KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

English Language
Scheme of Work
Primary Year 3 SK
Primary Year 3 SK
(National Schools)

Scheme of Work
 Primary Year 3 SK Scheme of Work

Contents

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

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

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

1. Content and organisation of the Scheme of Work

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

2. Supporting information

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

3. Pre-lesson and post-lesson tasks

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

4. Differentiation strategies for Primary pupils

This section provides teachers with a number of suggested differentiation strategies that teachers may wish to use in their planning to help meet the
needs of the pupils in their class.
5
5. Glossary of terms in Year 3

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

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

6. Scheme of Work (Lessons 1–160)

This is the main section of the scheme of work. It provides teachers with details for the textbook-based and non-textbook-based lessons.
 1. Content and organisation of the Primary Year 3 Scheme of Work

What is the Primary Year 3 Scheme of Work and how can it help teachers?

The Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The Scheme of Work will
assist teachers in their daily, weekly and longer-term planning of lessons.

What does the Primary Year 3 Scheme of Work consist of?

The Scheme of Work consists of 160 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons, teachers
will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 160.

The Scheme of Work consists of the following two types of lessons:

A. Textbook-Based Lessons: The materials for these lessons includes learning activities from the selected Year 3 textbook. This textbook is Get
Smart plus 3. Year 3 covers the whole textbook from Unit 1 to Unit 10.
B. Non-Textbook-Based Lessons: The learning outline in these lessons is generally related to the material in the textbook, but does not use
material from it. There are three types of non-textbook based lessons: skills-based lessons, Language Arts lessons and Language Awareness
lessons.

How are the Primary Year 3 Scheme of Work lessons organised?

Most lessons in the Scheme of Work are textbook-based lessons. There are a few skill-based lessons (e.g. Writing, Speaking), some Language Arts
lessons, and Language Awareness lessons that are non-textbook-based lessons.
Typical lesson cycles

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

Lesson Lesson Skill/Focus Lesson Lesson Skill/Focus

1 Listening 11 Listening
2 Speaking 12 Speaking
3 Reading 13 Reading
4 Writing 14 Writing
5 Language Arts 15 Language Arts
6 Listening 16 Language Awareness / Project-based
Learning
7 Speaking
8 Reading
9 Writing
10 Language Arts

Teachers should note the following:

 Textbook-based lessons will utilise material from the textbook as well as other suggested activities or material to help prepare pupils for new
learning, to consolidate or extend learning.
 Pupils are expected to have their own copy of the Student’s Book and use it in every lesson, including in non-textbook-based lessons, which
sometimes ask them to refer to their Student’s Book.
 Teachers should be able to access the Teacher’s Book for every lesson, including non-textbook-based lessons, which sometimes ask them to
refer to the Student’s Book. If teachers do not have regular access to the Teacher’s Book they should prepare a few lessons in advance while
they have the Teacher’s Book. If access to the Teacher’s Book is very limited, teachers are advised to be proactive and collaborative by planning
together and consulting with the English Head or a senior English teacher at their school. The Teacher’s Book provides a lot of guidance and
ideas as well as the listening audio script. It would therefore be useful for all teachers to access it, even if only periodically.
 Teachers are expected to plan lessons based on the lesson outline. They may need to develop and produce worksheets, create flashcards
(these picture cards that can be printed or drawn by the teacher) and prepare other material and resources for most lessons. Some lessons have
suggested worksheets that teachers can use if they wish to.
 Language Awareness lessons will focus specifically on the language taught in the unit. The Scheme of Work offers suggestions to teachers for
these lessons, but teachers are expected to plan these lessons based on the needs of their pupils. Teachers also expected to refer to the
syllabus which contains an overview of the language, vocabulary and the text types and other areas that are suitable for the grade.
 Every five lessons, pupils are asked to complete their learning diary at the end of the lesson. The learning diary is a place for them to reflect on
what they have learned recently (in approximately one week) as well as how they have performed in that learning. Based on this self-evaluation,
pupils set themselves informal goals for the next five lessons. Pupils will begin the year reflecting in a very basic way, and as the year
progresses they will develop these skills. Some pupils will develop these skills more than others, but all will gain from the use of higher order
thinking skills and a greater awareness of their own learning and the learning process. Pupils could use a separate notebook, or they could keep
a section of their regular notebook for this. The teacher can collect and review the learning diaries to see how pupils develop these skills and
how they view their learning and progress.
 At the end of every unit, pupils review and assess their learning in that unit. This self-assessment is guided using a worksheet which identifies
the language covered in the unit. Pupils can be asked at this point to review their learning diaries. This self-assessment should be completed in
class time, not given for homework. Pupils will need guidance from the teacher to complete it, especially in the first part of the year. The teacher
should collect the self-assessment worksheets and note common answers as well as any particular problems some pupils think they are having.
Pupils’ skills in self-assessment will develop over the year and they may begin the year at a very basic level.
 Two lessons (Lessons 80 and 160) provide teachers with the opportunity to create Project-Based Learning (PBL) Lessons. These lessons
provide teachers with the content they need to prepare activities that incorporate project work and promote independent learning.
 2. Scheme of Work Template: Supporting Information

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

2. Main Skill Focus

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

3. Theme
The three given themes are:
 World of Self, Family and Friends
 World of Knowledge
 World of Stories

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

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

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

7. Content Standards and Learning Standards

The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum
Framework document.
8. Main Skill and Complementary Skill
Each lesson within the Scheme of Work focuses on one Main Skill and one Complementary Skill. To ensure that pupils receive sufficient exposure to
and practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once in the Scheme of Work.
Learning Standards are covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that both the Main Skill and the
Complementary Skill are covered in each lesson. The Complementary Skill is not an optional skill that can be ignored or dropped from the lesson.
Doing this may mean that pupils do not receive adequate practice in and exposure to all the given Learning Standards within the Curriculum Framework.
When teachers are planning their lessons, they must therefore ensure that both the Main Skill and Complementary Skill are each assigned a suitable
learning objective.

Teachers should also be aware that the Main Skill and Complementary Skill should not however be given equal time and attention within the lesson.
Teachers will need to ensure that the Complementary Skill is covered, but the degree of attention this receives in comparison to the Main Skill will be up
to the teacher’s own professional judgement as they will know better the specific learning needs of their pupils.

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

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

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

1. Suggested Pre-lesson tasks

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

Note: These tasks are the same for Primary Years 1–3. The language and vocabulary focus will be different, however, and some tasks can be modified
for more proficient pupils, as noted in the task description.
PRE-LESSON TASK 1: WORK OUT THE WORDS
AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIAL: Board, exercise books and pens

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

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

1. Write a list of events in the Listening or Reading text in a random order or use pictures to illustrate them. For example, if the text is a story, list the events in
any order (Mohamed went camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS
AIM: To revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards

1. Choose some flashcards of important topic vocabulary that pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure pupils can’t see it. Cover it with a piece of card then slowly begin revealing the flashcard to the class. You could use
an overhead projector and a piece of paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the board. Continue until pupils have guessed all the words.
PRE-LESSON TASK 5: SIT DOWN, STAND UP
AIM: To revise topic vocabulary
MATERIALS: True and false sentences about the topic

1. Prepare some simple True/False sentences about the topic to check pupils’ knowledge or to prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is pets, ‘Cats are bigger than mice’, ‘Fish live in water’ etc).
3. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up. Invite pupils to correct any false sentences. You could change the action to suit
the topic of the lesson or to review other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own True/False sentences to use with other pairs or with the whole class.
PRE-LESSON TASK 6: FINGER-WRITING
AIM: To practise spelling of topic vocabulary
MATERIALS: Board

1. Choose some words that pupils will need for the lesson. These should be words pupils already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils about 5 seconds to remember it, and then rub the word off the board. You could use a picture if pupils may
benefit from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.

Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER
AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board

1. Choose a key topic word from the lesson.

2. Write lines to correspond to each letter on the board with a space in between as in the example below__________(planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one part of the head (e.g. the mouth or the hair). Write
the incorrect letter on the side of the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the teacher has won!

Note: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: To help pupils with Listening or Reading comprehension
MATERIALS: Board and pictures

1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will have in the lesson, or tell them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main Listening or Reading focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS
AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.

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

Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.
PRE-LESSON TASK 10: SAY WHAT’S MISSING
AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet

1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.

2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.

Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an interactive whiteboard for this activity. Real objects (realia) are
stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)

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

Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the others). Pictures could be used instead of
words to check vocabulary production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds and written words is still valuable to pupils in Year 3 from time to
time, especially with sounds that pupils find particularly difficult to hear or say.
PRE-LESSON TASK 12: PASS IT ON
AIM: To review vocabulary or language to prepare for a lesson
MATERIALS: Word or flashcards

1. Review with the whole class the word or flashcards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to their neighbour. This pupil says the word and passes
it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.

Note: You can use this activity to support vocabulary learning or reading. You could use short sentences for more proficient groups of pupils.
2. Suggested post-lesson tasks
Below are 12 lesson tasks which teachers may choose from or adapt for the Post-lesson section within the Scheme of Work. These Post-lesson tasks
are suitable for ending almost any skills-focused lesson. They are simple for pupils to participate in. Each Post-lesson task takes about 5–10 minutes of
class time. Teachers can, of course, use their own Post-lesson tasks whenever they think that these would be more suitable for the pupils they teach.

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

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for detail
MATERIALS: Text

1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text that pupils will work on in the lesson (e.g. Mike’s favourite
season is winter instead of Mike’s favourite season is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell them they are going to listen to the text again but this time there
are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS
AIM: To review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board

1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be The story is about a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the flashcards to help
them. This could be sentences focusing on content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and write information under the corresponding flashcard.
POST-LESSON TASK 3: GUESS THE WORD
AIM: To review topic vocabulary
MATERIALS: Cards with words or pictures, bag

1. Choose about 7 words related to the lesson.

2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting pupils see what it is.
4. Explain the word without saying the name, or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there are none left in the bag.
A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4–6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR
AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work

1. During the lesson, identify 4 or 5 words or sentences with errors that pupils made in a Writing task. These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected versions.
POST-LESSON TASK 5: REMEMBER IT, SAY IT
AIM: To practise the pronunciation of key language from the lesson
MATERIALS: Listening or Reading text, board

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

Note: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that pupils remember (the number of words
depending on their familiarity, the age and the proficiency of the pupils). Start with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: To review topic language and spelling
MATERIAL: Board

1. Draw 4 columns on the board.

2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and
a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This continues until it reaches the pupil at the front of the line,
who writes down the word, or follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if their answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 7: LISTEN AND POINT
AIM: To review topic vocabulary
MATERIALS: Flashcards of topic vocabulary

1. Briefly review the vocabulary on the flashcards.

2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board

1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder. They then pass on the chalk or pen to the second pupil, who
writes a word in the next space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed time,
e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team has, they get an extra point.
Alternatively, you can avoid giving points for these kinds of game but offer praise yourself and from the other pupils when teams do well.
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND
AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board

1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is large, pupils can work in pairs to agree a number together and
write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source

1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make
their statements.
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives
MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the
pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you
can connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example;
then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity.
This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular
sound. This could be from the lesson or could be from the whole year so far.
 4. Differentiation strategies for Primary pupils
The Scheme of Work outlines one or more suggestions for differentiation for each lesson. These suggestions are related directly to the focus of that
lesson and are often similar to the strategies below. However, every class is different, and teachers are encouraged to reflect on the learning needs of
their individual pupils in each class. They may choose to follow the suggestions in the Scheme of Work, and/or follow one or more strategies from the
list below.

Strategy 1: Differentiate by the task pupils are given

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

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

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

Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Two useful strategies here are:
i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your group, say 3 colours or more. The minimum
target (2 sentences, 3 colours) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance
for more proficient language pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more practice, they will
soon get the idea of going beyond the minimum target.
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task (e.g. Look at the
classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me ). Sometimes, less
proficient pupils have good memories, so as well as different outcomes, this task also allows different pupils to make successful contributions.

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

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

Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways
they prefer to learn (for example visually, through speaking or listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support each other
(e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want to mix girls and boys, or
have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. Teachers should
make sure to vary pairing and grouping over time.
Teachers can support needs by setting individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not
able to read well yet, a teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already
read. If a few pupils are proficient readers, they could be given extra tasks.

Strategy 6: Differentiate by the types of question asked

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

Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is less proficient at Writing has
tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or 3 misspellings of common or
important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for them. If a stronger pupil
writes well and makes 2 misspellings, the teacher can tell them the lines in which the misspellings are, and ask them to find and correct them. The pupil
should be able to respond to the extra challenge built in to this feedback. The same principle applies to giving feedback on pupils’ spoken language.
 5. Glossary of terms in Year 3

Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find useful the following explanations
of important terms used in Learning Outlines.
Term in Year 3
Meaning
Scheme of Work
brainstorm This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without worrying about
accuracy. It may be listing, categorising etc.

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

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

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

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

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

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

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

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

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

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

scaffolding Teaching strategies that aim to support pupils’ learning to help them to reach a higher level of understanding, thinking or language use. These may be
asking questions, giving examples or using pictures.
 Term in Year 3
Meaning
Scheme of Work
self-assessment This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can reveal areas that
need clarification or specific skills that need further development.

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

Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of some of
the terms used.
Term in Year 3 Curriculum
Meaning
Framework
Listening
Listening 1.1.1 a range of target language phonemes
Recognise and reproduce with support a range of Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able
target language phonemes to hear and say most of the phonemes, including some of the less common ones.
Listening 1.2 a variety of familiar contexts
Understand meaning in a variety of familiar Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the
contexts schemes of work and textbook, such as Every day, Holidays and Food, as well as those linked to Years 1 and 2
topics.

