions around the room (remember to stick these up
intelligibly for a before the lesson). Pupils, in pairs, should take it in turns to go and find
range of purposes the question, read and remember it, return to their partner and tell the
in print and digital partner. Together they should find the answer in the text. The partner
media writes the answer. Then they swap roles for the next question. The
pupil writing must be sitting at the desk and the pupil reading the
question cannot take the question off the wall or shout it to their
partner – they must remember it and tell it to the partner. Check the
answers as a class after having pairs check with another pair.

Monitor carefully during this activity to manage behaviour and pairwork
as well as to evaluate pupils’ Reading, memory,
Speaking/communication and Writing skills.

4. Have pupils look at the picture on Student’s Book, p.91. Ask them to
tell you about the boy in the picture and where they think he is. Play
the CD and ask pupils to read along with it.

5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not
follow the teacher’s guide for this stage from Teacher’s Book, p.138.

230

Primary Year 3 SK Scheme of Work

6. Ask pupils to look again at James’s email. They find and tell their
partner two or three similarities and two or three differences between
his holiday and Tim’s holiday.

Some suggestions:

Similarities:

It was hot in Australia and Mexico.

Tim and James took pictures.

Tim and James enjoyed (liked) their holiday.

Tim and James were at the beach.

Tim and James went swimming and sailed a boat.

Differences:

Tim was in Mexico but James was in Australia.
Tim bought a hat but James didn’t buy anything.
James’s dad saw a shark but Tim’s dad didn’t see a shark. (we
think)

7. Ask pupils to write at least one similarity and one difference on the
worksheet individually. You could collect these to review pupils’
progress.

Post-lesson

8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.

231

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 141

1. Read the email.

To: [email protected]
From: [email protected]
Date: 21st January, 2019

Dear Ahmad,

How are you?

Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It

was summer in Australia and it was very hot! We went to Sydney and I went shopping. We
visited a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then

we went to the beach. We sailed a boat and went swimming. My dad saw two sharks but they
didn’t eat us! It was a really great holiday!

Please tell me about your holiday.
Love,
James

2. Find and answer the questions.

1. _______________________________________________________________
2. _______________________________________________________________
3.________________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
3. What’s the same? What’s different?

The same (and):
_________________________________________________________________

Different (but):
_________________________________________________________________

Questions for Lesson 141
1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?

232

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 142 (Writing 27) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
TOPIC: On holiday
WEEK: CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

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 4.2.5 according to the needs of
Communicate Connect sentences 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
basic information using basic your pupils’ needs and interests and that will review language to prepare pupils for p.91 see the seven differentiation
intelligibly for a coordinating the lesson. strategies listed in the
range of purposes conjunctions Teacher’s Book, introduction. Please also
in print and digital Lesson delivery p.138–9 consider the following:
media Complementary
Skill 2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer. Pupils can add information
Complementary Writing 4.3.1 Use about their holidays, with
Skill capital letters, full 3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday more proficient pupils adding
Writing 4.3 stops and question in Australia, and ask them to re-read the text on Student’s Book, p.91 to check. more than less proficient
Communicate marks appropriately pupils.
with appropriate in guided writing at 4. Introduce any vocabulary that you think will be useful to pupils talking about their
language form sentence level holidays. You may need to focus
and style for a attention on features of the
range of purposes 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils model email before pupils
in print and digital to write their answers to these questions in their notebooks. Short answers are ok begin to write.
media at this stage. Note that it can be any holiday, not just a summer one! Monitor
closely and help with extra vocabulary as necessary.

6. Follow instructions for Writing Tip on Teacher’s Book, p.138.

7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but,
and to pay attention to punctuation, using James’s email as a model. If you have
email set up, pupils could use computers for this activity.

Monitor and help pupils, asking questions to elicit as much language as possible
and providing feedback on their language as well as the content.

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.

