Primary Year 3 SK Scheme of Work
D: Read and draw the time on the clocks.
It’s five o’clock. It’s eleven o’clock.
It’s half past two. It’s half past three.
How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…
say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____
49
Primary Year 3 SK Scheme of Work
UNIT 2 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of
1.2 1.2.2 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s Book your pupils and class. Please
Understand Understand with words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have p.15 see the seven differentiation
meaning in a support specific pupils sit or stand in a circle from this stage of the lesson. strategies listed in the
variety of familiar information and Teacher’s Book introduction. Please also
contexts details of short Lesson delivery p.32 consider the following:
simple texts
Complementary 2. Introduce the flashcards and play a circle game to have pupils practise the phrases. Flashcards of the You could introduce one or
Skill Complementary new vocabulary two more daily routine
Listening Skill 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the (at least one card expressions at this time, if
1.3 Use Listening class what is on their card. per pupil) you think your pupils may
appropriate 1.3.1 already know this vocabulary.
listening strategies Guess the 4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up
in a variety of meaning of their card when they hear their action. Play the recording once. Do not insist that all pupils do
contexts unfamiliar words every action as they listen to
by using visual 5. Play the recording again. This time, all pupils should mime all the actions as they hear the song. Some pupils may
clues when a them. just do one or two because it
teacher or can be difficult to hear,
classmate is 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the understand and mime
speaking words before drawing a line to match the pictures, as shown in the example on p.15. quickly. If this is too
challenging, then ask pupils
Watch pupils carefully during these activities to see how well they have understood the to mime just the action they
new vocabulary. have on their card.
7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.
Post-lesson
8. Have pupils play a mime game in pairs or small groups. Alternatively, you could
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.
50
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Every day
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Differentiate learning
Speaking Speaking Student’s Book according to the
2.1 2.1.2 Lesson delivery p.15 Activity 1 needs of your pupils
Communicate Find out about and and class. Please see
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing Teacher’s Book p. the seven
intelligibly everyday routines game (see, for example Pre-lesson task 4). Introduce the word cards as you do this. 32–33 differentiation
strategies listed in the
Complementary Complementary 3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word Vocabulary introduction. Please
Skill Skill cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to flashcards and also consider the
Writing Writing find a picture + a word that matches. word cards (1 set following:
4.3 4.3.2 per pair or small
Communicate with Spell an increased 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily group) You could put large-
appropriate range of familiar routines. size words cards on
language form and high frequency the board or leave
style for a range of words accurately in 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. sets with pupils so
purposes in print guided writing 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle they can copy the
and digital media spelling for the main
(move around the classroom and choose who to speak to, not stay with their regular partner) activity if they need to.
to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to
simply show each other their books. Monitor closely to see which pupils can use the full You could ask pupils
sentences here; support those who can’t. to leave their books
on their desks while
Post-lesson they do the Speaking
activity. They will
7. Play a word game to review the spelling of a few words the pupils have found challenging to need then to
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in remember the details
the introduction that suits your pupils’ needs and interests. to write afterwards.
51
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book to the needs of your pupils and
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or p.16–17 class. Please see the seven
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not differentiation strategies listed in
and non-linear main idea of short much space. Teacher’s Book the introduction. Please also
print and digital simple texts p34 consider the following:
texts by using Lesson delivery
appropriate Complementary Routine You could let pupils have a card
reading strategies Skill 2. Introduce and drill the new vocabulary using flashcards and continue the flashcards of to use as a prompt in the circle
Reading circle game using this as well. vocabulary from game if they need one.
Complementary 3.2.2 this and previous
Skill Understand specific 3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. lesson Vary your questions by asking
Reading information and Ask questions about the pictures (see examples in Activity 1, Teacher’s more difficult or complex
3.2 Understand a details of short Book p.34). questions to higher proficiency
variety of linear simple texts pupils, and simpler questions to
and non-linear 4. Pupils return to their desks. Ask them to read quietly the story on Student’s lower proficiency pupils so that
print and digital Book p.16 to tell you where the children are going (Answer: to school) and they each have a chance to
texts by using why Anna went in the car with Greg’s dad (Answer: because she missed succeed.
appropriate the bus). Pupils may not have the language to fully answer the question but
reading strategies can be encouraged to communicate their meaning in basic English and
mime, perhaps. Encourage pupils not to re-read the whole text or to find
particular lines in the text to give them the answer. Their answer is based
on their overall understanding of the story. They could use the pictures to
support their understanding if necessary.
5. When pupils have had a chance to read the text for themselves, ask some
pupils different questions about the story. Allow them to re-read to find the
answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.
52
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Flashcards for Differentiate learning
Writing Writing daily routine according to the needs of
4.3 Communicate 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class. Please
with appropriate Plan, draft and write suits your pupils’ needs and interests and that will review language related to Worksheets, one see the seven differentiation
language form and an increased range routines and prepare the pupils for the lesson. per pupil + one strategies listed in the
style for a range of of simple sentences completed by introduction. Please also
purposes in print Lesson delivery you (see below) consider the following:
and digital media Complementary You can offer pupils the
Skill 2. Review the flashcards by putting them on the board and eliciting sentences I xxx Ask pupils to choice of how many
Complementary Writing every day and I always/sometimes/never xxx from the pupils. bring a sentences to write, or ask
Skill 4.3.1 toothbrush from them to write more/fewer than
Writing Use capital letters, 3. Put pupils in groups (one group for each flashcard). Each group should draft a home for the 3–4.
4.3 Communicate full stops and sentence for their picture, I always/never/sometimes xxx. Ask one pupil from next lesson. Depending on the level of
with appropriate question marks each group to come to the board and write their sentence. Supervise and assist Bring a few extra support your pupils need at
language form and appropriately in as necessary. ones in case this stage, you could keep /
style for a range of guided writing at some pupils do partially keep / delete the
purposes in print sentence level 4. Review with pupils how to change the sentence to He/She and adding the third not bring their model sentences on the
and digital media person -s by giving example sentences (talk about yourself and then about male own. board.
and female pupils). You might want to write the sentences on the board if you If changing or having a choice
feel it is necessary for your pupils. between 1st person (I) and 3rd
person (he/she) is too
5. Show pupils your completed worksheet and talk to them about what you do every complicated for pupils, you
day. Tell them they will do a similar worksheet. They can write about themselves can limit it to 1st person only.
or about someone in their family. First, they should write three or four sentences
in their notebooks. 53
Give pupils time to draft their sentences. Monitor carefully and give corrective
feedback as necessary. Ask pupils to exchange their notebooks with their partner
to check each other’s work for mistakes (if you could not check everybody’s
sentences).
6. Hand out the worksheets and ask pupils to write their sentences. When they
have finished writing, they can draw a picture in the larger boxes for each one.
Fast finishers can then write more sentences.
7. Some pupils can come to the front and present their work to the class. Try to
choose a range of pupils, not only the more proficient ones.
Post-lesson
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)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It
shouldn’t be set for homework.
54
Primary Year 3 SK Scheme of Work
Suggested worksheet for Lesson 20
Name: ___________________________ Class: ________________
Every day….
Draw and write
55
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
LESSON: 21 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
& Innovation routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts spare ones in case pupils’ parents according to the
5.3 5.3.1 1. Ask pupils to show you their toothbrushes. Ask them questions and talk don’t want them to bring them). If needs of your pupils
Express an Respond to them about the colour, size and type of toothbrush they have. this is not appropriate, pupils could and class. Please see
imaginative imaginatively and use a pencil to pretend to brush the seven
response to intelligibly through Lesson delivery their teeth (miming only). differentiation
literary texts creating simple strategies listed in the
action songs on 2. Have pupils work in pairs to compare their toothbrushes. They should try A song about brushing your teeth – introduction.