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

Please use your own judgement on very short simple narratives, based on the level, context and interest of the
pupils you teach.
 Term in Year 3 Curriculum
Meaning
Framework
Listening 1.2.4 wide range
Understand a wide range of short basic The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language.
supported classroom instructions short basic supported classroom instructions
Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated
See also: throughout the year. For example, Stand up in a circle.
 Listening 1.2.5 Supporting classroom instructions involves, for example, using mime, demonstration, modelling and routines so
that pupils can understand what the teacher would like them to do, without the teacher having to use first
language.
Listening 1.2.5 short supported questions
Understand a wide range of short supported Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures
questions and objects to visually support meaning.
Listening 1.3.1 unfamiliar words
Guess the meaning of unfamiliar words by using These are words pupils do not already understand or produce in English.
visual clues when a teacher or classmate is
speaking
Speaking
Speaking 2.1 simple information
Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively. Examples include pupils talking
about themselves, giving personal information or saying what they like.
Speaking 2.1.1 basic opinions
Ask about and express basic opinions Basic opinions are expressed in simple language and are simple in both the meaning and the thinking behind it,
for example I like/do not like … or giving an opinion about a film (e.g. It was good.)
Speaking 2.1.2 Basic everyday routines basic everyday routines
Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
Speaking 2.1.3 short sequence of basic directions
Give a short sequence of basic directions Basic directions are short, often two or three words long and use imperative verb forms, for example ‘Turn left’.
Two or three of these together make a short sequence of basic directions.
Speaking 2.2.1 short exchanges
Keep interaction going in short exchanges by An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short
repeating key words from the other speaker exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one
word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.
Speaking 2.3.1 short basic events
Narrate very short basic stories and events These may be something that a pupil has experienced, such as something that happened during holidays, a
birthday party or at the weekend. They are personal and will be very short, for example up to three or four
sentences. Often the narration will be prepared in advance if it is this long. It will be in very simple language.
 Term in Year 3 Curriculum
Meaning
Framework
Reading
Reading 3.2.4 key features of a simple monolingual dictionary
Recognise and use with support key features of A monolingual dictionary is one which has only English (the words and the definitions). Various titles are
a simple monolingual dictionary available specifically for children learning English or for CEFR A1 level learners.
Reading 3.3.1 A1 fiction/non-fiction print and digital texts
Read and enjoy A1 fiction/non-fiction print and These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes,
digital texts of interest emails, etc.
Writing
Writing 4.1.2 cursive writing
Begin to use cursive handwriting in a limited This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the
range of written work process of writing faster and is used by native writers of alphabetic scripts.
Writing 4.1.2 a limited range of written work
Begin to use cursive handwriting in a limited Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or
range of written work number is required). When pupils work on drafts of their writing, the teacher should encouraged them to work on
their cursive handwriting as well as on their language in a final version in particular. However, if pupils are to
write quickly, for example in a Listening task or a brainstorming activity, then they needn’t use cursive writing.
Writing 4.2 basic information
Communicate basic information intelligibly for a Basic information means the same as simple information (see Speaking 2.1 above).
range of purposes in print and digital media
a range of purposes
The range of purposes is described in the Learning Standards for Years 1-6. These purposes involve finding out
about and giving personal details and opinions.
Writing 4.2.1 simple opinions
Express simple opinions These are the expression of opinions such as what pupils like, dislike, prefer, or what they think of, for example,
an idea or some unusual food or clothes. The language used here will be very simple and the opinions at a basic
level. Pupils do not need to justify their opinion, but could begin to be asked for this in a basic way.
Writing 4.3.1 guided writing
Use capital letters, full stops and question marks Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and
appropriately in guided writing at sentence level language.

See also Writing 4.3.2

Writing 4.3.2 familiar high frequency words

Spell an increased range of familiar high High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the
frequency words accurately in guided writing week, and classroom objects. Please use your own judgement on familiar high frequency words, according to
words pupils write often in your lessons.
 6. Scheme of Work: Lessons 1–160
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS:

Values
Possessive pronouns His / Her + name + ‘s (contraction)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

have got (1st & 3rd person statements)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS:

Numbers up to 100 / have got question and Yes/No answer

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). according to the needs of your
Teacher’s Book pupils and class. Please see
4.2 4.2.4 You could choose an appropriate pre-lesson activity from the list in the p.20
Communicate Describe people introduction that suits your pupils’ needs and interests and that will review the seven differentiation
basic information and objects using language and/or vocabulary and prepare the pupils for the lesson. Family flashcards strategies listed in the
intelligibly for a suitable words and introduction. Please also
Lesson delivery Worksheet for consider the following:
range of purposes phrases drawing and
in print and digital 2. Build model sentences on the board about pupils’ families/your own family: My
writing (see Provide a gapped text (‘fill in
media name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language
suggestion below) the blanks’) on the worksheet
from pupils as possible rather than giving them the language directly.
for pupils to complete, or
Complementary 3. Pupils complete worksheet by drawing a picture of their family and writing about it provide/hide model sentences
Skill under the picture. Tell pupils that the work will be displayed so they should take on the board. For example,
Writing Complementary care with handwriting and neatness. Go around the classroom and check the pupils’ pupils need only write family
4.1 Skill writing. If some pupils are finding writing certain letters within a word challenging, description words and phrases
Form letters and Writing either show on the whiteboard how to write it, or show them on a blank page how to complete the sentences
words in neat 4.1.2 you would write it. If they are still finding it challenging, you could write that word in provided on the
legible print using Begin to use cursive dotted line and ask the pupil to trach them. Display the pictures in the classroom. worksheet/board.
cursive writing handwriting in a 4. Review questions Has he/she got a brother? How many has he/she got? by asking
limited range of Some pupils could write more
some pupils. You could also follow Teacher’s Book p.20 Grammar Box here.
written work detail about themselves on the
5. Pupils move to the classroom display. Play a guessing game using the worksheet or ask more
worksheets displayed: questions in the guessing
P1: Has she got one brother? game, e.g. about appearance.
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example
to find a well-drawn picture or some neat handwriting.
7. Learning diaries:
 Tell pupils that they are going to create their own diaries to write their thoughts in.
The diary can be a small section in their notebooks. Ask pupils to think back on their
learning so far this week. In their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Pupils may begin the year reflecting in their first language and at a very basic level
(simple words). Encourage pupils to begin to reflect more deeply and using more
English as the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.
Suggested material for Lesson 4:

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

Name: Class: Date:

A picture of my family

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

LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language; ICT LANGUAGE/GRAMMAR FOCUS: have got 3rd person, has
contraction

CONTENT LEARNING MATERIALS / DIFFERENTIATION

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

LESSON: 6 (Listening 2) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question +
Yes/No answer

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No
answer

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson Get Smart plus 3 Differentiate learning

Main Skill Main Skill
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver according to the needs of your
Student’s Book
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests pupils and class. Please see
p.7 Activity 4 the seven differentiation
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the
simple information and objects using lesson. Teacher’s Book strategies listed in the
intelligibly suitable words and p.21 introduction. Please also
Lesson delivery consider the following:
phrases Strips of paper for
2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking You could offer the choice of
pupils about the people and what they have got. pupils to write a
Complementary phrase on writing a full sentence, a
Skill Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase or drawing a picture +
Listening Skill a number.
1.2 Listening 4. Give pupils a strip of paper. Ask them to write something they have got lots of and
Understand 1.2.5 how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to Pupils may need extra support
meaning in a Understand a wide 1st person) as necessary. Point out the common contraction ‘ve and contrast it with in changing the form from 3rd
variety of familiar range of short ‘s for third person. to 1st person.
contexts supported questions
5. Put pupils in large groups. One pupil collects the papers, mixes them You could ask more proficient
and redistributes them. pupils to try to find something
they have got in common with
6. Pupils read the strips and take turns to ask the group members Have you got…? to a classmate at the post-lesson
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 stage.
books.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if
you spoke clearly …if you understood your friends well… if you want to speak
more loudly… You could do this in their first language if necessary.
 LESSON: 8 (Reading 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can +verb

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question + Yes/No
answer

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning
Writing Writing 1. Use sports flashcards to play a vocabulary review game. 3 according to the needs of your
4.3 4.3.2 pupils and class. Please see
Lesson delivery Student’s Book
Communicate with Spell an the seven differentiation
p.9 Activity 3 & 4
appropriate increased range 2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils strategies listed in the
language form of familiar high Can he/she X? Pupils reply Yes, he/she can or No, he/she can’t. Teacher’s Book introduction. Please also
and style for a frequency words p.23 consider the following:
3. Follow on with Activity 3 (Teacher’s Book, p.23).
range of purposes accurately in Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your Sports Vary the type of activity to
in print and digital guided writing pupils are ready for it. This would be a chance to introduce some sports or hobbies that are flashcards include movement and visuals
media popular with children at the moment in Malaysia. to support understanding and
help pupils remember
Complementary 4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the
language according to the
Skill Complementary letters/words and ask pupils to rearrange them correctly).
needs of your own pupils.
Listening Skill 5. Follow on with Activity 4 (Teacher’s Book p.23).
1.2 Listening If you have proficient pupils,
Post-lesson you could focus on adverbs
Understand 1.2.1
meaning in a Understand with 6. If time allows, play a spelling game with sports words and pictures. (e.g. very well) from Activity 4.
variety of familiar support the main 7. Learning diaries: Include an extension activity to
contexts idea of short Ask pupils to think back on their learning so far this week. In their learning diary, they can practise these in writing.
simple texts write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Remember that as it is still the beginning of the school year, pupils may begin reflecting in their
first language and at a very basic level (simple words). Encourage pupils to begin to reflect more
deeply and using more English as the year goes on. Some pupils will be more able to do this
than others. Support pupils who may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)

LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Modal can statements
Imagination

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Action flash cards Differentiate learning
Language Arts Language Arts 1. Play a game to review vocabulary and the form I can/can’t… Can you? using action (picture or words) according to the needs of your
5.3 5.3.1 cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You pupils and class. Please see
Online song (see the seven differentiation
Express an Respond may need to pre-teach some of these words if your pupils are not familiar with them Learning Outline)
imaginative imaginatively and so check first. strategies listed in the
response to intelligibly through Lines of the song introduction. Please also
2. Give each pupil a card. They look at the card and mime the action, either as I can or
literary creating simple cut up (in verses) consider the following:
I can’t (E.g. play chess – pupil mimes someone trying to play but looking confused).
texts action songs on Other pupils should say either She/He can … or He/She can’t … (Same example: Plan how to group pupils for
familiar topics. She can’t play chess.). Pupils keep the cards. this task. If your class has
Other imaginative mixed levels of proficiency,
responses as Lesson delivery
then try to group pupils so
appropriate 3. Ask pupils to watch the video of the song. They should check their cards (from pre- there is a range of proficiency
lesson stage). If they hear their word, they should hold up their card. Play the in each group. However,
Complementary Complementary song: [Link] encourage all pupils to
Skill Skill 4. Ask pupils to listen to the song again and copy the actions they hear. Play the participate equally by sharing
Language Arts Language Arts song again. out the lines of the song at the
5.1 5.1.1 performance stage.
Enjoy and In addition to Year 2 5. Put pupils into groups of five. Give each group a verse of the cut up lines of the
appreciate text types: simple song. They divide the lines between them, one each. Play the song again. Pupils For fast finishing groups, ask
rhymes, poems poems order the lines as they hear them. them to write a second verse.
and songs 6. Feed back by having groups sing the song in the order of verses (with or without
the video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give
each group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 11 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Modal can + verb question +
Yes/No answer

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson Get Smart plus 3 Differentiate learning

Main Skill Main Skill
Listening Listening 1. Play a word game such as Word Ladder (you can create it online: [Link]- according to the needs of your
Student’s Book p.9 pupils and class. Please see
1.2 1.2.5 [Link]/word-games/word-ladder/[Link]) or a brainstorming Activity 5
Understand Understand a wide activity in groups. Pupils write vocabulary related to the activities topic. the seven differentiation
meaning in a range of short Teacher’s Book strategies listed in the
Lesson delivery p.22 introduction. Please also
variety of familiar supported questions
contexts 2. Return to some difficult or new words from the pre-lesson activity and check consider the following:
spellings/vocabulary as a whole class. Introduce new words according to the Action flashcards
from last lesson Extend vocabulary according
Complementary needs and personal interests of your pupils. to the needs and interests of
Skill Complementary 3. Ask questions to pupils, moving from Can he/she..? to Can you…? Word Ladder game your class.
Speaking Skill
2.2 Speaking Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach If you have extra time, pupils
Use appropriate 2.2.2 some phrases for this such as Can you help me/us, please? could write about themselves
communication Ask for attention or and/or their partner in their
4. Follow the Teacher’s Book p.22 instructions for Activity 5. notebooks, based on their
strategies help from a teacher
or classmate by Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the findings.
using suitable notes to help plan upcoming lessons.
questions
Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This may involve
TPR (listen and mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they
can’t do the action. Those who sit down, ask them another Can you xx?
 LESSON: 12 (Speaking 3) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Asking and telling the time (on the
hour/half past the hour)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson Get Smart plus 3 Differentiate learning

Main Skill Main Skill
Speaking Speaking 1. Play a circle game (a whole class activity where pupils sit or stand in a large according to the needs of your
Student’s Book p.10 pupils and class. Please see
2.1 2.1.2 circle) to review numbers up to twelve. Teacher can choose another pre-lesson Activity 1
Communicate Find out about and activity from the list provided in the introduction. the seven differentiation
simple information describe basic Teacher’s Book strategies listed in the
Lesson delivery p.24–25 introduction. Please also
intelligibly everyday routines
2. Introduce telling the time (on the hour and half past) using the board or toy clocks consider the following:
if available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this Toy clock(s)
Complementary Complementary It may be helpful for some
Skill Skill stage. YouTube game pupils to have and use toy
Listening Listening 3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24). suggestion for post- clocks instead of / as well as
1.2 1.2.5 4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor lesson the pictures in the book (p.24).
Understand Understand a wide as pupils work on this activity. Depending on their performance, you could ask Small pieces of For more proficient classes,
meaning in a range of short pupils to repeat Activity 1 with new partners. paper scrunched up you could introduce and
variety of familiar supported questions
5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on (pupils can make practise more times (e.g. 3.15
contexts
pupils’ performance and interests. these for / quarter past three)
themselves)
Post-lesson
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s Note: for next
Book p.25 or [Link]/watch?v=_63i8r_wW5Y lesson, ask pupils to
bring family photos.
You will also need
to bring your family
photos.
 LESSON: 13 (Reading 3) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Follow instructions for Teacher’s Book p.26 Warm up. according to the needs of your
Student’s Book p.11 pupils and class. Please see
3.2 3.2.2 Activity 1
Lesson delivery the seven differentiation
Understand a Understand specific
variety of linear information and 2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book Teacher’s Book strategies listed in the
and non-linear details of short p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict p.26–7 introduction. Please also
print and digital simple texts what they will read. consider the following:
Family photos (from
texts by using 3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each you and your pupils) Ask different prediction
appropriate pupil, or on a worksheet). Ask pupils to read their question. questions to different pupils,
reading strategies 4. Ask pupils to read the text on Student’s Book p.11 and find the answer to Questions depending on their level of
their question. They could write their answer on the paper or in their worksheet/strips, proficiency. Some may be
Complementary Complementary notebook. from Teacher’s closed questions, others open
Skill Skill Book p.26 questions.
Speaking Speaking 5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading
2.1 2.1.5 skills. Use questions to support or extend their understanding. Make notes on You could give more than one
Communicate Describe people pupils as necessary. question to some pupils to
simple information and objects using 6. Feed back as a whole class. Ask pupils to read their question then give the answer.
intelligibly suitable words and answer. Pupils can then check each other’s answers as they listen. Plan which pupils will answer
phrases 7. Follow instructions for Optional 1 activity (Teacher’s Book p.27). questions during feedback to
Post-lesson help showcase pupils who
have worked hard.
8. Play a True/False game based on the information in the text. Ask pupils to explain
why something is False. Repeat correct answers in complete short sentences. Do
not ask pupils to answer in full short sentences; at this point, just let them register in
their memories the correct complete answers from you.
 LESSON: 14 (Writing 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate

Writing Writing 1. Review the topic of families. You could play a vocabulary game based on Lesson 13. learning according
Student’s Book
4.3 4.3.1 to the needs of your
Lesson delivery p.11 Activity 1
Communicate with Use capital letters, pupils and class.
appropriate full stops and 2. Review the model text from the last lesson by playing the audio for the text (Student’s Teacher’s Book Please see the
language form and question marks Book p.11) while pupils read along. p.27 seven differentiation
style for a range of appropriately in strategies listed in
3. Pupils use the sentence beginnings to tell their partner about their family (two or Family photos the introduction.
purposes in print guided writing at more sentences). This is to review the language and help with oral planning.
and digital media sentence level Please also
4. Follow on with the Writing Tip (Teacher’s Book p.27). consider the
Complementary following:
5. Have pupils write two or more sentences about their family in their notebooks or for
Skill Complementary Provide
classroom display. They could add the family photos they brought if they are not
Writing Skill individualised
too valuable to them.
4.3 Writing feedback on pupils’
Communicate with 4.3.3 6. Collect the writing and use it to informally assess learning in this unit. Give positive and Writing.
appropriate Plan, draft and write constructive feedback to pupils using your notes on their performance during this unit.
language form and an increased range Use a basic marking key to show pupils where their mistakes are so that they can correct You could set
style for a range of of simple sentences their own work. See this link for ideas on basic marking key: different Writing
purposes in print [Link]/Product/Free-Editing-Marks-3172480 targets for different
and digital media This could be done in the next lesson(s) or as homework. pupils depending on
your pupils’ levels.
Post-lesson
If you have extra
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2. time, pupils could
8. Learning diaries: play a guessing
game where they
Ask pupils to think back on their learning so far this week. In their learning diary, they can
read each other’s
write:
work and guess
 New words I remember whose family it is.
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of in my English
Remember that as it is still the beginning of the school year, pupils may begin reflecting in
their first language and at a very basic level (simple words). Encourage pupils to begin to
 Primary Year 3 SK Scheme of Work
reflect more deeply and using more English as the year goes on. Some pupils will be more
able to do this than others. Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your name? /
Have got/have / time

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus Differentiate learning according
Language Arts Language Arts 1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional). 3 to the needs of your pupils and
5.2 5.2.1 class. Please see the seven
Lesson delivery Student’s Book differentiation strategies listed in
Express personal Ask and answer p.12–13
responses to simple questions 2. Introduce the characters of the story using the puppets you have prepared. Ask the introduction. Please also
literary texts about characters, pupils questions about the puppets to review key language and predict the Teacher’s Book consider the following:
actions and events story. p.19, p.28–29 If you have extra time, you could
of interest in a text 3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to See materials do the Optional activity (see
help them act out the story in pairs. list on Teacher’s Teacher’s Book p.29).
Complementary Complementary Book p.28
Skill Skill 4. Pupils should practise before performing to the whole class. You could use this as Give individualised constructive
Speaking Speaking an opportunity for peer feedback, by asking pupils to comment on each other’s Stick puppets of feedback to pupils by thinking
2.3 2.3.1 performances. Make notes, too, on pupils’ performance related to pronunciation in characters from about the progress each pupil
Communicate Narrate very short particular. Give plenty of positive feedback to each pair/group and summarise story (cut out a has made over the unit. You can
appropriately to a basic stories and areas to work on for the whole class after the activity. picture of each use your notes to help.
small or large events and glue it on to
Post-lesson
group a stick/straw)
5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29,
Post- story activity). This could be done in pupils’ first language if necessary. Sticks/straws,
scissors for
pairs/groups
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use the notes you have made on pupils during this unit to adapt this plan so that your Depending on Differentiate learning according
Reading Reading lesson reviews areas needed by your pupils. You might consider using some of the your focus: to the needs of your pupils and
3.2 3.2.2 material as a homework task, if appropriate. class. Please see the seven
Worksheets differentiation strategies listed in
Understand a Understand specific Plan a Language Awareness lesson which focuses on consolidating and extending (see below)
variety of linear information and the introduction. Please also
the main language points in Unit 1 according to the needs of your pupils. consider the following:
and non-linear details of short Flashcards of
print and digital simple texts Pre-lesson characters from You could offer pupils a choice
texts by using 1. Choose an appropriate pre-lesson activity from the list in the introduction that Get Smart plus of these activities or you could
appropriate suits your pupils’ needs and interests and that will prepare the pupils for the 3 (Greg & Anna, ask different pupils to do
reading strategies lesson. Student’s Book different activities depending on
p.6)
Lesson delivery their individual needs, based on
Complementary Action cards formative assessment in this
Skill Complementary Have got: unit.
Writing Skill Toy clocks
2. Show flashcards of characters from the textbook. Elicit sentences about the Have pupils do more activities
4.3 Writing
characters He/She has got... Write the sentences on the board and put the Get Smart plus and/or make their own activities.
Communicate 4.3.1
pictures next to them. Ask pupils why we use he or she. Ask the pupils if we use 3
with appropriate Use capital letters, has got or have got with he and she.
language form full stops and Student’s Book
and style for a question marks 3. Next elicit sentences from pupils about themselves. Ask pupils to come to the p.14 Activities 1
range of purposes appropriately in board, write their name and write a sentence about themselves I have got… Ask and/or 2 and/or
in print and digital guided writing at pupils questions about the form with I (have got). 3
media sentence level
4. Next pupils complete Sections A & B of the worksheet (see below). Teacher’s Book
p.31
5. Feed back on the answers as a whole class. Note any common problems
or mistakes and review as necessary. Self-assessment
worksheets
Can:
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things
they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a
similar way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also
expected to review punctuation here.
9. Feed back on the answers as a whole class. Note any common problems
or mistakes and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and half past). Elicit
It’s x o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a
clock and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: You could also make use of the review activities in Revision (Student’s Book
p.14 / Teacher’s Book p.30–31) and/or consider offering pupils a choice of activities
from the optional activities described on Teacher’s Book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? self-
assessment section of the worksheet.
13. Collect the worksheets from pupils and review them to note pupils’ performance.
If there are any areas of concern, prepare a review of these in upcoming lessons.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 16 (Language Awareness 1)
Unit 1: Welcome!
Language Awareness
Name:
Class:
A: Read and draw
Laila is a girl.
She has got long, straight, black hair.
She has big brown eyes.
She’s got a big smile.

B : Read and circle the correct answer

1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.

3. I has got / have got seven shells. 4. You has got / have got two brothers.

C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the

2. can / dive / he /

he / no / can’t

3. they / can / swim

can / yes / they

48
 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

 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 Se

WEEK:
TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMM
routines

CONTENT LEARNING MATERI

LEARNING OUTLINE
STANDARD STANDARD REFERE

Main Skill Main Skill Pre-lesson Get Smart

Listening Listening 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s B
1.2 1.2.2 words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have p.15
Understand Understand with pupils sit or stand in a circle from this stage of the lesson.
meaning in a support specific Teacher’s B
Lesson delivery p.32
variety of familiar information and
contexts details of short 2. Introduce the flashcards and play a circle game to have pupils practise the phrases.
Flashcards
simple texts 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the new vocab
class what is on their card. (at least on
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold per pupil)
Complementary Complementary up their card when they hear their action. Play the recording once.
Skill Skill
Listening Listening 5. Play the recording again. This time, all pupils should mime all the actions as they hear
1.3 Use 1.3.1 them.
appropriate Guess the 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the
listening strategies meaning of words before drawing a line to match the pictures, as shown in the example on p.15.
in a variety of unfamiliar words Watch pupils carefully during these activities to see how well they have understood the
contexts by using visual new vocabulary.
clues when a
7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.
teacher or
classmate is Post-lesson
speaking 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.

5
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for routines

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3 Differentiate learning
Main Skill Main Skill Pre-lesson
according to the
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Student’s Book needs of your pupils
2.1 2.1.2 p.15 Activity 1 and class. Please see
Lesson delivery
Communicate Find out about and the seven
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a Teacher’s Book p. differentiation
intelligibly everyday routines guessing game (see, for example Pre-lesson task 4). Introduce the word cards as you do 32–33 strategies listed in the
this. introduction. Please
Complementary 3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and Vocabulary also consider the
Complementary Skill word cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to flashcards and following:
Skill Writing try to find a picture + a word that matches. word cards (1 set
Writing 4.3.2 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily per pair or small You could put large-
4.3 Spell an increased routines. group) size words cards on
Communicate with range of familiar the board or leave
appropriate high frequency 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. sets with pupils so
language form and words accurately in 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle they can copy the
style for a range of guided writing (move around the classroom and choose who to speak to, not stay with their regular spelling for the main
purposes in print partner) to tell two classmates about their routine (Activity 2). Encourage pupils to speak and activity if they need to.
and digital media not to simply show each other their books. Monitor closely to see which pupils can use the
full sentences here; support those who can’t. You could ask pupils
to leave their books
Post-lesson
on their desks while
7. Play a word game to review the spelling of a few words the pupils have found challenging to they do the Speaking
remember. Alternatively, you could choose an appropriate post-lesson activity from the list activity. They will
in the introduction that suits your pupils’ needs and interests. need then to
remember the details
to write afterwards.
 LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson 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:
Lesson delivery
texts by using You could let pupils have a card
appropriate 2. Introduce and drill the new vocabulary using flashcards and continue Routine to use as a prompt in the circle
reading strategies the circle game using this as well. flashcards of game if they need one.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. vocabulary from
Ask questions about the pictures (see examples in Activity 1, Teacher’s this and previous Vary your questions by asking
Complementary Book p.34). lesson more difficult or complex
Skill questions to higher proficiency
4. Pupils return to their desks. Ask them to read quietly the story on Student’s pupils, and simpler questions to
Reading Complementary Book p.16 to tell you where the children are going (Answer: to school) and
3.2 Understand a Skill lower proficiency pupils so that
why Anna went in the car with Greg’s dad (Answer: because she missed they each have a chance to
variety of linear the bus). Pupils may not have the language to fully answer the question
Reading succeed.
and non-linear but can be encouraged to communicate their meaning in basic English and
print and digital 3.2.2 mime, perhaps. Encourage pupils not to re-read the whole text or to find
texts by using particular lines in the text to give them the answer. Their answer is based
appropriate Understand specific
information and on their overall understanding of the story. They could use the pictures to
reading strategies support their understanding if necessary.
details of short
simple texts 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.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)

LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Welcome CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for daily
routines (third person He/She -s)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards for Differentiate learning

Writing Writing daily routine according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction your pupils and class. Please
4.3 Communicate 4.3.3 that suits your pupils’ needs and interests and that will review language Worksheets, one
with appropriate Plan, draft and write see the seven differentiation
related to routines and prepare the pupils for the lesson. per pupil + one strategies listed in the
language form and an increased range completed by
style for a range of of simple sentences Lesson delivery introduction. Please also
you (see below) consider the following:
purposes in print 2. Review the flashcards by putting them on the board and eliciting sentences I
and digital media Ask pupils to
xxx every day and I always/sometimes/never xxx from the pupils. You can offer pupils the
bring a choice of how many
3. Put pupils in groups (one group for each flashcard). Each group should draft a toothbrush from sentences to write, or ask
Complementary sentence for their picture, I always/never/sometimes xxx. Ask one pupil from home for the them to write more/fewer than
Skill each group to come to the board and write their sentence. Supervise and next lesson. 3–4.
Writing Complementary assist as necessary. Bring a few extra
4.3 Communicate Skill ones in case Depending on the level of
4. Review with pupils how to change the sentence to He/She and adding the third some pupils do support your pupils need at
with appropriate Writing
person -s by giving example sentences (talk about yourself and then about not bring their this stage, you could keep /
language form and 4.3.1
male and female pupils). You might want to write the sentences on the board if own. partially keep / delete the
style for a range of Use capital letters,
you feel it is necessary for your pupils. model sentences on the
purposes in print full stops and
and digital media question marks 5. Show pupils your completed worksheet and talk to them about what you do board.
appropriately in every day. Tell them they will do a similar worksheet. They can write about If changing or having a choice
guided writing at themselves or about someone in their family. First, they should write three or four between 1st person (I) and 3rd
sentence level sentences in their notebooks. person (he/she) is too
Give pupils time to draft their sentences. Monitor carefully and give corrective complicated for pupils, you
feedback as necessary. Ask pupils to exchange their notebooks with their partner can limit it to 1st person only.
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
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.
 Primary Year 3 SK Scheme of Work
Suggested worksheet for Lesson 20

Name:

Every
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
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple for
& Innovation routines

CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES

Main Skill Main Skill Pre-lesson Pupils’ toothbrushes (bring some Differentiate learning
Language Arts Language Arts 1. Ask pupils to show you their toothbrushes. Ask them questions and talk spare ones in case pupils’ parents according to the
5.3 5.3.1 to them about the colour, size and type of toothbrush they have. don’t want them to bring them). If needs of your pupils
Express an Respond this is not appropriate, pupils could and class. Please see
Lesson delivery use a pencil to pretend to brush the seven
imaginative imaginatively and
response to intelligibly through 2. Have pupils work in pairs to compare their toothbrushes. They should try their teeth (miming only). differentiation
literary creating simple to make at least two sentences comparing them, e.g. their colour: My strategies listed in the
A song about brushing your teeth –
texts action songs on toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush introduction.
This is the way…
familiar topics is a Spiderman toothbrush; her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show you how they brush their teeth. On the board, You can use this video or
Complementary draw some arrows to show up, down, left and right, round and round. something similar about brushing
Complementary Skill Ask pupils to move their toothbrushes in the direction you tell them: teeth:
Skill Language Arts Brush left; brush round and round etc. [Link]
Language Arts 5.1.1 v=4XLQpRI_wOQ
4. Tell pupils they will hear a song and watch a cartoon about brushing your
5.1 Enjoy and teeth. Play the video a first time and ask some questions while the song You can download the video by
Demonstrate appreciate is playing, as you would with a story (e.g. What time is it? Where is he? typing in ss before YouTube i.e.
appreciation rhymes, poems What has he got? What colour is his toothbrush? etc).
through non- and songs [Link]
verbal responses 5. Tell pupils they will hear the song again, and this time they should v=4XLQpRI_wOQ
mime with their toothbrushes. Encourage them to sing along too if
possible. If these links are unavailable, try
asking Google or YouTube for
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g. ‘This is the way I brush my teeth
‘This is the way we wash our hair, wash our hair, wash our hair. song’
We do it in the morning/evening.’ Flashcards for daily routine
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.