233

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 143 (Language Arts 27) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: On holiday LANGUAGE/GRAMMAR FOCUS: Past simple review
CROSS-CURRICULAR ELEMENT:
Environmental Sustainability

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
5.2 5.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, p.92– of your pupils and
Express Ask and answer your pupils’ needs and interests and that will introduce the words bear and cub to 93 class. Please see the
personal simple questions prepare pupils for the lesson. seven differentiation
responses to about characters, Teacher’s Book, strategies listed in the
literary texts actions and Lesson delivery p.140–141 introduction. Please
events of interest also consider the
Complementary in a text 2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture of a following:
Skill bears. bear cub
Reading 3.3 Complementary Different pupils will be
Read Skill 3. Tell pupils they will read a story about a bear cub. They should read the story and say Pictures of Malaysian able to give you a
independently Reading 3.3.1 if it has a happy ending. Have pupils quietly read the story about the bears. bears (e.g. sun bear) different response to
for information Read and enjoy your questions about
and enjoyment A1 fiction/non- 4. Ask pupils to read the story again and circle any new words/words they do not know. the story and in the
fiction print and They should then write the words in their notebook. discussion about
digital texts of protecting animals.
interest 5. Ask pupils to work with a partner and to decide the meaning of the new words, based Keep the focus on
on the pictures in the story. They could draw a picture or write the meaning in their fluency, and try to ask
notebooks. questions to stretch
each pupil to their own
6. Ask pupils what they think of the story. You could ask a few comprehension questions limit.
to check their basic understanding of the story, but the aim of this reading is more for
pleasure, not for complete understanding.

7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the
instructions for Post-story activity on Teacher’s Book, p.141.

8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their
environment. Show a picture of a sun bear. You can find information to share with the
pupils online, for example, in English:

www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm or
nationalzoo.com.au/animal/malaysian-sun-bear/

Post-lesson

9. Play the Say if it’s true game (See Teacher’s Book, p.141).

234

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
LANGUAGE/GRAMMAR FOCUS: Past simple review
TOPIC: On holiday CROSS-CURRICULAR ELEMENT: 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 your focus: Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider according to the
Communicate Describe people using some of the material as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
basic information and objects using Student’s Book p.85, p.87, and class. Please see
intelligibly for a suitable words and Note: You could also make use of the review activities in Revision (Student’s Book p.91, p.94 the seven
range of phrases p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of Teacher’s Book p.142–143 differentiation
purposes in print activities. strategies listed in the
and digital media Complementary Blank cards introduction. Please
Skill Pre-lesson also consider the
Complementary Listening 1.2.5 Verb flashcards from this following:
Skill Understand a wide 1. Choose an appropriate pre-lesson activity from the list in the introduction that unit
Listening 1.2 range of short suits your pupils’ needs and interests and that will prepare pupils for the lesson. When pupils are
Understand supported Self-assessment making the word
meaning in a questions Lesson delivery worksheet cards, you could
variety of familiar provide the verbs on
contexts 2. Use the flashcards to review key verbs in present form. the board to copy. Or
you could say the
3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, words, then elicit the
to write the verb on a blank card (present tense). Repeat for all verbs. spelling from some
pupils so that others
4. Write sentences on the board to show both present and past forms, e.g. can listen and write on
the cards.
I go to school at 8 o’clock every day.
Pupils can use the
Yesterday, I went to school at 8 o’clock. Student’s Book (p.85
and p.87) to find the
Hana doesn’t like cheese. past tense forms of
the verbs if they need
Ali didn’t like the film at the cinema last week. to, or they could use
this to check them.
5. Ask pupils why we use go and went in these sentences. They needn’t use words
like ‘past’ or ‘present’, but can say because it’s every day or because it was You could provide a
yesterday. Explain that it’s in the past. gapped text on a
worksheet to support
6. Ask pupils in their pairs to write the past form of the verb on the back of each
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help 235
each other if necessary and/or check the verbs with the whole class.