Complementary familiar topics to make at least two sentences comparing them, e.g. their colour: My This is the way…
Skill toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush is
Language Arts Complementary a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc. You can use this video or
5.1 Skill something similar about brushing
Demonstrate Language Arts 3. Ask pupils to show you how they brush their teeth. On the board, draw teeth:
appreciation 5.1.1 some arrows to show up, down, left and right, round and round. Ask https://www.youtube.com/watch?
through non- Enjoy and pupils to move their toothbrushes in the direction you tell them: Brush v=4XLQpRI_wOQ
verbal responses appreciate left; brush round and round etc.
rhymes, poems You can download the video by
and songs 4. Tell pupils they will hear a song and watch a cartoon about brushing your typing in ss before YouTube i.e.
teeth. Play the video a first time and ask some questions while the song
is playing, as you would with a story (e.g. What time is it? Where is he? https://www.ssyoutube.com/watch?
What has he got? What colour is his toothbrush? etc). v=4XLQpRI_wOQ
5. Tell pupils they will hear the song again, and this time they should mime If these links are unavailable, try
with their toothbrushes. Encourage them to sing along too if possible. asking Google or YouTube for
‘This is the way I brush my teeth
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. song’
‘This is the way we wash our hair, wash our hair, wash our hair. Flashcards for daily routine
We do it in the morning/evening.’
Pupils work in groups of three or four to choose a daily routine action and
make a new verse of the song. They should practise the actions together.
7. Have each group perform their verse twice. The rest of the class should
join in the second time.
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and
healthy, the best ways to brush their teeth and, if appropriate for your
context, visiting the dentist regularly.
56
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of
1.2 1.2.2 1. Review some of the vocabulary that pupils found challenging in recent lessons by Student’s Book p.17 your pupils and class.
Understand Understand with choosing an appropriate pre-lesson activity from the list in the introduction that suits (and 15 in step 2) Please see the seven
meaning in a support specific your pupils’ needs and interests. Include key vocabulary from this lesson as differentiation strategies
variety of familiar information and necessary. Teacher’s Book listed in the introduction.
contexts details of short p.35 Please also consider the
simple texts Lesson delivery following:
Complementary Sets of cut up word
Skill Complementary 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. cards You could include more
Listening Skill The set includes the words from the main vocabulary, all cut up and mixed up (e.g. phrases in the word
1.2 Listening take / the / bus / walk / take / the train / drive). Pupils should work together to try to puzzle activity. Be careful
Understand 1.2.5 arrange them to make the vocabulary phrases or words. Consider including some of not to include too many,
meaning in a Understand a wide the vocabulary from Student’s Book p.15 as well. though, as it can be very
variety of familiar range of short challenging to sort a
contexts supported 3. To check the answers, say the expressions in question form (e.g. Does Ali always large number of cards.
questions take the bus to school? and have pupils touch the words as they hear them.
4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening
(Teacher’s Book p.35).
5. You could collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if
they are True or False from memory (see post-lesson task 10).
57
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking Speaking 1. Review key vocabulary with an action/miming game, or you could choose an appropriate Student’s Book according to the needs of
2.1 Communicate 2.1.2 pre-lesson activity from the list in the introduction that suits your pupils’ needs and p.17 your pupils and class.
simple information Find out about and interests and that will review language and prepare pupils for the lesson. Please see the seven
intelligibly describe basic Teacher’s Book differentiation strategies
everyday routines Lesson delivery p.35 listed in the introduction.
Complementary 2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Skill Complementary Class survey following:
Listening Skill partners about their parents (or another family member, as appropriate to your pupils). worksheet (see
1.2 Listening below for For extra practice, pupils
Understand 1.2.5 Understand 3. Monitor as pupils do the pairwork activity and review the question-answer form if example) can ask more
meaning in a a wide range of necessary after the activity. classmates.
variety of familiar short supported
contexts questions 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask Fast finishers or more
them to write a question (for example, Do you … to school? or Does your dad/mum … to proficient pairs of pupils
work?) could ask more than one
question. You will need
5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they extra worksheets for
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of them.
classmates’ answers then add up the total when they have finished.
6. Use a model on the board to show how to complete the chart on the worksheet. Each
block represents one answer. Pupils should colour the number of squares for each
answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7
left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs.
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are
surprised by any of the findings.
58
Primary Year 3 SK Scheme of Work
Worksheet for Lesson 23
Class survey
Names: __________________and____________________ Class: _________
Our question:
_________________________________________________________________
Answers:
Yes Total:
No Total:
Write Yes or No :
5
4
3
2
1
59
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 24 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading according to the
3.2 3.2.4 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- Student’s Book, needs of your pupils
Understand a Recognise and lesson activity from the list in the introduction that suits your pupils’ needs and interests p.18 and class. Please see
variety of linear use with support and that will review language and prepare the pupils for the lesson. the seven
and non-linear key features of a Teacher’s Book differentiation
print and digital simple 2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. p.36 strategies listed in the
texts by using monolingual Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary. introduction. Please
appropriate dictionary word cards: also consider the
reading strategies Lesson delivery firefighter, fire, following:
3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if lifeguard, save,
Complementary Complementary dentist, fix, teeth Using a dictionary can
Skill Skill you have one). be challenging. Try to
Reading Reading Picture cards of pair/group more
3.2 3.2.2 4. Write the word cat on the board. Model using a dictionary to find the word and read the the three people proficient pupils with
Understand a Understand definition. on Student’s less proficient pupils
variety of linear specific Book p.18 and encourage them
and non-linear information and 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the to work together.
print and digital details of short word cards and put them randomly on the board too. Class set of
texts by using simple texts monolingual
appropriate 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to dictionaries
reading strategies find the word in the dictionary. Give them time to find the word and then ask them which
picture on the board they think their word belongs with. Do not expect pupils to understand
the dictionary definitions in full, but to try to get a rough meaning so they can decide which
picture it belongs to.
7. For each of the seven words, ask one pupil to come out and move their word card next to
the correct picture on the board.
8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do
this at the beginning of the next lesson instead, if you do not have time.
Post-lesson
10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
60
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Review the three occupations (jobs) from the previous lesson by choosing an according to the needs
4.3 4.3.2 Student’s Book of your pupils and
Communicate with Spell an increased appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.19 class. Please see the
appropriate range of familiar needs and interests. seven differentiation
language form and high frequency Teacher’s Book strategies listed in the
style for a range of words accurately in Lesson delivery p.37 introduction. Please
purposes in print guided writing 2. Introduce the new occupations vocabulary using flashcards. also consider the
and digital media Flashcards of following:
3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations
Complementary Complementary Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those You could also
Skill Skill putting up their hand and saying I do not understand this word. Can you help me, in the encourage pupils to use
Speaking Speaking please? You may want to pre-teach this phrase. They can also ask you this question worksheet) a dictionary if
2.2 2.2.2 when they need to. necessary and
Use appropriate Ask for attention or Crossword appropriate if they need
communication help from a teacher 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see extra practice in this.
strategies or classmate by Model how to read the clue and write the answer in the crossword. Have pupils work on below)
using suitable the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe You could put the
questions how they work together in their pairs and groups to see which pupils are able to support occupations words on
others. This will be useful information when pairing and grouping pupils in the future. the board for pupils to
copy the spelling if
5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as necessary.
appropriate.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
61
Primary Year 3 SK Scheme of Work
Something I feel proud of (about my English)
Pupils began the year reflecting in their first language and at a very basic level (simple
words). Encourage pupils to begin to reflect more deeply and using more English as the
year goes on. Some pupils will be more able to do this than others. Support pupils who
may need some help, and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for homework.