5
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 22 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple, Yes/No
questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Review some of the vocabulary that pupils found challenging in recent lessons by according to the needs of
Student’s Book p.17 your pupils and class.
1.2 1.2.2 choosing an appropriate pre-lesson activity from the list in the introduction that (and 15 in step 2)
Understand Understand with suits your pupils’ needs and interests. Include key vocabulary from this lesson as Please see the seven
meaning in a support specific necessary. Teacher’s Book differentiation strategies
variety of familiar information and p.35 listed in the introduction.
Lesson delivery Please also consider the
contexts details of short Sets of cut up word
simple texts 2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. following:
The set includes the words from the main vocabulary, all cut up and mixed up (e.g. cards
You could include more
Complementary Complementary take / the / bus / walk / take / the train / drive). Pupils should work together to try to phrases in the word
Skill Skill arrange them to make the vocabulary phrases or words. Consider including some of puzzle activity. Be careful
Listening Listening the vocabulary from Student’s Book p.15 as well. not to include too many,
1.2 1.2.5 3. To check the answers, say the expressions in question form (e.g. Does Ali though, as it can be very
Understand Understand a wide always take the bus to school? and have pupils touch the words as they hear challenging to sort a
meaning in a range of short them. large number of cards.
variety of familiar supported 4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening
contexts questions (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).
 LESSON: 23 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple Yes/No
questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson 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
Lesson delivery listed in the introduction.
everyday routines p.35
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their Please also consider the
Complementary Complementary partners about their parents (or another family member, as appropriate to your pupils). Class survey following:
Skill Skill 3. Monitor as pupils do the pairwork activity and review the question-answer form if worksheet (see For extra practice, pupils
Listening Listening necessary after the activity. below for can ask more
1.2 1.2.5 Understand 4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask example) classmates.
Understand a wide range of them to write a question (for example, Do you … to school? or Does your dad/mum …
meaning in a short supported Fast finishers or more
to work?) proficient pairs of pupils
variety of familiar questions
contexts 5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they could ask more than one
will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of question. You will need
classmates’ answers then add up the total when they have finished. extra worksheets for
6. Use a model on the board to show how to complete the chart on the worksheet. Each them.
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.
 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 :

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
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for habits
and occupations

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading 1. Play a word game to focus on the word teacher. You could choose an appropriate pre- according to the
Student’s Book, needs of your pupils
3.2 3.2.4 lesson activity from the list in the introduction that suits your pupils’ needs and p.18
Understand a Recognise and interests and that will review language and prepare the pupils for the lesson. and class. Please see
variety of linear use with support Teacher’s Book the seven
2. Tell pupils this is your job – you are a teacher, and you teach and help children every day.
and non-linear key features of a p.36 differentiation
Tell pupils that today you will help them learn to use a dictionary. Show pupils a
print and digital simple strategies listed in the
dictionary. word cards:
texts by using monolingual introduction. Please
Lesson delivery firefighter, fire, also consider the
appropriate dictionary lifeguard, save,
reading strategies 3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if following:
dentist, fix, teeth
you have one). Using a dictionary can
4. Write the word cat on the board. Model using a dictionary to find the word and read Picture cards of be challenging. Try to
Complementary Complementary the definition. the three people pair/group more
Skill Skill on Student’s proficient pupils with
Reading Reading 5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the Book p.18 less proficient pupils
3.2 3.2.2 word cards and put them randomly on the board too.
Class set of and encourage them
Understand a Understand 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to work together.
to find the word in the dictionary. Give them time to find the word and then ask them which monolingua
variety of linear specific
picture on the board they think their word belongs with. Do not expect pupils to understand l
and non-linear information and
the dictionary definitions in full, but to try to get a rough meaning so they can decide which dictionaries
print and digital details of short
texts by using simple texts picture it belongs to.
appropriate 7. For each of the seven words, ask one pupil to come out and move their word card next
reading strategies 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.

6
 LESSON: 25 (Writing 5) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits/occupations

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
Student’s Book of your pupils and
4.3 4.3.2 appropriate pre-lesson activity from the list in the introduction that suits your p.19
Communicate with Spell an increased pupils’ needs and interests. class. Please see the
appropriate range of familiar Teacher’s Book seven differentiation
Lesson delivery p.37 strategies listed in the
language form and high frequency
style for a range of words accurately in 2. Introduce the new occupations vocabulary using flashcards. introduction. Please
Flashcards of also consider the
purposes in print guided writing 3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. occupations
and digital media following:
Remind pupils that they can ask for a classmate’s help if they can’t read a word by (including those
putting up their hand and saying I do not understand this word. Can you help me, in the You could also
please? You may want to pre-teach this phrase. They can also ask you this worksheet) encourage pupils to use
Complementary Complementary question when they need to. a dictionary if
Skill Skill Crossword necessary and
Speaking Speaking 4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. worksheet (see appropriate if they need
2.2 2.2.2 Model how to read the clue and write the answer in the crossword. Have pupils work on below) extra practice in this.
Use appropriate Ask for attention or the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe
communication help from a teacher how they work together in their pairs and groups to see which pupils are able to You could put the
strategies or classmate by support others. This will be useful information when pairing and grouping pupils in the occupations words on
using suitable future. the board for pupils to
questions copy the spelling if
5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary necessary.
as appropriate.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
 New words I remember
 Activities I enjoyed

 A skill I did well in (L/S/R/W)

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

 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.
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)

LESSON: 26 (Language Arts 5) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: He/She + present simple ‘s’;
means of transport

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will say and perform a rhyme in groups about coming to school. Flashcards or Differentiate
Main Skill Main Skill
Language Arts Language Arts Pre-lesson pictures of : learning according
5.1 Language Arts 1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on to the needs of your
 a child walking pupils and class.
Enjoy and 5.1.2 paper. Draw a child next to the car, bike and bus.  a car and a
appreciate In addition to 2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. Please see the
child standing seven differentiation
rhymes, poems Year 2 text 3. Tell pupils that the four children will be the characters in the rhyme. next to it strategies listed in
and songs types: simple  a bike and a
Lesson delivery the introduction.
poems. child standing
4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to
suggest actions to mime the means of transport. next to it
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with  a bus and a
Complementary
the words and actions. child standing
Complementary skill
6. Repeat step 5 until pupils can say the rhyme confidently next to it
skill Listening
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme
Listening 1.2.3 The Going to
and add the correct means of transport
1.2 Understand with school rhyme
Understand support short Post-lesson (see below)
meaning in a simple narratives 8. Ask pupils to close their books and divide them into four groups, one group for each picture. written on the
variety of familiar 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs board or as a
contexts the complete rhyme. handout

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
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 27 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
habits and occupations

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your needs of your pupils and class. Please
Student’s Book p.19
1.2 1.2.1 pupils with a game chosen from the list in the introduction that see the seven differentiation strategies
Understand Understand with suits your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main consider the following:
2. Ask pupils what they would like to be when they grow up. Occupations flashcards
variety of familiar idea of short simple Use this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
Colour pencils/pens pictures. It is better to have them write
Lesson delivery
notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short sentences depending on their
4. Tell pupils they will talk about the person on their picture. proficiency level.
appropriately to a basic stories and They should plan what they are going to say. They could write
small or large events notes in their notebooks. See Activity 4 in Student’s Book p.19
group 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.
Worksheet for Lesson 27

Name: Class:

Draw, write and say.

_A
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 28 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple (want to)

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE 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
1. Play Guess the occupation game (see Teacher’s Book p.38, Student’s Book, p.20
2.1 2.1.2 see the seven differentiation strategies
Revision) listed in the introduction. Please also
Communicate Find out about and Teacher’s Book, p.38–
simple information describe basic Lesson delivery 39 consider the following:
intelligibly everyday routines 2. Introduce the new vocabulary following the instructions in Occupations & You could use word cards for some or
Warm up and Vocabulary (see Teacher’s Book p.38–39). vocabulary flashcards all of the matching game if your pupils
Complementary need extra reading practice, or could
Complementary Skill 3. Play a matching game with flashcards, where pupils in pairs give some pairs pictures and other
Skill Listening or small groups match the occupation with what the person pairs words.
Listening 1.2.5 does (e.g. pilot + fly a helicopter).
1.2 Understand a wide With more proficient classes, you could
4. Introduce/review the question and answer What do you want finish the lesson with the Optional
Understand range of short
to be when you grow up? Drill the questions and then have activity (See Teacher’s Book p.39)
meaning in a supported questions
pupils ask and answer their partner.
variety of familiar
contexts 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.
 LESSON: 29 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple for
& Citizenship habits

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading Reading 1. Put the names of some well-known Malaysian charity needs of your pupils and class. Please
Student’s Book, p.115
3.2 3.2.3 organisations on the board (e.g. CRC (Community Recycle for see the seven differentiation strategies
Understand a Guess the meaning Charity); SPCA (Society for the Protection of Animals); WWF Teacher’s Book, p.178 listed in the introduction. Please also
variety of linear of unfamiliar words Malaysia (World Wildlife Fund); WorldVision; other local consider the following:
Vocabulary flashcards
and non-linear from clues provided charities the pupils will know). Charitable offers during Pupils who find reading difficult could
print and digital by visuals and the Ramadan may help explain the idea. Talk to pupils about Copies of pictures next read just one of the texts.
texts by using topic what the organisations do, using some first language and to texts on Student’s
appropriate providing English vocabulary where suitable. Book p.115 to create Monitor and support pupils by asking
reading strategies their learning diaries. questions and drawing attention to
Lesson delivery difficult vocabulary in the texts and
Complementary
Skill 2. Use the flashcards to pre-teach the vocabulary. sentences.
Complementary Reading 3. Show the pictures from Student’s Book p.115 and ask
Skill 3.2.2 pupils which vocabulary might belong to each picture.
Reading Understand specific
3.2 information and 4. Follow the instructions for Activity 1 and 2 (Teacher’s Book
Understand a details of short p.178). Remind pupils to look at the pictures to help them
variety of linear simple texts with new vocabulary.
and non-linear 5. Elicit We can sentences from pupils about other charities
print and digital you talked about in the pre-lesson activity.
texts by using
appropriate Post-lesson
reading strategies 6. Talk to pupils about charity membership. See also
Before Leaving (Teacher’s Book p.178)
 LESSON: 30 (Writing 6) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for
routines

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing needs of your pupils and class. Please
1. Play Do not break the chain (See Teacher’s Book p.34) Student’s Book, p.21
4.3 4.3.1 see the seven differentiation strategies
Communicate Use capital letters, Lesson delivery Teacher’s Book p.34, listed in the introduction. Please also
with appropriate full stops and 39 & 40–41 consider the following:
2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play
language form question marks the recording. Ask pupils to tick the activities they hear in Jim’s You could set a time for the Writing task
and style for a appropriately in diary as they hear them. Watch pupils to see how well they and ask pupils to write at least 2 (or at
range of purposes guided writing at keep up. If it is too fast, you could read the text again more least 3) sentences so that more
in print and digital sentence level slowly. proficient pupils write more sentences.
media
Complementary 3. Play the recording again and have pupils read along as they
Skill listen. Ask some questions about the text, letting pupils find
Complementary Writing the answers in the text (see Teacher’s Book p.40 Activity 1 for
Skill 4.1.2 example questions).
Writing Begin to use cursive
4.1 4. Show pupils the three questions on the page. Pupils work
handwriting in a
in pairs to ask and answer the questions. Monitor carefully
Form letters and limited range of
as pupils do this to make sure they can answer them.
words in neat written work*
legible print using 5. Follow the instructions for Writing Tip (Teacher’s Book, p.40),
cursive writing 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:
 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.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 31 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present simple want to
+ be + occupation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Language Arts Language Arts 1. Choose an appropriate pre-lesson activity from the list in the the needs of your pupils and
Student’s Book, p.22–23
5.2 5.2.1 introduction that suits your pupils’ needs and interests and that will class. Please see the seven
Express personal Ask and answer review language and prepare the pupils for the lesson, or follow Teacher’s Book, p.42–43 differentiation strategies listed in
responses to simple questions the Warm up instructions (Teacher’s Book, p.42). the introduction. Please also
literary texts about characters, consider the following:
Lesson delivery
actions and events Monitor as pupils work and ask
of interest in a text 2. Explain the meaning of career to pupils. Ask them what they think pupils (e.g. pupils who don’t like to
Complementary a school career day is. Explain that they will read and listen to a speak in front of the class) to tell
Skill Complementary story about a school career day. you about their pictures. This will
Speaking Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask help to give individuals different
2.1 Speaking pupils what they think of the story, which character they like and feedback.
Communicate 2.1.5 why.
simple information Describe people If your class works fast or you
4. Ask each pupil to draw a picture showing an occupation. have a group of fast finishers, you
intelligibly and objects using
suitable words and 5. In groups of 6–8 pupils, ask them to share their pictures. They could try the Optional activity (see
phrases should write their name under the picture of an occupation Teacher’s Book, p43).
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).
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 2)

LESSON: 32 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
might consider using some of the material as a homework task, if appropriate. Worksheets (see below) your pupils and class.
Understand a 3.2.2 Understand
variety of linear specific information Picture of a girl and a boy Please see the seven
Note: You could also make use of the review activities in Revision (Student’s differentiation strategies
and non-linear and details of short Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice Get Smart plus 3
print and digital simple texts listed in the introduction.
of activities from the optional activities described on Teacher’s Book p.45. Please also consider the
texts by using Student’s Book, p.24
appropriate Pre-lesson Activities 1 and/or 2 following:
reading strategies Complementary 1. Play a game to review vocabulary from the unit as needed for the You could offer pupils a
Teacher’s Book, p.44–45
Skill lesson. For this, you could choose an appropriate pre-lesson activity choice of these activities or
Complementary from the list in the introduction that suits your pupils’ needs and interests. Self-assessment you could ask different
Skill Writing 4.2.4
worksheets pupils to do different
Writing 4.2 Describe people Lesson delivery
and objects using activities depending on
Communicate their individual needs,
suitable words and 2. Show pupils the picture and tell them the boy is Hamid and the girl is
basic information based on formative
phrases May. They are brother and sister. Ask pupils to look at and read silently
intelligibly for a assessment in this unit.
the text on the worksheet. Ask a gist question, for example, Who wrote
range of purposes
this? Hamid or May? Have pupils do more
in print and digital
media Ask questions about the language: activities and/or make their
own activities.
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.
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.
 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
How did I do in Unit 2?
In English, I know how to:
 say what I do every day Great! [ ] OK [ ] A little [ ]

 say what other people do every day Great! [ ] OK [ ] A little [ ]

 talk about different jobs Great! [ ] OK [ ] A little [ ]

 talk about different ways to travel Great! [ ] OK [ ] A little [ ]

 say what I want to be when I grow up Great! [ ] OK [ ] A little [ ]