7. Pairs play a game with their cards. They spread the cards on the table with the
present form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the

past tense correctly in a sentence, they keep the card. You can introduce other Primary Year 3 SK Scheme of Work
rules if you wish, for example, they should alternate between positive and
negative verbs. pupils when they are
writing the sentences.
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then
in their notebooks, pupils write at least two sentences about what they did at the You could give the
weekend. jumbled up questions
on a worksheet if you
9. On the board, write some jumbled-up questions on the board. Ask pupils to think pupils will work
unjumble them to make questions. They could write them in their notebooks or better individually than
you could nominate pupils to come and write on the board, or do this orally. For as a whole class.
example:
You could offer pupils
did / Where / go / you / ? (Where did you go?) a choice of these
activities or you could
watch / you / a / film / Did / ? (Did you watch a film?) ask different pupils to
do different activities
10. Elicit the difference between Yes/No questions and those with question words. depending on their
Highlight the use of did and that the past tense is not used in the main verb. individual needs,
Avoid using grammatical words, but show pupils what you mean. based on formative
assessment in this
11. Pupils work in small groups. One pupil reads their sentences about the weekend. unit.
Then each group member has to ask a question about the weekend until pupils
can think of no more questions to ask. Each pupil takes a turn to read their Have pupils do more
sentences. activities and/or make
their own activities.
Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.

12. If you have time, you could write sentences/questions you heard pupils making
mistakes with on the board for class correction.

Post-lesson

13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).

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

236

Primary Year 3 SK Scheme of Work

Worksheet for Lesson 144 Great! [ ] OK [ ] A little [ ]
Self-assessment worksheet Great! [ ] OK [ ] A little [ ]
How did I do in Unit 9? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
 talk about last weekend
 talk about my holiday
 ask and answer questions about holidays
 ask and answer questions about last weekend

237

Primary Year 3 SK Scheme of Work

UNIT 10 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a mime or guessing game to review animal vocabulary. according to the needs of
Understand Understand with Student’s Book, p.95 your pupils and class.
meaning in a support specific Lesson delivery Please see the seven
variety of familiar information and Teacher’s Book, p.144 differentiation strategies
contexts details of short 2. Use animal flashcards to further review animal words pupils know and to listed in the introduction.
simple texts then introduce new animal vocabulary. Animal flashcards (enough Please also consider the
Complementary for one per pupil, to include following:
Skill Complementary 3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask all the animals in the song)
Listening 1.1 Skill pupils what they can tell you about the animals. You could try to elicit the
Recognise and Listening 1.1.1 comparative sentence from
reproduce target Recognise and 4. Play a guessing game as a class. some pupils in this lesson,
language sounds reproduce with although do not insist on it
support a range of You say: This animal is tall/small/thin etc. from all pupils.
target language Pupils guess: It’s the giraffe/rat etc.
phonemes
Have pupils play the game in pairs. Monitor carefully as pupils do this
activity and note down any common problems to return to later on. You
could ask one or two pairs to present in front of the class.
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.

6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast.

Feed back without insisting on a comparative sentence at this stage.

Post-lesson
7. Learning diaries:

Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:

238

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.

239

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review animal vocabulary to prepare p.95 your pupils and class. Please
simple information and objects using pupils for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.144–145 introduction. Please also
consider the following:
Complementary 2. Using the animal flashcards, play a game to review the adjectives that is suitable Animal
Skill for your class, for example memory matching or listen and grab, where pupils have flashcards Ask different pupils to write
Listening 1.2 the cards spread around the room or on the table in front of a group. The teacher different words/
Understand Complementary says a word and pupils race to grab the right card. phrases/sentences on their
meaning in a Skill pictures, ranging from a full
variety of familiar Listening 1.2.2 3. Re-introduce the comparative form using the animal flashcards and then follow comparative sentence for fast
contexts Understand with instructions for Grammar Box on Teacher’s Book, p.144. finishers/ more proficient
support specific pupils to single animal words
information and 4. Using the flashcards again, elicit some more sentences about animals by showing and/or adjectives for others.
details of short a flashcard and asking pupils to tell their partner a sentence about the animal
simple texts using adjective + -er + than.