Worksheet for Lesson 25
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano.
9. He works on TV.
10. He fixes teeth.
62
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD
REFERENCES STRATEGIES
Main Skill Main Skill In this lesson, pupils will say and perform a rhyme in groups about coming to school. Flashcards or Differentiate
Language Arts Language Arts pictures of : learning according
5.1 Language Arts Pre-lesson to the needs of your
Enjoy and 5.1.2 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. a child walking pupils and class.
appreciate In addition to a car and a Please see the
rhymes, poems Year 2 text Draw a child next to the car, bike and bus. seven differentiation
and songs types: simple 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. child standing strategies listed in
poems. 3. Tell pupils that the four children will be the characters in the rhyme. next to it the introduction.
Complementary a bike and a
skill Complementary Lesson delivery child standing
Listening skill 4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest next to it
1.2 Listening a bus and a
Understand 1.2.3 actions to mime the means of transport. child standing
meaning in a Understand with 5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the next to it
variety of familiar support short
contexts simple narratives words and actions. The Going to
6. Repeat step 5 until pupils can say the rhyme confidently school rhyme
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and (see below)
written on the
add the correct means of transport board or as a
handout
Post-lesson
8. Ask pupils to close their books and divide them into four groups, one group for each picture.
9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the
complete rhyme.
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
63
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 1. Review the occupations flashcards as necessary for your pupils Teacher’s Book p.37 see the seven differentiation strategies
Understand Understand with with a game chosen from the list in the introduction that suits Occupations flashcards listed in the introduction. Please also
meaning in a support the main your pupils’ needs and interests. Worksheet (see below) consider the following:
variety of familiar idea of short simple Colour pencils/pens
contexts texts 2. Ask pupils what they would like to be when they grow up. Use Provide more or less support to help
this as an opportunity to review some more challenging pupils plan what to say about their
Complementary Complementary occupations vocabulary from previous lessons. pictures. It is better to have them write
Skill Skill notes than to write full sentences so
Speaking Speaking Lesson delivery they practise fluency, but some pupils
2.3 2.3.1 may need more support.
Communicate Narrate very short 3. Show pupils the worksheet (see below) and ask them to choose
appropriately to a basic stories and an occupation and draw it on the worksheet. They should write Pupils can write more or fewer
small or large events the occupation word under their picture. They should NOT write sentences depending on their
group their name on the worksheet at this point. proficiency level.
4. Tell pupils they will talk about the person on their picture. They
should plan what they are going to say. They could write notes
in their notebooks. See Activity 4 in Student’s Book p.19 and
Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.
64
Worksheet for Lesson 27 Primary Year 3 SK Scheme of Work
Name: __________________ Class: _________ 65
Draw, write and say.
_A______________________
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Every day
CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill Pre-lesson Get Smart plus 3 needs of your pupils and class. Please
Speaking Speaking see the seven differentiation strategies
2.1 2.1.2 1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20 listed in the introduction. Please also
Communicate Find out about and Revision) consider the following:
simple information describe basic Teacher’s Book, p.38–
intelligibly everyday routines Lesson delivery 39 You could use word cards for some or
all of the matching game if your pupils
Complementary Complementary 2. Introduce the new vocabulary following the instructions in Warm Occupations & need extra reading practice, or could
Skill Skill up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards give some pairs pictures and other
Listening Listening pairs words.
1.2 1.2.5 3. Play a matching game with flashcards, where pupils in pairs or
Understand Understand a wide small groups match the occupation with what the person does With more proficient classes, you could
meaning in a range of short (e.g. pilot + fly a helicopter). finish the lesson with the Optional
variety of familiar supported questions activity (See Teacher’s Book p.39)
contexts 4. Introduce/review the question and answer What do you want to
be when you grow up? Drill the questions and then have pupils
ask and answer their partner.
5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Monitor carefully as pupils work and support them in making
sentences. Note down any particular problems pupils have and
observe how different individuals perform.
Post-lesson
6. Give feedback on the activity including a focus on / review of
common problems. Give extra praise to pupils who have tried
hard at this activity.
66
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
& Citizenship habits
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill Pre-lesson Get Smart plus 3 needs of your pupils and class. Please
Reading Reading see the seven differentiation strategies
3.2 3.2.3 1. Put the names of some well-known Malaysian charity Student’s Book, p.115 listed in the introduction. Please also
Understand a Guess the meaning organisations on the board (e.g. CRC (Community Recycle for consider the following:
variety of linear of unfamiliar words Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178
and non-linear from clues provided Malaysia (World Wildlife Fund); WorldVision; other local Pupils who find reading difficult could
print and digital by visuals and the charities the pupils will know). Charitable offers during Vocabulary flashcards read just one of the texts.
texts by using topic Ramadan may help explain the idea. Talk to pupils about what
appropriate the organisations do, using some first language and providing Copies of pictures next Monitor and support pupils by asking
reading strategies Complementary English vocabulary where suitable. to texts on Student’s questions and drawing attention to
Skill Book p.115 to create difficult vocabulary in the texts and
Complementary Reading Lesson delivery their learning diaries. sentences.
Skill 3.2.2
Reading Understand specific 2. Use the flashcards to pre-teach the vocabulary.
3.2 information and
Understand a details of short 3. Show the pictures from Student’s Book p.115 and ask pupils
variety of linear simple texts which vocabulary might belong to each picture.
and non-linear
print and digital 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
texts by using p.178). Remind pupils to look at the pictures to help them with
appropriate new vocabulary.
reading strategies
5. Elicit We can sentences from pupils about other charities you
talked about in the pre-lesson activity.
Post-lesson
6. Talk to pupils about charity membership. See also Before
Leaving (Teacher’s Book p.178)
67
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill Pre-lesson Get Smart plus 3 needs of your pupils and class. Please
Writing Writing see the seven differentiation strategies
4.3 4.3.1 1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21 listed in the introduction. Please also
Communicate Use capital letters, consider the following:
with appropriate full stops and Lesson delivery Teacher’s Book p.34,
language form question marks 39 & 40–41 You could set a time for the Writing task
and style for a appropriately in 2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play and ask pupils to write at least 2 (or at
range of purposes guided writing at the recording. Ask pupils to tick the activities they hear in Jim’s least 3) sentences so that more
in print and digital sentence level diary as they hear them. Watch pupils to see how well they proficient pupils write more sentences.
media keep up. If it is too fast, you could read the text again more
Complementary slowly.
Complementary Skill
Skill Writing 3. Play the recording again and have pupils read along as they
Writing 4.1.2 listen. Ask some questions about the text, letting pupils find the
4.1 Begin to use cursive answers in the text (see Teacher’s Book p.40 Activity 1 for
Form letters and handwriting in a example questions).
words in neat limited range of
legible print using written work* 4. Show pupils the three questions on the page. Pupils work in
cursive writing pairs to ask and answer the questions. Monitor carefully as
pupils do this to make sure they can answer them.
5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
including some or all of the gap fill sentences on the board.