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 Se

WEEK:
TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMM
Values statements (be + -ing

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE
STANDARD STANDARD REFERENCES
Get Smart plus 3
Main Skill Main Skill Pre-lesson
Listening Listening 1. Play a mime game using the flashcards for run jump and dance. Student’s Book, p.25
1.2 1.2.2
Lesson delivery
Understand Understand with Teacher’s Book, p.46
meaning in a support specific 2. Introduce the new vocabulary (see Vocabulary, Teacher’s
variety of familiar information and Book, p.46) using flashcards Flashcards of action
contexts details of short 3. Stick the flashcards around the room on the walls, (or do this
simple texts before the lesson), then put pupils in a large circle around the verbs
room. They should listen to you say run, jump, dance and move
Complementary Complementary around the room doing this action as you say it. Stop and say You can find sets of
Skill Skill Go. Pupils move to the nearest flashcard, mime it and say I’m printable flashcards for
Listening Listening xxxing. Repeat as required. topic at:
1.3 1.3.1 4. Pupils return to their seats. Follow the instructions in [Link]
Use appropriate Guess the meaning Teacher’s Book, p.46 Activity 1 [Link]/en/flash
listening of unfamiliar words cards/actions-flashcard
strategies in a by using visual Watch as pupils sing to see which pupils are confident and
variety of clues when a which are less confident. You can also then see which words in
contexts teacher or the song are more difficult for your class. Note these so that you
classmate is review them next lesson.
speaking Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).

7
 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
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values statements (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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 1. Choose an appropriate pre-lesson activity from the list in the needs of your pupils and class.
Student’s Book, Please see the seven differentiation
Communicate Describe people introduction that suits your pupils’ needs and interests and that will p.25
simple information and objects using review language and prepare pupils for the lesson. strategies listed in the introduction.
intelligibly suitable words and Teacher’s Book, Please also consider the following:
Lesson delivery p.46–7
phrases 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 3. Draw attention to the sound of ‘ing’ and the short forms (I’m, faster. Set a time limit for drawing.
Skill Complementary he’s, we’re etc). Have pupils repeat them together and You could ask fast finishers to write
Listening 1.1 Skill individually. their sentence in their notebooks (but
Recognise and Listening 1.1.1 4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus not next to the picture, as it is better
reproduce target Recognise and on giving feedback on pupils’ Speaking, rather than on which team they do not read it later).
language sounds reproduce with wins.
support a range of
target language 5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as
phonemes 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.
 LESSON: 35 (Reading 7) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according
Reading Reading to the needs of your pupils and
1. Play the song from Student’s Book, p.25. Have pupils sing along Student’s Book,
3.2 3.2.1 class. Please see the seven
and/or do the actions. p. 26–7 (and 25 for differentiation strategies listed in
Understand a Understand the pre-lesson)
variety of linear main idea of short Lesson delivery the introduction. Please also
and non-linear simple texts Teacher’s Book, consider the following:
2. Introduce the new vocabulary (see Warm up and Vocabulary on p.48–49
print and digital Teacher’s Book, p.48). If you feel your class can follow
texts by using Copies of the the story well, you could reduce
appropriate 3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures 1, 3, 5 & 6 the number of times you play the
reading strategies Complementary pictures on the board. from the story recording.
Skill (blank/without text)
4. Give each pupil a sentence card (there will be some the same). They If you have some less proficient
Complementary Reading
should come out to the board to decide which picture to put it with. Sentence cards to pupils in the class, the sentence
Skill 3.2.3
You could do this in groups if it is easier to manage. match pictures 1, 3, matching activity could be done
Reading Guess the meaning
3.2 of unfamiliar words Watch as pupils do this activity to get an idea of their reading ability. 5 & 6 (one per in pairs, giving one sentence to
Understand a from clues provided Support them as needed by encouraging them to sound out new or pupil) a pair with one more + one less
variety of linear by visuals and the difficult words and/or referring to the pictures in the Student’s Book proficient pupils.
and non-linear topic (p.26).
print and digital
texts by using 5. Ask pupils to read the picture story in Student’s Book, p.26 to check the
appropriate answers.
reading strategies 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:
 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.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)

LESSON: 36 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 according to the needs of your
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.26–27
Communicate Spell an increased pupils and class. Please see
introduction that suits your pupils’ needs and interests and that the seven differentiation
with appropriate range of familiar will review language and prepare pupils for the lesson. Teacher’s Book, p.49
language form high frequency strategies listed in the
Lesson delivery Worksheet for crossword introduction. Please also
and style for a words accurately in puzzle (see below)
range of purposes guided writing consider the following:
2. Play a spelling game to review some spellings of key vocabulary (for
in print and digital example, a word jumble with plastic letters or letters on cards). If pupils struggle with the
media crossword puzzle, have them
Complementary 3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils first try to fill it in, and then go
Complementary Skill do this to see which words they are having problems spelling. Check to the Student’s Book to look
Skill Reading 3.2.2 the answers as a whole class and draw attention to more difficult for the spellings.
Reading 3.2 Understand specific spellings as necessary.
Understand a information and Alternatively, you could pair
4. Play the CD to review the text on Student’s Book, p.26 pupils so they can support
variety of linear details of short
and non-linear simple texts 5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you each other, or you could ask
print and digital noticed that pupils had problems in the crossword, and need more pupils to try the puzzle
texts by using practice spelling the words, have them write the answer on the individually first before
appropriate lines rather than circling ‘a’ or ‘b. continuing with a partner.
reading strategies
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.
Worksheet for Lesson 36

Crossword

3 6 - 4

5 1. [insert picture of to clean’]

2. [insert picture of flowers]

3. [insert picture of to wash up]

4. [insert picture of a park]

5. [insert picture of cake]

6. [insert picture of a sandwich]

 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)

LESSON: 37 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary
Innovation; Values of household chores

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make a circular book. Circles of paper, Differentiate learning
Main Skill Main Skill
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
1. Choose an appropriate pre-lesson activity from the list in the introduction that for each pupil see the seven differentiation
Express an Respond suits your pupils’ needs and interests and that will review language and prepare strategies listed in the
imaginative imaginatively and A pin / end of a paper
pupils for the lesson. introduction.
response to intelligibly through clip to pin the top
literary creating simple 2. Ask pupils to remember the different activities Anna and Greg were doing circle onto the bottom
texts action songs on on Student’s Book p.26. circle
familiar topics. 3. Ask pupils to think of other household activities. Help them with vocabulary
Other imaginative if needed.
responses as
appropriate. Lesson delivery
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so
Complementary that their circle is divided into four sections. Pupils do not need a ruler for
Skill this: the lines do not need to be completely straight.
Complementary Speaking 2.1.5 5. Tell pupils to draw four household activities, one in each section of the circle.
Skill Describe people 6. Give pupils a second circle. Ask them to draw a vertical line and a
Speaking and objects using horizontal line, as in step 4.
2.1 suitable words 7. Tell pupils to cut out one section of the second circle, so that this circle has
Communicate and phrases three sections.
simple information 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of
intelligibly 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.
 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
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a guessing game where you draw, on the board, a picture of a person according to the needs of
Student’s Book, your pupils and class. Please
1.2 1.2.2 doing an action. Draw it line-by-line/part-by-part and after each line/part p.27
Understand Understand with ask pupils ‘what’s he/she doing?’ Pupils can have one guess each time see the seven differentiation
meaning in a support specific until someone guesses the correct answer. Teacher’s Book, strategies listed in the
variety of familiar information and p.49 introduction. Please also
Lesson delivery consider the following:
contexts details of short Flashcards for new
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to Decide how many, and
their partners about the pictures. Feed back on this by eliciting details about vocabulary
Complementary which, new words/phrases to
Skill all of the pictures, to check that all pupils have understood the pictures and introduce depending on your
Listening Complementary remember the key vocabulary. You could introduce the characters’ names at pupils’ performance in the
1.3 Skill this point, if you think the names will confuse pupils when they hear the lesson so far. It shouldn’t be
Use appropriate Listening recording. more than four or five, even
listening strategies 1.3.1 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). with more proficient pupils.
in a variety of Guess the 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
contexts meaning of lives (e.g. playing the guitar, throwing a ball, playing badminton).
unfamiliar words
by using visual 5. Have pupils play a mime game in pairs or small groups. Student A mimes
clues when a an action; Student B asks What are you doing?; Student A says I’m xxxing
xxx.
teacher or
classmate is Post-lesson
speaking
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.
 LESSON: 39 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values questions (be + -ing)

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE 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
1. Play a game to review vocabulary from the previous lesson. This Student’s Book, see the seven differentiation strategies
2.1 2.1.5 should focus on the written form of the words. p.27
Communicate Describe people listed in the introduction. Please also
simple information and objects using Lesson delivery Teacher’s Book, consider the following:
intelligibly suitable words and p.49 The second card game (step 4) could
2. Have pupils work in small groups to play a game, where they have
phrases sets of cards (pairs of pictures of an action + written sentences). Pupils Sets of cards be extended so that pupils give more
Complementary turn over two cards in turns to try to find a matching pair of cards. (pictures + clues about the flashcard, using more
Skill sentences) language that they know.
Speaking Complementary 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).
2.2 Skill Other pupils may not be able to give
4. Pupils play a game in small groups with their cards: clues, so the group can simply guess
Use appropriate Speaking
communication 2.2.2 - In turns, the pupil turns over a card, look at it but keep it secret. what is on the card from memory.
strategies Ask for attention or
help from a teacher - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
or classmate by - The pupil asks ‘What do you think? What’s he doing?’
using suitable
questions - 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.
 LESSON: 40 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values negative statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading Reading according to the needs of
1. Tell pupils that you like to exercise and show them what this word means. Student’s Book, p.28–
3.2 3..2.1 your pupils and class. Please
Give pupils 2–3 minutes to do some exercise in the classroom. You could 29 see the seven differentiation
Understand a Understand the suggest aerobics or Zumba, for example. Watch pupils to see which
variety of linear main idea of short Teacher’s Book, strategies listed in the
vocabulary you can teach them afterwards to say what they are doing (if introduction. Please also
and non-linear simple texts p.50–51
any) consider the following:
print and digital – e.g. Zumba, aerobics, dancing, jogging. Copies of pictures of
texts by using four children on Fast finishers could do an
appropriate Lesson delivery additional Writing task at the
Student’s Book p.28
reading strategies 2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce (1 copy of each) end of this lesson, where
new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if they write a sentence about
Complementary Copies of the texts each child to say one more
you can teach them vocabulary for what they were doing.
Complementary Skill from Student’s Book action they are not doing.
Skill Reading 3. Show pupils the pictures of the four children from the textbook. Ask them p.28 (one text per
Reading 3.2.2 what they are doing. Put them on the board. pupil) Ask different pupils
3.2 Understand specific different/more/fewer
4. Give each pupil a text. Ask them to read the text and decide which picture it questions to guide their
Understand a information and
matches. Feed back by asking a pupil to come out and label each picture understanding of the text
variety of linear details of short
with the name of the child. (see Teacher’s Book).
and non-linear simple texts
print and digital 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3).
texts by using
appropriate 6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,
reading strategies 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:
 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.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)

LESSON: 41 (Writing 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values negative statements (be + -ing)

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing Writing needs of your pupils and class. Please
1. Play a True/False game, where you/pupils mime an action. Student’s Book, p.29 see the seven differentiation strategies
4.2 4.2.4 They should say what they are not doing as well as what they
Communicate Describe people Small pieces of paper listed in the introduction. Please also
are doing. Encourage, but don’t insist on full sentences at consider the following:
basic information and objects using this stage, but use this as a way to assess pupils’ language for Writing activity, one
intelligibly for a suitable words and at the beginning of the lesson. per pupil You could ask pupils to write at least
range of purposes phrases one/two sentences on their cards.
in print and digital Lesson delivery
media Consider having pupils write in pairs so
2. Tell pupils they will make sentences. Pupils work in pairs. Give that they can support each other if
Complementary each pair one set of words for a cut-up sentence (see
Skill necessary.
sentences below). There are several different sets. Ask pupils
Complementary Reading to arrange the words into a sentence. They should keep the
Skill 3.2.2 sentences tidy on their desk during the next step. Don’t feed
Reading Understand specific back on this activity at this stage.
3.2 information and
Understand a details of short 3. Ask pupils to look at the picture on Student’s Book, p.29,
variety of linear simple texts Activity 3, to find which child their sentence is about. They can
and non-linear circle the child in the picture if they don’t know the characters’
print and digital names.
texts by using
4. Feed back on each sentence as a whole class, so pairs can
appropriate
check their answers.
reading strategies
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.
 Draw pupils’ attention to the Grammar Box at the top of the
page. Focus attention on the contraction
(they are = they’re and others) and remind pupils to punctuate
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 [Link]
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.
 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
WEEK:

TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS Present continuous for activities
Innovation; Values happening now, sports vocabulary

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
In this lesson, pupils will create a song in small groups. Words and music to Differentiate learning according to the
Main Skill Main Skill
Pre-lesson the song One finger, needs of your pupils and class. Please
Language Arts 5.3 Language Arts
1. Choose an appropriate pre-lesson activity from the list in the one thumb, keep see the seven differentiation strategies:
Express an 5.3.1
introduction that suits your pupils’ needs and interests and that moving (see below) listed in the introduction.
imaginative Respond
response to imaginatively and will introduce the topic of the lesson (sports vocabulary).
literary texts intelligibly through
Lesson delivery
creating simple
2. Ask pupils to work in pairs. One pupil says the name of a sport,
action songs on
and the other pupil mimes doing
familiar topics.
3. the sport. Pupils then swap roles and continue in this way, taking
Other imaginative
turns to name and mime sports.
responses as
4. Sing the first two verses of the song One finger one thumb keep
appropriate.
moving. Finish at We’re doing gymnastics. Ask pupils to move their
fingers, thumbs and arms as they sing the song, and to mime the
Complementary Complementary
sports in any way they choose.
Skill Skill
5. Write verses 3 and 4 on the board, or give pupils a handout.
Speaking Speaking
6. Put pupils into groups of 4–5 and ask them to choose new words
2.1 2.1.5
and actions for verses 3 and 4, and to practise their song (see
Communicate Describe people
worksheet below).
simple information and objects using
intelligibly suitable words Post-lesson
and phrases 7. Pupils perform their songs with actions for their classmates.
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 Dany Rosevear.