5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some
pupils to present to the class.

Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).

Post-lesson

7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.

240

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; 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 3.2.2 according to the needs of
Understand a Understand specific 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class. Please
variety of linear information and suits your pupils’ needs and interests and that will review language to prepare p.96–97 see the seven differentiation
and non-linear details of short pupils for the lesson. strategies listed in the
print and digital simple texts Teacher’s Book, introduction. Please also
texts by using Lesson delivery p.146–147 consider the following:
appropriate Complementary
reading strategies Skill 2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if Sea animals If some pupils read much
Reading 3.2.3 they have seen a shark. Ask them what they think of sharks. Elicit or teach flashcards faster than others, avoid
Complementary Guess the meaning scary. Ask if they think sharks are scary. Do the same with the other sea rushing the slower readers.
Skill of unfamiliar words animals and elicit adjectives for each. Worksheet (see You could ask faster pupils to
Reading 3.2 from clues provided below) make a note in their
Understand a by visuals and the 3. Show pupils the worksheet (see below) and ask them to guess which animal by notebooks of what they know
variety of linear topic circling it. They may not know the answer, but they can guess. about sharks / blue whales /
and non-linear dolphins, and then ask them
print and digital 4. Play the CD and have pupils read along silently. They check their answers to to tell the class when suitable.
texts by using the worksheet.
appropriate
reading strategies 5. Ask pupils to circle the words science and project. Encourage pupils to try to
work out what the words mean from the context and from the pictures,
especially picture 6. They should tell their partner before checking as a whole
class.

6. Follow instructions for Grammar Box on Teacher’s Book, p.147.

7. Follow instructions for Activity 2 on Teacher’s Book, p.147.

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.

241

Worksheet for Lesson 147 Primary Year 3 SK Scheme of Work

Sea animals 242

Guess and circle.
Which one is…?

Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark

Now read and check.

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
Environmental Sustainability adjectives; Statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning
Writing 4.2 Writing 4.2.4 Malaysian animals according to the
Communicate Describe people 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for that are on the needs of your pupils
basic information and objects this, but you can help them to translate the words after the activity has finished or during the worksheet (see and class. Please see
intelligibly for a using suitable activity, depending on the kind of game they are playing. below) the seven
range of words and differentiation
purposes in print phrases Lesson delivery Worksheet (see strategies listed in the
and digital media below) introduction. Please
Complementary 2. Show the Malaysian animals flashcards and put them on the board. You could play a game also consider the
Complementary Skill with these if you have time, for example a miming game or a guessing game. Teach the following:
Skill Writing 4.3.2 word endangered.
Writing 4.3 Spell an More proficient pupils
Communicate increased range 3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered can write more than
with appropriate of familiar high animal in Malaysia. They then draw a picture. others in their
language form frequency words notebooks.
and style for a accurately in Key: turtle; pangolin; tiger; orangutan; rhino
range of guided writing
purposes in print 4. Say some sentences about one of the animals. Pupils should listen and guess which animal
and digital media you are talking about. Talk a little about these animals being endangered including the
reasons for this and some of the ways we can help to protect them. This could be done in
first language. For example:

This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
It is endangered. – (hawksbill) turtle

5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.

Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.

6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they have
made without correcting them.

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.