6. Ask pupils to write sentences about their day in their notebooks.
Encourage the use of cursive writing. Pupils then exchange
notebooks to check each other’s work. Monitor carefully to
check their work, with a focus on punctuation, use of capital
letters and handwriting as well as comunication. Collect their
notebooks in at the end of the activity to mark and give some
feedback on their progress this unit.
7. (If time) Play Working Whispers (Teacher’s Book p.39)
Post-lesson
8. Learning diaries:
68
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)
Pupils began the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to
reflect more deeply and using more English as the year goes on.
Some pupils will be more able to do this than others. Support
pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
69
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)
LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
TOPIC: Every day
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts Student’s Book, p.22–23 the needs of your pupils and
5.2 5.2.1 1. Choose an appropriate pre-lesson activity from the list in the Teacher’s Book, p.42–43 class. Please see the seven
Express personal Ask and answer introduction that suits your pupils’ needs and interests and that will differentiation strategies listed in
responses to simple questions review language and prepare the pupils for the lesson, or follow the the introduction. Please also
literary texts about characters, Warm up instructions (Teacher’s Book, p.42). consider the following:
actions and events
Complementary of interest in a text Lesson delivery Monitor as pupils work and ask
Skill pupils (e.g. pupils who don’t like to
Speaking Complementary 2. Explain the meaning of career to pupils. Ask them what they think a speak in front of the class) to tell
2.1 Skill school career day is. Explain that they will read and listen to a story you about their pictures. This will
Communicate Speaking about a school career day. help to give individuals different
simple information 2.1.5 feedback.
intelligibly Describe people 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask
and objects using pupils what they think of the story, which character they like and If your class works fast or you
suitable words and why. have a group of fast finishers, you
phrases could try the Optional activity (see
4. Ask each pupil to draw a picture showing an occupation. Teacher’s Book, p43).
5. In groups of 6–8 pupils, ask them to share their pictures. They
should write their name under the picture of an occupation they
want to be.
6. Feed back by asking pupils to tell the class who wants to be the
same occupation as them, e.g. Hamid, Maitha and Yi Ling want to
be a police officer.
7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43
in Post-story activity.
Post-lesson
8. Ask pupils to tell you what new words they have learned today.
Focus their attention on what they learned from the story, including
the storyline, the characters and the message (value).
70
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)
WEEK: LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so your Depending on your focus: Differentiate learning
Reading 3.2 Reading lesson consolidates and extends language areas needed by your pupils. You according to the needs of
Understand a 3.2.2 Understand might consider using some of the material as a homework task, if appropriate. Worksheets (see below) your pupils and class.
variety of linear specific information Please see the seven
and non-linear and details of short Note: You could also make use of the review activities in Revision (Student’s Picture of a girl and a boy differentiation strategies
print and digital simple texts Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice listed in the introduction.
texts by using of activities from the optional activities described on Teacher’s Book p.45. Get Smart plus 3 Please also consider the
appropriate Complementary Student’s Book, p.24 following:
reading strategies Skill Pre-lesson Activities 1 and/or 2
Teacher’s Book, p.44–45 You could offer pupils a
Complementary Writing 4.2.4 1. Play a game to review vocabulary from the unit as needed for the lesson. choice of these activities or
Skill Describe people For this, you could choose an appropriate pre-lesson activity from the list Self-assessment you could ask different
Writing 4.2 and objects using in the introduction that suits your pupils’ needs and interests. worksheets pupils to do different
Communicate suitable words and activities depending on
basic information phrases Lesson delivery their individual needs,
intelligibly for a based on formative
range of purposes 2. Show pupils the picture and tell them the boy is Hamid and the girl is May. assessment in this unit.
in print and digital They are brother and sister. Ask pupils to look at and read silently the text
media on the worksheet. Ask a gist question, for example, Who wrote this? Have pupils do more
Hamid or May? activities and/or make their
own activities.
Ask questions about the language:
Which words tell you how often they do something? Where do we find it in
the sentence?
Which sentences have an ‘s’ in the verb (or show them in an example)?
Why?
What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the
board.
Ask pupils to work in groups of three. Give one set of jumbled sentences
(worksheet) to each pupil in the group. Each pupil works on a different set.
When they are finished, ask them to show each other their sets and to
check each other’s answers.
71
Primary Year 3 SK Scheme of Work
4. Ask pupils to write in their notebooks:
Something they always/never do every day.
Something someone else always/never does every day.
What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well
they feel they know the language now. They should complete the How did
I do in Unit 2? self-assessment section of the worksheet.
Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
72
Primary Year 3 SK Scheme of Work
Materials for Lesson 32
Suggested text:
I’m Hamid. I like swimming and I want to help people. When I grow up, I want to be a
lifeguard. My sister likes playing with toy planes. She wants to be a pilot when she grows up
and fly a plane. I love my sister. We always take the bus to school together. We never walk to
school.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
Self-assessment Great! [ ] OK [ ] A little [ ]
How did I do in Unit 2? Great! [ ] OK [ ] A little [ ]
In English, I know how to: Great! [ ] OK [ ] A little [ ]
say what I do every day Great! [ ] OK [ ] A little [ ]
Great! [ ] OK [ ] A little [ ]
say what other people do every day
talk about different jobs
talk about different ways to travel
say what I want to be when I grow up
73
Primary Year 3 SK Scheme of Work
UNIT 3 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 33 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values statements (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25 to the needs of your pupils and
1.2 1.2.2 class. Please see the seven
Understand Understand with Lesson delivery Teacher’s Book, p.46 differentiation strategies listed in
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s the introduction. Please also
variety of familiar information and Flashcards of action verbs consider the following:
contexts details of short Book, p.46) using flashcards
simple texts You can find sets of Depending on the level and
Complementary 3. Stick the flashcards around the room on the walls, (or do this printable flashcards for this knowledge of your class, you
Skill Complementary before the lesson), then put pupils in a large circle around the topic at: could introduce more verbs.
Listening Skill room. They should listen to you say run, jump, dance and move http://learnenglishkids.british
1.3 Listening around the room doing this action as you say it. Stop and say council.org/en/flash Some pupils may find it too
Use appropriate 1.3.1 Go. Pupils move to the nearest flashcard, mime it and say I’m cards/actions-flashcards challenging to sing along to all of
listening Guess the meaning xxxing. Repeat as required. the song. Remind them, if
strategies in a of unfamiliar words necessary, that they only need to
variety of contexts by using visual 4. Pupils return to their seats. Follow the instructions in Teacher’s sing as much or little as they
clues when a Book, p.46 Activity 1 want.
teacher or
classmate is Watch as pupils sing to see which pupils are confident and
speaking which are less confident. You can also then see which words in
the song are more difficult for your class. Note these so that you
review them next lesson.
Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
74
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 34 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values statements (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.5 needs of your pupils and class.
Communicate Describe people 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, Please see the seven differentiation
simple information and objects using introduction that suits your pupils’ needs and interests and that will p.25 strategies listed in the introduction.
intelligibly suitable words and review language and prepare pupils for the lesson. Please also consider the following:
phrases Teacher’s Book,
Lesson delivery p.46–7 Some pupils may take a lot of time
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46) drawing, while others will do it much
Complementary Complementary 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, faster. Set a time limit for drawing.