One finger one thumb keep moving – words

One finger, one thumb, 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
One finger, one thumb, one arm, one leg, keep moving
We’re catching the ball
We’re

One finger, one thumb, one arm, keep

moving One finger, one thumb, one arm, One finger, one thumb, one arm, one leg, one nod of the head, keep moving
keep moving One finger, one thumb, one One finger, one thumb, one arm, one leg, one nod of the head, keep moving
arm, keep moving We’re doing gymnastics One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re
 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
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous +
Values negative statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class. Please
1.2 1.2.2 suits your pupils’ needs and interests and that will review language and p.29
Understand meaning Understand with see the seven differentiation
prepare pupils for the lesson. strategies listed in the
in a variety of familiar support specific Teacher’s Book,
contexts information and Lesson delivery p.51 introduction. Please also
details of short consider the following:
2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the
simple texts children in the picture. They should stop you when they hear you make a Choose the example(s) you
Complementary mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Skill Use language pupils know: you are supporting the pupils
Writing Complementary who most need it. This will
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can help them work more
with appropriate Writing see two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
language form and 4.3.3 greater sense of
3. Follow instructions for Activity 3 (Teacher’s Book, p.51).
style for a range of Plan, draft and write achievement.
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
themselves. work with you to help less
proficient pupils in the class
Ask pupils to re-write their sentences in their notebooks. Remind them that they with their redrafting.
should pay attention to spelling, punctuation and neatness in this final version.
If pupils made no mistakes, they could either focus on neatness or they could Fast finishers can write more
add one or more new sentences to their writing. sentences or write about
another person.
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.
 LESSON:44 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous +
negative & positive statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
1. Play the mime game from Teacher’s Book, p.52, Warm up. Student’s Book, p.29–30
Communicate Describe people your pupils and class.
simple information and objects using Lesson delivery Teacher’s Book, p.51–53 Please see the seven
intelligibly suitable words and differentiation strategies
2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Prepare a set of cards to listed in the introduction.
phrases Teacher’s Book, p.51). demonstrate the activity
Complementary Please also consider the
(Student’s Book p.125) following:
Skill Complementary 3. Tell pupils they will play another guessing game. Follow the
Listening 1.2 Skill instructions for Activity 1 on Teacher’s Book, p.52. Pupils cut out the Scissors for pupils Choose pupils who are
Understand Listening 1.2.5 cards and play the Speaking & Listening game in pairs. confident personalities to
meaning in a Understand a wide come to the front of the
Monitor carefully as pupils work to see how they communicate, how
variety of familiar range of short class for the Post-lesson
accurately they use and pronounce the sentences. Give feedback on
contexts supported questions activity. If they are less
some common errors at the end of activities without saying which pupils
made the mistakes. proficient in English, that
will also help motivate
4. Collect the cards from pupils or ask them to keep them for use in them. They do not need to
later lessons. speak much in front of the
class, just mime.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from
previous activity to show the pupil.
 LESSON: 45 (Reading 9) MAIN SKILL FOCUS: Reading THEME: World of Stories
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Present continuous all
forms (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Miming hopscotch game with flashcards from previous lesson(s) to review according to the
vocabulary (see Teacher’s Book, p. 57, Optional activity). Student’s Book, needs of your pupils
Understand a variety Understand the main
p.32–33 and class. Please see
of linear and non- idea of short simple Lesson delivery
linear print and digital texts the seven
2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, Teacher’s Book, differentiation
texts by using
including the word table tennis. Ask pupils if they play any of these sports, p.56–57 strategies listed in the
appropriate reading
strategies Complementary Skill including table tennis, and/or if they think it is an easy or difficult sport. introduction. Please
Writing 4.3.2 also consider the
3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7)
Complementary Spell an increased following:
4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can
Skill range of familiar high tell you about a time when they have done/experienced this. You could ask some/a
Writing 4.3 frequency words group(s) of pupils to
Communicate with accurately in guided 5. Learning diaries:
write some questions
appropriate language writing Ask pupils to think back on their learning so far this week. In their learning diary, about the story for
form and style for a they can write: each other to answer.
range of purposes in  New words I remember Some examples are
print and digital given on p.57 of the
media  Activities I enjoyed Teacher’s Book.
 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.
 LESSON: 46 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous
statements (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
1. Play a game using the cards from Lesson 44. You could look at the pre-lesson Student’s Book, your pupils and class.
Communicate Plan, draft and write tasks list for ideas. p.31
with appropriate an increased range Please see the seven
language form of simple sentences Lesson delivery Teacher’s Book, differentiation strategies
and style for a p.54–55 listed in the introduction.
2. Review the cards as a whole class, by following the instructions in Warm up Please also consider the
range of purposes (Teacher’s Book, p.54). Sets of cards from
in print and digital Complementary following:
Lesson 44
media Skill 3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read Pupils will take different
Speaking 2.3.1 the instructions silently before you read them aloud. Have them look at the Poster paper, times to draw and colour
Complementary Narrate very short pictures. Ask questions to check their understanding, e.g. What is she scissors, colour their pictures. Set a time
Skill basic stories and cutting? What is she drawing? Is she writing now? pens/pencils per limit.
Speaking 2.3 events pupil
4. When pupils have finished, ask them to write about their pictures on the back of With large classes, try
Communicate
their picture. Small papers for Activity 2 in groups.
appropriately to a
labelling pictures,
small or large 5. Follow instructions for Activity 2 (Teacher’s Book, p.54). glue
group
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).
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 3)

LESSON: 47 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Sports vocabulary

CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
In this lesson, pupils will make and share a jigsaw. Jigsaw template, either draw it or Differentiate learning
Main Skill Main Skill
Language Arts 5.3 Language Arts Pre-lesson see available template at: according to the needs of
Express an 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the [Link]/templates/ your pupils and class.
imaginative Respond introduction that suits your pupils’ needs and interests and that make-your-own-jigsaw-puzzle- Please see the seven
response to imaginatively and will review and introduce sports vocabulary. templates/ differentiation strategies
literary texts intelligibly through listed in the introduction.
Lesson delivery Scissors (one pair of scissors per Please also consider the
creating simple 5 pupils in your class)
2. Divide pupils into four equal groups. Ask them to stand up, come to following:
action songs on
the front of the class, and make four lines facing the board. Tell them
familiar topics. Fast finishers can create
that they will take turns to write the names of sports, and that they will
Other imaginative an extra jigsaw if time and
get a point if they spell the sport correctly.
responses as resources allow.
3. Give the first pupil in each line a piece of chalk or board pen. Tell
appropriate.
them to write the name of a sport: other pupils in the line can help
with spelling if necessary, but only the pupil with the chalk/pen can
Complementary Complementary
write.
Skill Skill
4. When that pupil has written a sport, they give the chalk/pen to the
Writing 4.3 Writing 4.3.2
second pupil in the line, who writes a new sport. Continue in this way
Communicate Spell an increased
for 3 minutes or so.
with appropriate range of familiar
5. Stop and check the spelling of the sports, and give points for
language form high frequency
correct spellings.
and style for a words accurately
6. Give each pupil the jigsaw template.
range of purposes in guided writing
7. Ask pupils to draw pictures of sports on the top row of the jigsaw
in print and digital template, and to write the name of each sport underneath on the
media
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.
 LESSON: 48 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous
Values (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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 You can choose your pupils and class.
basic information and objects using appropriate. something suitable for Please see the seven
intelligibly for a suitable words and your pupils that they will differentiation strategies
Note: You could also make use of the review activities in Revision (Student’s enjoy and find useful.
range of purposes phrases listed in the introduction.
Book p.34 / Teacher’s Book p.58–59) and/or consider offering pupils a choice Please also consider the
in print and digital of activities. Get Smart plus 3
media following:
Complementary Pre-lesson Student’s Book p.34 You could add some
Skill 1. Choose an appropriate pre-lesson activity from the list in the Teacher’s Book p.58–59 activities from Student’s
Complementary Listening 1.1.1 introduction that suits your pupils’ needs and interests and that will Book, p.34 to provide
Skill Recognise and review language and prepare pupils for the lesson. Worksheets (see below) extra practice with
Listening 1.1 reproduce with problematic language or
Recognise and support a range of Lesson delivery for fast finishers.
reproduce target target language
2. Play the chant or song and have pupils mime the action. You can choose You could ask some
language sounds phonemes
or write your own chant or song, or use one of: pupils to create some
[Link] review activities for the
[Link] class.
[Link] .
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
 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.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 48
Part A

Look at the sentences. Are they correct? Write Yes or No. Yes/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 [ ]
 say what other people are doing now Great! [ ] OK [ ] A little [ ]
 ask about what people are doing Great! [ ] OK [ ] A little [ ]
 talk about different sports and activities Great! [ ] OK [ ] A little [ ]
 talk about jobs to do in the house Great! [ ] OK [ ] A little [ ]

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 Kn

WEEK:
TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMM
Environmental Sustainability describing weather, s

CONTENT LEARNING MA
LEARNING OUTLINE
STANDARD STANDARD REF
Get S
Main Skill Main Skill Pre-lesson
Listening 1.2 Listening 1.2.1 1. Ask pupils what the weather is like today. Review or teach the necessary Stude
Understand Understand with vocabulary. p.35
meaning in a variety support the main
Lesson delivery
of familiar contexts idea of short Teach
simple texts 2. Put the four seasons flashcards on the board. Follow the instructions for Warm p.60
up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been
Complementary in a cold country in winter?; Have you seen snow before? Flash
Skill Complementary 3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. seaso
Speaking 2.2 Skill Use this as a chance to see how much vocabulary pupils know on the topic of
Use appropriate Speaking 2.2.1 weather. Do an extra review activity if necessary.
communication Keep interaction 4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils
strategies going in short to tell each other what their favourite season is.
exchanges by
repeating key 5. Have pupils stand in lines or in a circle. They should play a chain
words from the game: Pupil A: My favourite season is x.
other speaker Pupil B: x? My favourite season is y / My favourite season is x too.
Pupil C: y? My favourite season is z. / My favourite season is y too.
Model the language clearly before starting, using different pupils who share
and do not share favourites.
Post-lesson
6. Ask pupils to mime the weather as they listen to the song again (see
TPR activity, Teacher’s Book, p.60).

97
 SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for
Environmental Sustainability describing weather, seasons, favourites

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.35
Communicate Ask about and of your pupils and
that suits your pupils’ needs and interests and that will review weather and class. Please see the
simple information express basic seasons vocabulary. Teacher’s Book, p.60
intelligibly opinions seven differentiation
Lesson delivery Plain paper, 4 pieces per strategies listed in the
group of 4 introduction. Please
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch
Complementary Skill also consider the
and listen as they do this to see how well they remember the key following:
Skill Listening 1.2.2 vocabulary.
Listening 1.2 Understand with Pupils may have
Understand support specific 3. Explain to pupils that in many countries in the world, the seasons have different and
meaning in a information and weather as described in the song. You can also explain that in some unexpected ideas when
variety of familiar details of short countries, the school year starts in September (e.g. European countries), brainstorming.
contexts simple texts 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 support them with the
know when it starts in any other countries. Ask pupils to look at the song necessary language.
words and think about how it might be different for Malaysia. Stretch more proficient
4. Put pupils in groups of four. Give each group four pieces of paper. Check that pupils by encouraging
all pupils know the names of the seasons. Ask pupils to write the name of a them to then use it in
season on each one. Pupils then brainstorm vocabulary and ideas for each of the Speaking activity.
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:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English as
the year goes on. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in your lesson
plan. It shouldn’t be set for homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 51 (Reading 10) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + month; on + day

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs
Understand a Understand the your pupils’ needs and interests and that will review today’s day and month. Ask p.36 of your pupils and
variety of linear main idea of short pupils what the day and month are today. class. Please see the
and non-linear simple texts Teacher’s Book, seven differentiation
Lesson delivery strategies listed in the
print and digital p.62
texts by using 2. Write the day and month on the board. Ask pupils how well they remember the introduction. Please
appropriate days and months in English. Ask one or two pupils if they can recall them for you. Cut up days of the also consider the
reading strategies Complementary week & months of following:
3. Give groups of pupils a set of days or months to put in order. Set a short time limit
Skill and count down. Review the months and days and check their answers. the year Group more proficient
Speaking 2.3.1 4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to pupils in separate
Complementary Narrate very short explain how we know it’s autumn (leaves on the ground), including having some groups to less proficient
Skill basic stories and pupils perform to the class. pupils. Give months to
Speaking 2.3 events the more proficient and
Communicate 5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note
any difficulty or confusion. days to the less
appropriately to a proficient to put in
small or large 6. Feed back on their performance and review language by writing on the board: order.
group in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
 LESSON: 52 (Writing 10) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: on + day of the week

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any according to the
Student’s Book, needs of your pupils
Communicate with Spell an increased pairs can remember and act it out for the class. p.36–37
appropriate range of familiar and class. Please see
Lesson delivery Teacher’s Book, the seven
language form and high frequency
style for a range of words accurately in 2. To review spelling of days of the week, play a team board game. Divide the class into p.63 differentiation
purposes in print guided writing four or five groups. One pupil from each group at a time should come to the board. Say strategies listed in the
a day of the week and the pupils at the board should arrange the magnetic letters to Magnetic letters introduction. Please
and digital media
write the word. The fastest team to spell it accurately wins a point. Continue for each Worksheet for also consider the
Complementary pupil in the team. diaries (see following:
Complementary Skill 3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how below) Remind pupils they
Skill Speaking 2.1.2 well pupils can spell the days of the week. Review any problematic spellings after the can write two or more
Speaking 2.1 Find out about and activity. words. More proficient
Communicate describe basic When feeding back, insist on full sentences He has karate on Saturday. pupils could write full
simple information everyday routines sentences.
intelligibly 4. Elicit from pupils other activities they may have during the week. Write these on the
board. Talk to pupils about the activities they do. You could ask fast
5. Give out the worksheet (see below) and ask pupils to write two or more activities in finishers to help you
My Diary. Monitor carefully and help with vocabulary and spelling. monitor and check
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I spellings.
have badminton on Saturday. The partner listens and writes in My Friend’s Diary (to
show this is in the 3rd person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 52

A. My Diary
Write two or more activities in your week.
Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

B. My Friend’s Diary
Listen to your partner and write their diary.
Monday Tuesday Wednesday Thursday

Friday Saturday Sunday

102
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 53 (Language Arts 10) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about
Innovation the seasons

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create and perform an action song about seasons A copy of the Differentiate learning according to
Main Skill Main Skill in groups.
Language Arts 5.3 Language Arts Seasons song (see the needs of your pupils and
Express an 5.3.1 Pre-lesson next page) and a class. Please see the seven
imaginative Respond 1. Choose an appropriate pre-lesson activity from the list in the copy of the words on differentiation strategies listed in
response to imaginatively and introduction that suits your pupils’ needs and interests and that the board or on a the introduction. Please also
literary texts intelligibly through will introduce the topic of warm and cool seasons. handout consider the following:
creating simple Lesson delivery You could ask more proficient
action songs on 2. Teach pupils to sing the Seasons song words to the tune of pupils or groups to create a
familiar topics. Frère Jacques (see below). second set of actions for their
Other imaginative song if they finish quickly.
3. Ask them to choose actions for the song and perform the song
responses as
again with the actions.
appropriate. 4. Elicit the pattern of the song from pupils:
 Name of season x2
Complementary Complementary
Skill  Adjectives x2
Skill
Speaking 2.3 Speaking 2.3.1  -ing verbs x3
Communicate Narrate very short  With our friends x2
appropriately to a basic stories and 5. Now put pupils into groups of 4–5 and ask them to choose new words
small or large events and actions for the song, and to practise their song. They can choose
group a song either about the warm season or the cool season if they
prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.

Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.

Seasons song
Warm season, warm season. Sunny and hot! Sunny and
hot! Swimming, sailing, swimming, sailing,
With our friends, with our friends.

10
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time
expression: on + days of the week; adverbs of frequency

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Student’s Book, of your pupils and
Understand Understand with your pupils’ needs and interests and that focuses on the key vocabulary karate, p.37
meaning in a support specific computer games, tennis, cinema. class. Please see the
variety of familiar information and Teacher’s Book, seven differentiation
Lesson delivery p.63 strategies listed in the
contexts details of short
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it introduction. Please
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have Worksheet (see also consider the
karate on Monday; I never play computer games. Consider introducing more adverbs if below) following:
Complementary Complementary
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
Speaking 2.1 Speaking 2.1.2 3. Ask pupils to tell their partner how often and when they do the activities. exchanging
Communicate Find out about 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). information, encourage
simple information and describe basic more proficient pupils
intelligibly everyday routines 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from
to use full sentences.
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s
Expect less language
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils
from lower proficiency
listen.
pupils.
6. Pupils exchange the information in pairs so they have a complete worksheet. They should
do this by speaking to each other to communicate the information, but they should not If pupils lack
look at each other’s worksheets. confidence they can
check each answer
7. Collect the worksheets and review pupils’ work. See how well they have remembered to
(sentence) with their
spell the words and how well they have achieved the Listening task. Make notes of
partner‘s worksheet as
common mistakes and of pupils’ progress.
they do the activity.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
Worksheet for Lesson 54
A. Sue’s Diary

Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

B. Bob’s Diary

Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 55 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions (birth month): It’s in + month

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking 2.1 Speaking 2.1.2 needs of your pupils and class. Please
1. Play a word game that focuses on the current month. You Student’s Book, p.37
Communicate Find out about and see the seven differentiation strategies
could choose an appropriate pre-lesson activity from the list in listed in the introduction. Please also
simple information describe basic the introduction that suits your pupils’ needs and interests. Teacher’s Book, p.63
intelligibly everyday routines consider the following:
Lesson delivery Month word cards (one
per pupil) If you have a more proficient class, you
2. Give each pupil a month word card. Ask all the pupils with could introduce giving the date of their
Complementary Complementary January to raise their hand/card, then February and so on. Elicit A wrapped-up present birthday, which uses on. Explain why it
Skill Skill the order of the months as you go. is on and not in (it is a precise day).
Card and coloured
Writing 4.1 Writing 4.1.2
3. Have pupils stand up and say the months on their cards in pends & pencils for Some pupils may say a full sentence in
Form letters and Begin to use cursive
order, without modelling. Repeat, but a little faster and birthday cards, if time. Activity 5, while others may give a short
words in neat handwriting in a
legible print using limited range of continue as necessary, making this a fun drill. answer. However, encourage them all
cursive writing written work to use in.
4. Follow the instructions in the Teacher’s Book (p.63) for
Activity 4.
5. Show pupils the present, ask them when we give presents.
Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the
month of their birthday and go and stand by it. Ask pupils,
by month When’s your birthday? Pupils reply It’s in x.
7. Remind pupils which month it is. Give the present to the
pupils whose birthday it is this month and say Happy birthday!
8. Have pupils mingle (walk around the room) to ask each other
when their birthday is. Set a time limit or a number of pupils
to ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage
pupils to check the spelling of the months, to remember the
capital letters and to practise writing in cursive.
10. If you have time, show pupils how to make a birthday card. Ask
pupils to make birthday cards for a friend or family member
who has a birthday soon
If you notice pupils are not using the preposition, encourage
them to do so, even if they are not using a full sentence.
Post-lesson
11. Learning diaries:
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using
more English as the year goes on. Some pupils will be more
able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It shouldn’t
be set for homework.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 56 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time
& Citizenship expressions: in + month/season

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39
Understand a Understand specific your pupils and class.
that suits your pupils’ needs and interests and that focuses on familiar Please see the seven
variety of linear information and foreign countries. Teacher’s Book, p.64–65
and non-linear details of short differentiation strategies
Lesson delivery A large world map listed in the introduction.
print and digital simple texts
texts by using Vocabulary flashcards Please also consider the
2. Put the world map on the board/wall and ask pupils to gather around it. following:
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book
reading strategies and Thailand. Talk about major world countries and include Australia Consider the roles
p.38 cut up (and stuck on
and Canada, asking pupils to show you where they are, if they can. the walls around the room carefully, so that the
Complementary manager is a capable pupil
3. Introduce and practise the vocabulary using the flashcards. Using the before the lesson). Two or
Complementary Skill in the group. Provide visual
map, ask pupils in which countries they might find these things. Accept three copies of each text.
Skill Speaking 2.2.2 or oral prompts if your
Speaking 2.2 Ask for attention or different suitable answers. Ask pupils if we find these things in Worksheet (see below, one class is mainly low
Use appropriate help from a teacher Malaysia. per group) proficiency to help them
communication or classmate by carry out step 5.
4. Follow the Teacher’s Book (p.64) for Vocabulary.
strategies using suitable
questions 5. *Make sure the texts are stuck on the wall for this stage of the lesson. Review expressions for
Show pupils the pictures on Student’s Book, p.38. Ask them which asking for help or
country they think each is. Tell pupils they will read about the three clarification and leave them
countries. They will work in teams of four to read together. Assign roles – on the board if necessary.
three of the pupils are runners, they will read about one of the countries Support pupils with
each; the fourth pupil is the manager. The manager stays at the desk different questions as they
with the worksheet (see below). The manager reads the sentences read the texts on the wall.
about the countries to the relevant team member, who runs to their text
on the wall to find out if it is true or false. They return to the manager and
tell them. The runners should not see the worksheet and the manager
should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.
 7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that
will review the main areas covered in the lesson.

Worksheet for Lesson 56

Find and read. Circle True or False.
1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia. True False
6. People wear clothes for hot weather in Thailand. True False
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 57 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions review
& Citizenship

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Student’s Book, p.38 of your pupils and
Communicate with Plan, draft and write suits your pupils’ needs and interests and that will review language and
appropriate an increased range prepare pupils for the lesson. class. Please see the
Poster paper per seven differentiation
language form and of simple sentences Lesson delivery group
style for a range of strategies listed in the
purposes in print Complementary 2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, introduction. Please
Flashcards for also consider the
and digital media Skill common activities and clothes related to Malaysia and/or your own local common activities,
Listening 1.2.5 area. following:
weather, clothes etc.
Understand a wide 3. Ask questions and talk to pupils about these aspects of their own Consider assigning
Complementary range of short country. Remember to use different questions for different pupils. Pictures from roles for different pupils
Skill supported questions 4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will magazines/internet in each group, e.g.
Listening 1.2 make posters about Malaysia. First have pupils work together to write three or etc. writer, designer, artist
Understand four sentences about Malaysia on a piece of paper or in a notebook. They can etc. which will let each
meaning in a use the texts on Student’s Book, p.38 as models. Glue, colour pens, pupil work to their
variety of familiar paper strength and abilities.
contexts 5. In groups, pupils make their posters so that they match the sentences they
have written with the pictures. Then they add the sentences to their posters. Take care that any
While they are working in their groups, monitor and check on progress. Check questions you ask
their sentences and work with each group to help them improve the sentences support and stretch
by asking questions and eliciting language so that they can write it in the final pupils.
version on the poster.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group
and encourage pupils to tell you what they like about each one.

110
 LESSON: 58 (Language Arts 11) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs
innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create a diamond poem about the hot season in their area. Diamond poem (see Differentiate learning
Main Skill Main Skill
Language Arts Language Arts Pre-lesson below) on the board according to the needs of
5.3 5.3.1 or as a handout your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the introduction that
Express an Respond Please see the seven
suits your pupils’ needs and interests and that will review language and prepare Hot season diamond differentiation strategies
imaginative imaginatively and pupils for the lesson. poem template (see
response to intelligibly through listed in the introduction.
below)
literary creating simple Lesson delivery
texts action songs on 2. Show pupils the diamond poem (see below), check or teach the meaning of
familiar topics. skating and icy, and ask them to guess if the missing words at the top and
Other imaginative bottom are Winter or Hot season.
responses as 3. Check the answer [Winter].
appropriate. 4. Elicit the pattern of the diamond poem with pupils. This is:

Complementary Noun
Skill Adjective Adjective
Complementary Writing Verb Verb Verb
Skill 4.3.2 Noun Noun Noun Noun
Writing Spell an increased Verb Verb Verb
4.3 range of familiar Adjective Adjective
Communicate high frequency Noun
with appropriate words accurately 5. Write Hot season on the board and the headings nouns, adjectives, verbs.
language form in guided writing 6. Ask pupils to brainstorm vocabulary about the hot season where they live,
and style for a and write their suggestions on the board under the appropriate heading.
range of purposes 7. Ask pupils to work in pairs. Give them the hot season diamond template as
in print and digital a handout, or ask them to copy from the board.
media 8. Ask the pairs to make their own diamond poem about the hot season. They
can use words from the board and their own ideas.
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.

11
 Primary Year 3 SK Scheme of Work
Diamond poem

Snowy, cold.
Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
Staying inside, keeping warm, sleeping
Icy, windy

Hot season diamond poem template

Hot season

Hot season
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 59 (Listening 12) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in +
& Citizenship country/city

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the
Student’s Book, needs of your pupils
Understand Understand with your pupils’ needs and interests and that will review weather vocabulary. p.116
meaning in a support specific and class. Please see
Lesson delivery Teacher’s Book, the seven
variety of familiar information and
contexts details of short 2. Play a countries quiz using information that is familiar to pupils, e.g. where can you p.179 differentiation
simple texts find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where strategies listed in the
the countries are. Try to include the six countries on Student’s Book, p.116. Write the World map (if you introduction. Please
names of the countries on the board and leave them there. have a large class, also consider the
Complementary have one map per
Skill Complementary following:
3. Introduce the concept of time zones using the time at the moment compared large group of
Reading 3.2 Skill to another city pupils know of and some of the places from the previous pupils) You could have
Understand a Reading 3.2.1 activity. some/all pupils work
variety of linear Understand the Labels (see below, in pairs to read and
and non-linear main idea of short 4. Tell pupils the time in Malaysia (use the actual time of the lesson or use one per pupil) guess the places on
print and digital simple texts morning/afternoon/evening). Ask them to show you on the map where it the labels.
is morning/afternoon/night. Review these words as necessary. Sticky
texts by using
tape/tack/pins
appropriate
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud.
reading strategies
Pupils listen carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the
board as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their
answers with them.
9. Follow instructions for Activity 2 (Teacher’s Book, p.179).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
Materials for Lesson 59

Labels:

It’s four in the morning. It’s It’s twelve noon. It’s raining. It’s eight in the evening. It’s
snowing. cloudy.