243

Worksheet for Lesson 148 Primary Year 3 SK Scheme of Work
Animals in danger in Malaysia! 2. l – p – n – a – n – g – i – o

What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u

3. r – t – g – e – i 5. o – n – h – i – r
4. r – o – g – n – g – u – n – a – t – a

244

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their
Main Skill Main Skill classmates to solve. Five pairs of sentences Differentiate
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson to the needs of your
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits 1. They live in the sea. pupils and class.
imaginative imaginatively and They’re bigger than Please see the
response to intelligibly through your pupils’ needs and interests and that reviews animals and adjectives. dolphins. seven differentiation
literary texts creating simple strategies listed in
action songs on Lesson delivery 2. They’ve got four legs. the introduction.
Complementary familiar topics. 2. Read out the first pair of your five pairs of animal description sentences. Ask pupils They’re faster than dogs.
Skill Other imaginative
Writing 4.2 responses as in groups to suggest possible animals, and elicit their suggestions. Sometimes more 3. They like cheese. They
Communicate appropriate. than one answer is possible. Accept different answers. are smaller than rats.
basic information 3. Repeat step 2 for your other four pairs of animal sentences.
intelligibly for a Complementary 4. Elicit from pupils that the first sentence is a fact about the animal, and the second 4. They are black and
range of purposes Skill sentence compares it with another animal. Pupils may not use the word ‘compare’ white. They are bigger
in print and digital Writing 4.2.4 but may find other ways to convey its meaning. than rats.
media Describe people 5. Choose an animal, and ask the whole class to suggest two possible sentences for it
and objects using (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter 5. They are grey. They are
suitable words than a giraffe.). Ask pupils to sing their sentences and mime. fatter than cats.
and phrases 6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs
of sentences following the pattern identified. Write the patterns on the board to help Possible answers include
pupils if necessary.
1. Blue whales
Post-lesson 2. Lions, tigers, cheetahs
7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their 3. Mice
4. Zebras
classmates to guess. 5. Hippos
8. If there is time, ask a few pairs to read out their sentences for the whole class to

guess.

245

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 Student’s Book, p.97 according to the needs of
Understand Understand with 1. Choose an appropriate pre-lesson activity from the list in the introduction that Teacher’s Book, p.147 your pupils and class.
meaning in a support specific suits your pupils’ needs and interests and that will review language to prepare Please see the seven
variety of familiar information and pupils for the lesson. Animals flashcards differentiation strategies
contexts details of short listed in the introduction.
simple texts Lesson delivery Blank cards (five or six Please also consider the
per pair/small group) following:
2. Review the comparative adjectives using the animals flashcards. You could have pupils
Complementary Complementary make more or fewer
Skill Skill 3. Give out blank cards to pairs or small groups of pupils. Depending on your cards. This would give
Speaking 2.1 Speaking 2.1.5 class or individuals in the class, you could give them five or six cards (or more/fewer words to spell
Communicate Describe people more). Ask pupils to write different animals on each card (in plural form as and write, and also make
simple information and objects using they will use them to compare). the ordering task
intelligibly suitable words and more/less challenging.
phrases Monitor and check spelling as pupils write. You could encourage them to use
the Student’s Book, worksheets from previous lessons, or a dictionary to 246

check spelling.

4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:

Small: mouse – cat – panda – whale.

Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.

Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.

5. Follow instructions for Activity 3, Teacher’s Book, p.147.

6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.

Post-lesson
7. Learning diaries:

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.

247

Primary Year 3 SK Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: The world around us
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

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 of
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, your pupils and class.
simple and objects pupils’ needs and interests and that will review adjectives to prepare pupils for the p.97 Please see the seven
information using suitable lesson. differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases Lesson delivery p.147 Please also consider the
Complementary following:
Skill Complementary 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare Prepare 5–6
Listening 1.2 Skill them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask sentences to Depending on your class
Understand Listening 1.2.4 pupils to do different actions, e.g. compare pupils you could have pupils work
meaning in a Understand a in the class in pairs for the quiz. It
variety of familiar wide range of Marwa is taller than Irene. Stand up if you are taller than Marwa might be more fun if they
contexts short basic Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than work with a friend.
supported Saha’s.
classroom
instructions 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
note their answers in their notebooks. You will say a sentence and they should write
True or False. Read your sentences – these should be a mixture of True and False
sentences and should be sensitive to pupils. Pupils listen and decide whether they are
True or False.

4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.

6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.

Post-lesson

7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.

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