Skill Skill You could ask fast finishers to write
Listening 1.1 Listening 1.1.1 we’re etc). Have pupils repeat them together and individually. their sentence in their notebooks (but
Recognise and Recognise and 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus not next to the picture, as it is better
reproduce target reproduce with they do not read it later).
language sounds support a range of on giving feedback on pupils’ Speaking, rather than on which team
target language wins.
phonemes 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
pupils present their pictures to each other and decide which pupils to
ask to present to the class. Try to choose some pupils who have
made progress in their Speaking.
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold
up their pictures as they hear them in the song, if appropriate.
75
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Reading Reading 1. Play the song from Student’s Book, p.25. Have pupils sing along and/or to the needs of your pupils and
3.2 3.2.1 do the actions. Student’s Book, class. Please see the seven
Understand a Understand the p. 26–7 (and 25 for differentiation strategies listed in
variety of linear main idea of short Lesson delivery pre-lesson) the introduction. Please also
and non-linear simple texts consider the following:
print and digital 2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book,
texts by using Complementary Teacher’s Book, p.48). p.48–49 If you feel your class can follow
appropriate Skill the story well, you could reduce
reading strategies Reading 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the Copies of the the number of times you play the
3.2.3 pictures on the board. pictures 1, 3, 5 & 6 recording.
Complementary Guess the meaning from the story
Skill of unfamiliar words 4. Give each pupil a sentence card (there will be some the same). They (blank/without text) If you have some less proficient
Reading from clues provided should come out to the board to decide which picture to put it with. You pupils in the class, the sentence
3.2 by visuals and the could do this in groups if it is easier to manage. Sentence cards to matching activity could be done
Understand a topic match pictures 1, 3, in pairs, giving one sentence to
variety of linear Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per a pair with one more + one less
and non-linear Support them as needed by encouraging them to sound out new or pupil) proficient pupils.
print and digital difficult words and/or referring to the pictures in the Student’s Book
texts by using (p.26).
appropriate
reading strategies 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
answers.
6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the
second point.
7. Use the questions from the language box (Student’s Book, p.27) to
introduce the question and answer forms. Then follow the instructions
for Grammar Box (Teacher’s Book, p.49)
Post-lesson
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
76
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)
Pupils began the year reflecting in their first language and at a very
basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be
more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
77
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Student’s Book, p.26–27 according to the needs of your
Communicate Spell an increased 1. Choose an appropriate pre-lesson activity from the list in the Teacher’s Book, p.49 pupils and class. Please see
with appropriate range of familiar introduction that suits your pupils’ needs and interests and that will the seven differentiation
language form high frequency review language and prepare pupils for the lesson. Worksheet for crossword strategies listed in the
and style for a words accurately in puzzle (see below) introduction. Please also
range of purposes guided writing Lesson delivery consider the following:
in print and digital
media Complementary 2. Play a spelling game to review some spellings of key vocabulary (for If pupils struggle with the
Skill example, a word jumble with plastic letters or letters on cards). crossword puzzle, have them
Complementary Reading 3.2.2 first try to fill it in, and then go
Skill Understand specific 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils to the Student’s Book to look
Reading 3.2 information and do this to see which words they are having problems spelling. Check for the spellings.
Understand a details of short the answers as a whole class and draw attention to more difficult
variety of linear simple texts spellings as necessary. Alternatively, you could pair
and non-linear pupils so they can support
print and digital 4. Play the CD to review the text on Student’s Book, p.26 each other, or you could ask
texts by using pupils to try the puzzle
appropriate 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you individually first before
reading strategies noticed that pupils had problems in the crossword, and need more continuing with a partner.
practice spelling the words, have them write the answer on the lines
rather than circling ‘a’ or ‘b.
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them
about the importance of helping out and contributing to family life.
78
Worksheet for Lesson 36 -4 Primary Year 3 SK Scheme of Work
Crossword 5
1. [insert picture of to clean’]
1 2. [insert picture of flowers]
2 3. [insert picture of to wash up]
4. [insert picture of a park]
36 5. [insert picture of cake]
6. [insert picture of a sandwich]
79
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON: 37 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Right Now
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values of household chores
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make a circular book.
Main Skill Main Skill Circles of paper, Differentiate learning
Language Arts Language Arts Pre-lesson about 12cm in according to the needs of
5.3 5.3.1 diameter, two circles your pupils and class. Please
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that for each pupil see the seven differentiation
imaginative imaginatively and suits your pupils’ needs and interests and that will review language and prepare strategies listed in the
response to intelligibly through pupils for the lesson. A pin / end of a paper introduction.
literary texts creating simple clip to pin the top
action songs on 2. Ask pupils to remember the different activities Anna and Greg were doing on circle onto the bottom
Complementary familiar topics. Student’s Book p.26. circle
Skill Other imaginative
Speaking responses as 3. Ask pupils to think of other household activities. Help them with vocabulary if
2.1 appropriate. needed.
Communicate
simple information Complementary Lesson delivery
intelligibly Skill 4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Speaking 2.1.5
Describe people that their circle is divided into four sections. Pupils do not need a ruler for this:
and objects using the lines do not need to be completely straight.
suitable words 5. Tell pupils to draw four household activities, one in each section of the circle.
and phrases 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal
line, as in step 4.
7. Tell pupils to cut out one section of the second circle, so that this circle has
three sections.
8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
the first circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their
circular books. They can do this quarter by quarter by moving the top circle
round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in
their groups. You can nominate pupils or get other pupils to do that.
80
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 38 (Listening 8) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of
1.2 1.2.2 1. Play a guessing game where you draw, on the board, a picture of a person Student’s Book, your pupils and class. Please
Understand Understand with doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 see the seven differentiation
meaning in a support specific pupils ‘what’s he/she doing?’ Pupils can have one guess each time until strategies listed in the
variety of familiar information and someone guesses the correct answer. Teacher’s Book, introduction. Please also
contexts details of short p.49 consider the following:
simple texts Lesson delivery
Complementary Flashcards for new Decide how many, and
Skill Complementary 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to vocabulary which, new words/phrases to
Listening Skill their partners about the pictures. Feed back on this by eliciting details about all introduce depending on your
1.3 Listening of the pictures, to check that all pupils have understood the pictures and pupils’ performance in the
Use appropriate 1.3.1 remember the key vocabulary. You could introduce the characters’ names at lesson so far. It shouldn’t be
listening strategies Guess the this point, if you think the names will confuse pupils when they hear the more than four or five, even
in a variety of meaning of recording. with more proficient pupils.
contexts unfamiliar words
by using visual 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49).
clues when a 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
teacher or
classmate is lives (e.g. playing the guitar, throwing a ball, playing badminton).
speaking
5. Have pupils play a mime game in pairs or small groups. Student A mimes an
action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
Post-lesson
6. Ask pupils to tell you what new words they have learned today. Keep this
informal, so you can see how much they remember and which pupils seem to
remember most. Note any that are missing so that you can review these words
in particular next time. Alternatively, you could design a short, fun speaking pair
or small group activity to review the vocabulary from this lesson.
81
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 39 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking needs of your pupils and class. Please
2.1 2.1.5 1. Play a game to review vocabulary from the previous lesson. This should Student’s Book, see the seven differentiation strategies
Communicate Describe people focus on the written form of the words. p.27 listed in the introduction. Please also
simple information and objects using consider the following:
intelligibly suitable words and Lesson delivery Teacher’s Book,
phrases p.49 The second card game (step 4) could
Complementary 2. Have pupils work in small groups to play a game, where they have sets be extended so that pupils give more
Skill Complementary of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards clues about the flashcard, using more
Speaking Skill over two cards in turns to try to find a matching pair of cards. (pictures + language that they know.
2.2 Speaking sentences)
Use appropriate 2.2.2 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49). Other pupils may not be able to give
communication Ask for attention or clues, so the group can simply guess
strategies help from a teacher 4. Pupils play a game in small groups with their cards: what is on the card from memory.
or classmate by
using suitable - In turns, the pupil turns over a card, look at it but keep it secret.
questions - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
- The pupil asks ‘What do you think? What’s he doing?’
- The group guesses what’s in the picture.
Monitor as pupils work on this, helping with language as necessary to
extend pupils’ language resource. Encourage them to ask for your help
when they need it by reviewing phrases for this (e.g. Can you help me,
please? How do I say xxx in English?) Note common mistakes as you
monitor.
Post-lesson
5. Write a sentence on the board that contains a common mistake you
heard pupils make. Ask pupils to correct the sentence with you.
82
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 40 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values negative statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading according to the needs of
3.2 3..2.1 1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28– your pupils and class. Please
Understand a Understand the Give pupils 2–3 minutes to do some exercise in the classroom. You could 29 see the seven differentiation
variety of linear main idea of short suggest aerobics or Zumba, for example. Watch pupils to see which strategies listed in the
and non-linear simple texts vocabulary you can teach them afterwards to say what they are doing (if any) Teacher’s Book, introduction. Please also
print and digital – e.g. Zumba, aerobics, dancing, jogging. p.50–51 consider the following:
texts by using Complementary
appropriate Skill Lesson delivery Copies of pictures of Fast finishers could do an
reading strategies Reading four children on additional Writing task at the
3.2.2 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce Student’s Book p.28 end of this lesson, where
Complementary Understand specific new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if (1 copy of each) they write a sentence about
Skill information and you can teach them vocabulary for what they were doing. each child to say one more
Reading details of short Copies of the texts action they are not doing.
3.2 simple texts 3. Show pupils the pictures of the four children from the textbook. Ask them what from Student’s Book
Understand a they are doing. Put them on the board. p.28 (one text per Ask different pupils
variety of linear pupil) different/more/fewer
and non-linear 4. Give each pupil a text. Ask them to read the text and decide which picture it questions to guide their
print and digital matches. Feed back by asking a pupil to come out and label each picture with understanding of the text
texts by using the name of the child. (see Teacher’s Book).
appropriate
reading strategies 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3).
6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
p.50–51).
You may wish to note pupils who have difficulty with Activity 2 and those who
complete it easily. This will help you later in the week to decide how much to
review and how to group pupils.
7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the
pictures (including a false statement, which includes what they are actually
doing). Pupils should call out True/False or Yes/No.
Post-lesson
8. Learning diaries:
83
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)
Pupils began the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using
more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in
your lesson plan. It shouldn’t be set for homework.
84
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 41 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values negative statements (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill Pre-lesson Get Smart plus 3 needs of your pupils and class. Please
Writing Writing see the seven differentiation strategies
4.2 4.2.4 1. Play a True/False game, where you/pupils mime an action. Student’s Book, p.29 listed in the introduction. Please also
Communicate Describe people They should say what they are not doing as well as what they consider the following:
basic information and objects using are doing. Encourage, but don’t insist on full sentences at this Small pieces of paper
intelligibly for a suitable words and stage, but use this as a way to assess pupils’ language at the for Writing activity, one You could ask pupils to write at least
range of purposes phrases beginning of the lesson. per pupil one/two sentences on their cards.
in print and digital
media Complementary Lesson delivery Consider having pupils write in pairs so
Skill that they can support each other if
Complementary Reading 2. Tell pupils they will make sentences. Pupils work in pairs. Give necessary.
Skill 3.2.2 each pair one set of words for a cut-up sentence (see
Reading Understand specific sentences below). There are several different sets. Ask pupils
3.2 information and to arrange the words into a sentence. They should keep the
Understand a details of short sentences tidy on their desk during the next step. Don’t feed
variety of linear simple texts back on this activity at this stage.
and non-linear
print and digital 3. Ask pupils to look at the picture on Student’s Book, p.29,
texts by using Activity 3, to find which child their sentence is about. They can
appropriate circle the child in the picture if they don’t know the characters’
reading strategies names.
4. Feed back on each sentence as a whole class, so pairs can
check their answers.
5. Tell pupils they are going to make a game. There are several
steps to making the game:
Put a model on the board, which describes children in Student’s
Book, p.29. e.g.
They’re not doing gymnastics. They’re not skateboarding.
Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which
children these sentences are about.
85
Draw pupils’ attention to the Grammar Box at the top of the Primary Year 3 SK Scheme of Work
page. Focus attention on the contraction
(they are = they’re and others) and remind pupils to punctuate 86
their sentences carefully.
6. Give each pupil a small piece of paper. Individually, they write
a similar sentence(s) about a child on p.29 on the paper.You
could have pupils write one, two or three negative sentences,
depending on time. Support weaker pupils carefully.
7. Put pupils in groups. The groups collect the papers from each
pupil, and put them face-down on the table.
In turns, each pupil turns over a paper, reads it aloud and says
which character they think it is from Student’s Book, p.29.
Pupils can point to the characters or describe them if they don’t
know their names. They win a point if they are right.
8. Collect the papers so you can check them. Circle/underline any
mistakes in a coloured pen so pupils can check it themselves.
Post-lesson
9. Read some of the papers for pupils to guess as a whole class,
or you could 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.
Sentences for cut ups (one per pair)
He / isn’t / playing / table tennis.
She / isn’t / doing / gymnastics.
They / aren’t / skateboarding.
She / isn’t / dancing.
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 42 (Language Arts 8) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Right Now
WEEK: CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values happening now, sports vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Differentiate learning according to the
Main Skill Main Skill In this lesson, pupils will create a song in small groups. Words and music to needs of your pupils and class. Please
Language Arts 5.3 Language Arts the song One finger, see the seven differentiation strategies:
Express an 5.3.1 Pre-lesson one thumb, keep listed in the introduction.
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the moving (see below)
response to imaginatively and
literary texts intelligibly through introduction that suits your pupils’ needs and interests and that will
creating simple introduce the topic of the lesson (sports vocabulary).
action songs on
familiar topics. Lesson delivery
Other imaginative
responses as 2. Ask pupils to work in pairs. One pupil says the name of a sport, and
appropriate. the other pupil mimes doing
Complementary Complementary 3. the sport. Pupils then swap roles and continue in this way, taking turns
Skill Skill to name and mime sports.
Speaking Speaking
2.1 2.1.5 4. Sing the first two verses of the song One finger one thumb keep
Communicate Describe people moving. Finish at We’re doing gymnastics. Ask pupils to move their
simple information and objects using fingers, thumbs and arms as they sing the song, and to mime the
intelligibly suitable words
and phrases sports in any way they choose.
5. Write verses 3 and 4 on the board, or give pupils a handout.
6. Put pupils into groups of 4–5 and ask them to choose new words and
actions for verses 3 and 4, and to practise their song (see worksheet
below).
Post-lesson
7. Pupils perform their songs with actions for their classmates.
87
Primary Year 3 SK Scheme of Work
One finger one thumb keep moving – music sheet
(Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )
Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm
Dany Rosevear.
One finger one thumb keep moving – words One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, keep moving We’re _______________________________
One finger, one thumb, keep moving
We’re catching the ball One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, keep moving We’re _______________________________
One finger, one thumb, one arm, keep moving
We’re doing gymnastics
88
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 43 (Listening 9) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values negative statements
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of
1.2 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class. Please
Understand meaning Understand with suits your pupils’ needs and interests and that will review language and prepare p.29 see the seven differentiation
in a variety of familiar support specific pupils for the lesson. strategies listed in the
contexts information and Teacher’s Book, introduction. Please also
details of short Lesson delivery p.51 consider the following:
Complementary simple texts
Skill 2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the Choose the example(s) you
Writing Complementary children in the picture. They should stop you when they hear you make a model on the board so that
4.3 Communicate Skill mistake. Talk about the picture, making some mistakes in relation to content. you are supporting the pupils
with appropriate Writing Use language pupils know: who most need it. This will
language form and 4.3.3 help them work more
style for a range of Plan, draft and write E.g.: There are eight children in the picture. They are all doing sports. I can see independently and get a
purposes in print and an increased range two girls playing table tennis [mistake]. I think they are having fun. Etc… greater sense of
digital media of simple sentences achievement.
3. Follow instructions for Activity 3 (Teacher’s Book, p.51).
Have more proficient pupils
4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the work with you to help less
mistakes you highlighted. They should try to correct their sentences by proficient pupils in the class
themselves. with their redrafting.
Ask pupils to re-write their sentences in their notebooks. Remind them that they Fast finishers can write more
should pay attention to spelling, punctuation and neatness in this final version. If sentences or write about
pupils made no mistakes, they could either focus on neatness or they could add another person.
one or more new sentences to their writing.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English.
5. Collect the notebooks to look at and make a note yourself of pupils’
performance and effort in the redrafting process.
Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.
89
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive 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. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30 your pupils and class.
simple information and objects using Please see the seven
intelligibly suitable words and Lesson delivery Teacher’s Book, p.51–53 differentiation strategies
phrases listed in the introduction.
Complementary 2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Prepare a set of cards to Please also consider the
Skill Complementary Teacher’s Book, p.51). demonstrate the activity following:
Listening 1.2 Skill (Student’s Book p.125)
Understand Listening 1.2.5 3. Tell pupils they will play another guessing game. Follow the instructions Choose pupils who are
meaning in a Understand a wide for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play Scissors for pupils confident personalities to
variety of familiar range of short the Speaking & Listening game in pairs. come to the front of the
contexts supported questions class for the Post-lesson
Monitor carefully as pupils work to see how they communicate, how activity. If they are less
accurately they use and pronounce the sentences. Give feedback on proficient in English, that
some common errors at the end of activities without saying which pupils will also help motivate
made the mistakes. them. They do not need to
speak much in front of the
4. Collect the cards from pupils or ask them to keep them for use in later class, just mime.
lessons.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
90
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 according to the
Understand a variety Understand the main 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review Student’s Book, needs of your pupils
of linear and non- idea of short simple vocabulary (see Teacher’s Book, p. 57, Optional activity). p.32–33 and class. Please see
linear print and digital texts the seven
texts by using Lesson delivery Teacher’s Book, differentiation
appropriate reading Complementary Skill p.56–57 strategies listed in the
strategies Writing 4.3.2 2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, introduction. Please
Spell an increased including the word table tennis. Ask pupils if they play any of these sports, including also consider the
Complementary range of familiar high table tennis, and/or if they think it is an easy or difficult sport. following:
Skill frequency words
Writing 4.3 accurately in guided 3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7) You could ask some/a
Communicate with writing 4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell group(s) of pupils to
appropriate language write some questions
form and style for a you about a time when they have done/experienced this. about the story for
range of purposes in each other to answer.
print and digital 5. Learning diaries: Some examples are
media given on p.57 of the
Ask pupils to think back on their learning so far this week. In their learning diary, Teacher’s Book.
they can write:
New words I remember
Activities I enjoyed
A skill I did well in (L/S/R/W)
A skill I need to do better in (L/S/R/W)
Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English as the year
goes on. Some pupils will be more able to do this than others. Support pupils who
may need some help and encourage everyone to complete their diaries. Ensure you
allocate time for this activity in your lesson plan. It could replace the post-lesson
activity but shouldn’t be set for homework.
Post-lesson
6. Ask pupils about their favourite sports or choose a post-lesson task from the list to
review sports vocabulary.
91
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON: 46 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)
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 according to the needs of
Communicate Plan, draft and write 1. Play a game using the cards from Lesson 44. You could look at the pre-lesson Student’s Book, your pupils and class.
with appropriate an increased range tasks list for ideas. p.31 Please see the seven
language form of simple sentences differentiation strategies
and style for a Lesson delivery Teacher’s Book, listed in the introduction.
range of purposes Complementary p.54–55 Please also consider the
in print and digital Skill 2. Review the cards as a whole class, by following the instructions in Warm up following:
media Speaking 2.3.1 (Teacher’s Book, p.54). Sets of cards from
Narrate very short Lesson 44 Pupils will take different
Complementary basic stories and 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read times to draw and colour
Skill events the instructions silently before you read them aloud. Have them look at the Poster paper, their pictures. Set a time
Speaking 2.3 pictures. Ask questions to check their understanding, e.g. What is she cutting? scissors, colour limit.
Communicate What is she drawing? Is she writing now? pens/pencils per
appropriately to a pupil With large classes, try
small or large 4. When pupils have finished, ask them to write about their pictures on the back of Activity 2 in groups.
group their picture. Small papers for
labelling pictures,
5. Follow instructions for Activity 2 (Teacher’s Book, p.54). glue
6. When pupils have finished, ask them to exchange their pictures with a partner.
Have the partners check their writing.
7. Give out the small papers. Pupils redraft their writing on the papers and stick it
to the front of the picture.
8. Display the pictures in the classroom.
Post-lesson
9. Play the Optional activity (Teacher’s Book, p.54).
92
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
WEEK: LESSON: 47 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
TOPIC: Right now
CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill In this lesson, pupils will make and share a jigsaw. Jigsaw template, either draw it or Differentiate learning
Language Arts 5.3 Language Arts see available template at: according to the needs of
Express an 5.3.1 Pre-lesson www.timvandevall.com/templates/ your pupils and class.
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the make-your-own-jigsaw-puzzle- Please see the seven
response to imaginatively and templates/ differentiation strategies
literary texts intelligibly through introduction that suits your pupils’ needs and interests and that will listed in the introduction.
creating simple review and introduce sports vocabulary. Scissors (one pair of scissors per Please also consider the
Complementary action songs on 5 pupils in your class) following:
Skill familiar topics. Lesson delivery
Writing 4.3 Other imaginative 2. Divide pupils into four equal groups. Ask them to stand up, come to the Fast finishers can create
Communicate responses as an extra jigsaw if time and
with appropriate appropriate. front of the class, and make four lines facing the board. Tell them that resources allow.
language form they will take turns to write the names of sports, and that they will get a
and style for a Complementary point if they spell the sport correctly.
range of purposes Skill 3. Give the first pupil in each line a piece of chalk or board pen. Tell
in print and digital Writing 4.3.2 them to write the name of a sport: other pupils in the line can help with
media Spell an increased spelling if necessary, but only the pupil with the chalk/pen can write.
range of familiar 4. When that pupil has written a sport, they give the chalk/pen to the
high frequency second pupil in the line, who writes a new sport. Continue in this way
words accurately for 3 minutes or so.
in guided writing 5. Stop and check the spelling of the sports, and give points for correct
spellings.
6. Give each pupil the jigsaw template.
7. Ask pupils to draw pictures of sports on the top row of the jigsaw
template, and to write the name of each sport underneath on the
second row. They can use the words on the board to help if necessary.
8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match
sports with pictures.
93
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)
LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
TOPIC: Right now
WEEK: CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values (be + -ing)
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 A chant or song focusing Differentiate learning
Writing 4.2 Writing 4.2.4 lesson consolidates and extends language areas needed by your pupils. You on present continuous. according to the needs of
Communicate Describe people might consider using some of the material as a homework task, if appropriate. You can choose your pupils and class.
basic information and objects using something suitable for Please see the seven
intelligibly for a suitable words and Note: You could also make use of the review activities in Revision (Student’s your pupils that they will differentiation strategies
range of purposes phrases Book p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice enjoy and find useful. listed in the introduction.
in print and digital of activities. Please also consider the
media Complementary Get Smart plus 3 following:
Skill Pre-lesson
Complementary Listening 1.1.1 Student’s Book p.34 You could add some
Skill Recognise and 1. Choose an appropriate pre-lesson activity from the list in the introduction activities from Student’s
Listening 1.1 reproduce with that suits your pupils’ needs and interests and that will review language Teacher’s Book p.58–59 Book, p.34 to provide
Recognise and support a range of and prepare pupils for the lesson. extra practice with
reproduce target target language Worksheets (see below) problematic language or
language sounds phonemes Lesson delivery for fast finishers.
2. Play the chant or song and have pupils mime the action. You can choose You could ask some
or write your own chant or song, or use one of: pupils to create some
https://www.youtube.com/watch?v=OYimASoZ6oI review activities for the
class.
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en
https://www.youtube.com/watch?v=Dl8g2pZ82ME .
You can change the words to these chants to suit your pupils’ needs and
the focus of the lesson.
3. Encourage pupils to sing/chant along on the second listening. Drawing
attention to the contractions that the chant uses/doesn’t use and review
these. You could review these on the board if necessary. Pay close
attention to pupils’ pronunciation of these.
4. Ask pupils to look at Part A on the worksheet (see below). They should
read the sentences and write Yes if they are correct and No if they are not.
Answers:
1. Yes; 2. No; 3. Yes; 4. No; 5. No
94
Primary Year 3 SK Scheme of Work
5. Draw pupils’ attention to the grammar explanation on the worksheet. Build
some model sentences to show pupils how to form the present
continuous. It is better not to use too many grammar words in your
explanation but to show them what you mean with examples.
6. Ask them to rewrite the sentences so they are all correct in Part B on the
worksheet. Check answers as a class or in pairs/groups.
7. Use cards to review the question forms. Play a game in pairs to practise
them if necessary.
8. Ask pupils to complete the questions in Part C. They relate to Part A of the
worksheet. Check answers as a class or in pairs/groups.
Post-lesson
9. Ask pupils to think about what they have learned in Unit 3 and how well
they feel they know the language now. They should complete the How did
I do in Unit 3? self-assessment section of the worksheet.
10. 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.
95
Worksheet for Lesson 48 Primary Year 3 SK Scheme of Work
Part A Yes/No
Look at the sentences. Are they correct? Write Yes or No.
1. She’s playing tennis.
2. They’s watching TV.
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics.
5. Yes, he’s. Robbie play tennis.
How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Part C
Complete the questions.
1. What is she ________? 4. Is Siti ________ __________?
2. What ________ they doing? 5. Is ________ ________ tennis?
3. ________ Mira and Jack ________ tennis?
Self-assessment:
How did I do in Unit 3?
In English, I know how to:
say what I’m doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
say what other people are doing now Great! [ ] OK [ ] A little [ ]
OK [ ] A little [ ]
ask about what people are doing Great! [ ] OK [ ] A little [ ]
talk about different sports and activities Great! [ ]
talk about jobs to do in the house Great! [ ]
96
Primary Year 3 SK Scheme of Work
UNIT 4 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 49 (Listening 10) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill 1. Ask pupils what the weather is like today. Review or teach the necessary Differentiate learning
Listening 1.2 Listening 1.2.1 Student’s Book, according to the needs of
Understand Understand with vocabulary. p.35 your pupils and class.
meaning in a variety support the main Please see the seven
of familiar contexts idea of short Lesson delivery Teacher’s Book, differentiation strategies
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm p.60 listed in the introduction.
Please also consider the
Complementary Complementary up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in Flashcards of following:
Skill Skill a cold country in winter?; Have you seen snow before? seasons
Speaking 2.2 Speaking 2.2.1 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. If the final circle activity is
Use appropriate Keep interaction Use this as a chance to see how much vocabulary pupils know on the topic of difficult to manage with
communication going in short weather. Do an extra review activity if necessary. your class, or you have
strategies exchanges by 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils pupils who prefer not to
repeating key to tell each other what their favourite season is. speak in front of the whole
words from the 5. Have pupils stand in lines or in a circle. They should play a chain game: class, you could try this in
other speaker small groups. Try
Pupil A: My favourite season is x. nominating one pupil in
Pupil B: x? My favourite season is y / My favourite season is x too. each group to come to you
Pupil C: y? My favourite season is z. / My favourite season is y too. for instructions and
Model the language clearly before starting, using different pupils who share returning to the group to
and do not share favourites. explain what to do.
Post-lesson Review more weather
6. Ask pupils to mime the weather as they listen to the song again (see TPR vocabulary at the
beginning of the lesson
activity, Teacher’s Book, p.60). with some or all of your
pupils if you think this is
necessary.
97
Primary Year 3 SK Scheme of Work
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)
LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
TOPIC: Year in, year out
WEEK: CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 Student’s Book, p.35 according to the needs
Communicate Ask about and 1. Choose an appropriate pre-lesson activity from the list in the introduction that Teacher’s Book, p.60 of your pupils and
simple information express basic suits your pupils’ needs and interests and that will review weather and class. Please see the
intelligibly opinions seasons vocabulary. Plain paper, 4 pieces per seven differentiation
group of 4 strategies listed in the
Complementary Lesson delivery introduction. Please
Complementary Skill also consider the
Skill Listening 1.2.2 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch following:
Listening 1.2 Understand with and listen as they do this to see how well they remember the key vocabulary.
Understand support specific Pupils may have
meaning in a information and 3. Explain to pupils that in many countries in the world, the seasons have different and
variety of familiar details of short weather as described in the song. You can also explain that in some unexpected ideas when
contexts simple texts countries, the school year starts in September (e.g. European countries), brainstorming.
which is autumn. In other countries (e.g. Japan), it starts in the spring, April. Encourage these and
Ask pupils to tell you when the school year starts in Malaysia and if they know support them with the
when it starts in any other countries. Ask pupils to look at the song words and necessary language.
think about how it might be different for Malaysia. Stretch more proficient
pupils by encouraging
4. Put pupils in groups of four. Give each group four pieces of paper. Check that them to then use it in
all pupils know the names of the seasons. Ask pupils to write the name of a the Speaking activity.
season on each one. Pupils then brainstorm vocabulary and ideas for each of
the different seasons. They write one word/phrase/idea on the paper and then
pass it to their neighbour, who writes another idea, and so on. They needn’t
focus on accuracy here, just to get their ideas. Offer help where you can or
suggest they write in their first language if necessary and you can supply the
English later.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow
the instructions for Activity 2 (Teacher’s Book, p.60).
Post-lesson
7. Learning diaries:
98
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