It’s six in the morning. It’s It’s two in the afternoon. It’s It’s nine at night. It’s cold.
windy. sunny and hot.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 60 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time
expressions: in + season/period

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.39
Communicate Find out about and your pupils and class.
that suits your pupils’ needs and interests and that will review language Please see the seven
simple information describe basic and prepare pupils for the lesson by introducing/reviewing the word Teacher’s Book, p.65
intelligibly everyday routines differentiation strategies
holiday. Check their understanding of the word by asking them when the Sports flashcards (add listed in the introduction.
school holidays are in the year. sports that pupils may Please also consider the
Complementary do in the holidays)
Complementary Skill Lesson delivery following:
Skill Speaking 2. Review and introduce the sports and activities vocabulary from this and Think about the interests of
Speaking 2.1.5 some previous lessons. Add any that you think pupils may do during the pupils in your class and
2.1 Describe people the school holidays or other times of the year. include vocabulary relevant
Communicate and objects using to them. Alternatively, you
simple information suitable words and As you introduce them, ask pupils if they do these sports/activities in the could introduce a stage in
intelligibly phrases holidays. the lesson where you ask
For sports they do not do (e.g. probably the three on Student’s Book, p.39), pupils to identify their
ask them if they have ever seen these sports, where people do them etc. favourite sport/activity for
the holiday or a particular
3. Follow the instructions for Activity 3 (Teacher’s Book, p.65). time of year.
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is For the final activity, ask
a good idea for pupils to ask each other what they do in the school pupils when their favourite
holidays/rainy season/etc, rather than the summer, depending on your time of year / season is
context. and make that the focus of
the circle activity.
5. Play the mime game in small groups sitting in
circles: Pupil 1: Mimes a sport/activity (e.g.
swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school
holidays, and I… (Pupil 3 mimes a sport/activity)
And so on…
 Monitor closely and help as pupils do the Speaking activities. Note any
concerns you have about individual pupils as well as any common
problems. Give feedback based on these notes at the end of the lesson and
be ready to review language or vocabulary next lesson, as appropriate.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils who
may need some help and encourage everyone to complete their diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 61 (Reading 12) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Differentiate learning

Get Smart plus 3 according to the needs of
Reading. 3.2 Reading. 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the
Understand a Understand specific introduction that suits your pupils’ needs and interests and that will your pupils and class.
Student’s Book, p.40
variety of linear information and review language and prepare pupils for the lesson. Please see the seven
and non-linear details of short differentiation strategies
Lesson delivery Teacher’s Book, p.66–67 listed in the introduction.
print and digital simple texts
texts by using 2. Play a team game where pupils brainstorm vocabulary on the main Please also consider the
Coins following:
appropriate topics in this lesson (months, days, seasons, clothes, weather,
reading strategies Complementary countries). Try to have a mix of
Skill 3. Review any key vocabulary that has not come up in the previous proficiency in the groups
Reading. 3.1 activity. Introduce the word boots (see Student’s Book, p.40). so that pupils can support
Complementary Read and enjoy A1 4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can each other as they play
Skill fiction/non-fiction choose their own counters (e.g. a pen lid, a rubber, a small paper ball). the game.
Reading. 3.3 print and digital
Read texts of interest Monitor as pupils play the game, but allow them to relax and enjoy the Modify the Venn diagram
independently for activity so that they are reading for pleasure, without really noticing they Optional activity so that it
information and are reading. This will also encourage pupils to work together and help suits seasons in your
enjoyment each other. local context and your
5. Continue with the Optional activity on Teacher’s Book, p.67. You could local culture.
do this for other topics.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
 LESSON: 62 (Writing 12) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Prepositions
Innovation; ICT

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the according to the needs of
Student’s Book, p.41
Communicate Describe people introduction that suits your pupils’ needs and interests and that will your pupils and class. Please
basic information and objects using review language and prepare pupils for the lesson by reviewing the Teacher’s Book, p.68–9 see the seven differentiation
intelligibly for a suitable words and names of the six countries. strategies listed in the
Computers introduction. Please also
range of purposes phrases
Lesson delivery consider the following:
in print and digital Magazines and/or a
media Note: This lesson is based on the project on Student’s Book, p.41. printer Set a specific number of
pictures or information to find
Complementary 2. Divide pupils into five or six groups, depending on the size of your
on the country so that there
Complementary Skill class. There should be 4–6 pupils in each group.
is enough time in the lesson.
Skill Speaking 2.2.2 3. Tell pupils they will find out about a country and make a collage. You
Speaking 2.2 Ask for attention or At the writing stage, you
can show pupils the example of Student’s Book, p.41 Activity 2 so they
Use appropriate help from a teacher could either have a more
know what to do.
communication or classmate by proficient pupil in the group
strategies using suitable 4. Assign roles to pupils in the group or have pupils decide be the main writer (and
questions between themselves. At least one: others contribute) or,
preferably, you could ask
 researcher (to look on the computer for information about the each pupil to write one/two
country*) sentences each, so they
 designer (to decide which pictures go where) share the writing.

 cutter & sticker (to cut out pictures and stick them to the collage)
 writer (to annotate the picture).
5. Have groups choose a country. First they should decide what
information to find out about. Allow all pupils to work briefly on the
computer to start finding out basic information about the country
before the ‘researcher’ takes over and the others do their tasks.
*Select, in advance, websites that are safe and are simple to follow, that
pupils can use to find information e.g. [Link] or
[Link]
 Primary Year 3 SK Scheme of Work
6. Monitor pupils carefully as they use the internet, especially if your
network is not protected. Help as necessary with search terms. Pupils
may need help to print out pictures and other resources or
information they find. They should avoid using texts they find because
this is not their language and other pupils may not understand it.
7. Have pupils create a collage. Set a fixed time limit for this
activity depending on the time you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Note that pupils should work reasonably independently in this lesson,
and should ask for your help in English when they need it. Move around
groups as they work and support them. Ask questions about their choice
of pictures for the collage as you monitor.
Post-lesson
9. Pupils display their collages and read their sentences for others to hear
and point to / find the correct collage. Encourage pupils to ask each
other questions about the countries.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 63 (Language Arts 12) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of present simple;
Imagination prepositions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Differentiate learning

Get Smart plus 3 according to the needs of
Language Arts 5.3 Language Arts 5.3.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that
Express an Respond suits your pupils’ needs and interests and that focuses on climate and weather. your pupils and class. Please
Student’s Book,
imaginative imaginatively and see the seven differentiation
Lesson delivery p.42–43
response to intelligibly through strategies listed in the
literary texts creating simple 2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or introduction. Please also
Teacher’s Book,
action songs on use a picture of a snow globe. Ask pupils if they have seen something like this consider the following:
p. 70–71
familiar topics. before. If pupils have a lot of
Complementary Other imaginative 3. Ask pupils to tell you what they think the story will be about. Put some of the A snow globe or difficulty writing freely, you
Skill responses as ideas in note form on the board. large clear ball if could provide some models
Writing 4.2 appropriate 4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to available of different kinds of
Communicate tell you about the picture. Let pupils read the texts on p.42. Choose some pupils to sentences on the board to
basic information read different characters’ parts. Ask pupils what they think will happen next. Magic globe give them some ideas. They
intelligibly for a Complementary worksheet (see can also look in the
range of purposes Skill 5. Have pupils read the second page of the story silently before playing the CD.
below) Student’s Book (p.43) for
in print and digital Writing 4.2.4 Follow While reading and after reading suggestions (Teacher’s Book, p.70–71) for
ideas.
media Describe people talking to pupils about the story. Elicit as much as possible. Ask pupils if they liked
and objects using the story. Let more proficient pupils
suitable words and 6. Ask pupils where they would like to go if they found a magic globe. Give pupils write as much as they can,
phrases the worksheet (below) and ask them to draw their ideas and to write at least one too.
sentence about it. They can give it a title or a name.
This is a free writing activity, which lets pupils write what they can. You can give
some suggestions, but it is a good opportunity for you to see how pupils can write
without a model. Support them and help them write what they want to about their
pictures.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity.
Encourage pupils to give feedback on what they like about others’ work.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths
and weaknesses in relation to what is covered in the unit. Give written
comments on their work, in a brightly coloured pen, making sure to be positive
and offer constructive help if necessary.

120
Worksheet for Lesson 63

Name: Class:

12
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 4)

LESSON: 64 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from
Unit 4

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends Depending on Differentiate learning
Writing 4.3 Writing 4.3.1 language areas needed by your pupils. You might consider using some of the material as a your focus: according to the needs
Communicate with Use capital letters, homework task, if appropriate. of your pupils and
Get Smart plus 3
appropriate full stops and class. Please see the
Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s seven differentiation
language form question marks Book p.72–73) and/or consider offering pupils a choice of activities. Student’s Book,
and style for a appropriately in p.44 strategies listed in the
range of purposes guided writing at Pre-lesson introduction. Please
Teacher’s Book, also consider the
in print and digital sentence level 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ p.72–73
media following:
needs and interests and that will prepare pupils for the lesson.
Card, if possible, There is space on the
Complementary Lesson delivery or plain paper worksheet for another
Complementary Skill question. More
2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in Picture of a girl
Skill Speaking proficient pupils can
and on the other side on.
Speaking 2.1.2 Worksheet (see write their own
2.1 Find out about 3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show below) question here. They
Communicate and describe that side of their card, if on they should show the other side. Say some sentences which can also ask more than
simple information basic everyday Bell
practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in one friend.
intelligibly routines place of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find
this game difficult. Example sentences: Choose among these
and other available
I like to play tennis spring. practice materials for
this Language
It’s my birthday March.
Awareness lesson,
Hassan and Zikri have football Saturday afternoon. based on the needs
and interests of your
4. Ask pupils questions to elicit the rules for when we use in and on. class.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions
in a survey. Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their
answers on the worksheet. They should write the answers following the model for Alya,
including punctuation.
 If you have extra time, you could ask pupils to write sentences about their partner in their
workbook.
Post-lesson
8. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the
language now. They should complete the How did I do in Unit 4? self-assessment section of
the worksheet.
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.
Worksheet for Lesson 64
A. Write words to finish the questions.
Question Alya Me My friend
When’s your b ? It’s in May.
What’s your f season? It’s winter.
What clothes do you w in I wear a dress.
summer?
What kind of w do you like? I like sun.
What’s your favourite d ? I like Friday.

Self-assessment:
How did I do in Unit 4?
In English, I know how to:
 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]

 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]

 talk about seasons Great! [ ] OK [ ] A little [ ]

 talk about weather Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ] OK [ ] A little [ ]
UNIT 5
SCHEM E OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.45
Understand Understand with your pupils and class.
introduction that suits your pupils’ needs and interests and that focuses Please see the seven
meaning in a support specific Teacher’s Book, p.74–5
on the word house. differentiation strategies
variety of familiar information and Flashcards of key
contexts details of short Lesson delivery listed in the introduction.
vocabulary Please also consider the
simple texts 2. Play Run and touch, where you say Touch the (window) and pupils run (or following:
walk) and touch the place. Use parts of the room vocabulary (door, floor
Complementary You could ask some more
etc.) and then introduce prepositions behind and in front of. Extend to a
Skill Complementary confident pupils to become
game like Simon Says, where they only run and touch if you say please.
Listening 1.2 Skill teacher in the first stage of
Understand Listening 1.2.1 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how the lesson (Run and Touch
meaning in a Understand with well pupils already know the prepositions and modify your lesson plan game).
variety of familiar support the main accordingly.
contexts idea of short simple Now you know your pupils
texts 4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time a little better, choose how
pupils listen, they should point to the correct room in the house as they best they will work in a
hear it. review game (in pairs,
small groups or as a whole
5. Review the key prepositions and vocabulary that you have noticed is new class).
or difficult for pupils by playing a group or whole class game.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 66 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Play the song from Lesson 65 and encourage pupils to join in. Student’s Book, according to the needs of your
Communicate Describe people pupils and class. Please see
Lesson delivery p.45, p.47
simple information and objects using the seven differentiation
intelligibly suitable words and 2. Ask pupils about the song: Where’s the doll/Rex? // Where are the Teacher’s Book, strategies listed in the
phrases toys/clothes? to review and check understanding of the prepositions. If you p.74 introduction. Please also
notice that your pupils are finding these difficult at this stage, include another consider the following:
Complementary stage to review them further, such as a ‘listen and draw’ in their notebooks. Clothes While reviewing prepositions,
Skill 3. Follow the instructions for Activity 2 (Teacher’s Book, p.74). flashcards ask questions and use some
Listening 1.2 Complementary 4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the mime to different pupils to help
Understand Skill flashcards. Play a game to practise the new vocabulary. them at their level of
meaning in a Listening 1.2.5 understanding. These might
variety of familiar Understand a wide 5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that
be closed questions, e.g Is it
contexts range of short the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and
behind the door (mime
supported questions some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to
behind)? or What can you find
draw a dress and some trousers in the house.
under your bed at home?
6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing
their books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and
are managing the target language
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
 LESSON: 67 (Reading 13) MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of place;
possessive pronouns

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
Understand a Understand specific pupils’ needs and interests and that will review language relating to the furniture topic p.46
variety of linear information and and class. Please see
and prepare pupils for the lesson. the seven
and non-linear details of short Teacher’s Book,
print and digital simple texts Lesson delivery p.76 differentiation
texts by using strategies listed in the
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to Furniture and introduction. Please
appropriate some pupils and ask them to put them on the left side of the classroom if they are clothes
reading strategies Complementary also consider the
clothes and the right if they are furniture. flashcards following:
Skill
Writing 4.3.2 3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76). Worksheets (see For the mini
Complementary Spell an increased below) performance after the
4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary
Skill range of familiar story, you could
in the box below go in each category (cloud). Hand out the worksheets and ask pupils to You may need
Writing 4.3 high frequency encourage some
work in pairs to categorise the words. They should write the words into the correct cloud, some
Communicate with words accurately in pupils to change the
taking care to copy the spelling accurately. If there are still some new words in the dictionaries for
appropriate guided writing story a bit to include
worksheet, you could ask pupils to use dictionaries to find the meanings of the new this lesson
language form and different vocabulary.
words. They can draw a small picture next to the word on their worksheet to show the
style for a range of
meaning if it is helpful.
purposes in print
and digital media Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty
remembering it all if it is new. Monitor and make a note of problem words so that you can
return to them and focus on them next lesson and beyond.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that reviews at least one word pupils learned well and
one they have difficulty with.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 67

Clothes or furniture?
Look at the words and write. Are they clothes or furniture?

Clothes Furniture

socks armchair trousers wardrobe

bookcase dress desk fridge
shirt cupboard coat trainers
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 68 (Writing 13) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.1 Writing 4.1.2 1. Choose a confident pair of pupils who will come to the front of the class and try Student’s Book, according to the needs of
Form letters and Begin to use cursive to act out the story from Lesson 67. The class can help if necessary. p.46–47 your pupils and class.
words in neat handwriting in a Please see the seven
Lesson delivery differentiation strategies
legible print using limited range of Teacher’s Book,
cursive writing written work 2. Write the words on the board: headscarf, carpet, mirror (and choose one or p. 76–77 listed in the introduction.
two more clothes/furniture words that might be new but useful to your pupils) Please also consider the
Clothes and following:
Model using the dictionary and hand out to each pair/group. Assign each
Complementary Complementary pair/group one of the words and ask them to check the meaning in the dictionary. furniture For higher proficiency
Skill Skill They should draw the item in their notebook and write the word underneath it. flashcards from pupils (or classes), you
Reading 3.2 Reading 3.2.4 3. Have each pair/group present their word to the class. Return the worksheets previous lesson + could extend the
Understand a Recognise and use from Lesson 67 and ask them to add the four words to it. four new words dictionary activity and/or
variety of linear with support key have pupils brainstorm
and non-linear features of a simple 4. Have pupils read the story on Student’s Book, p.46 quietly. Dictionaries and share more clothes
print and digital monolingual 5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77. and furniture vocabulary.
texts by using dictionary Remind pupils to use cursive writing. Monitor and check they are on task and
appropriate do not have any problems. If you have a pupil(s) who
reading strategies demands attention, you
Post-lesson could have him/her/them
6. Choose a post-lesson task from the list in the introduction to review more and read the story to the
less challenging vocabulary from the lesson. class.
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)

LESSON: 69 (Language Arts 13) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make and label a simple paper house. You can use their Square pieces of plain paper, Differentiate learning
Main Skill Main Skill work to make a class display of houses.
Language Arts Language Arts one piece for each pupil. according to the needs of
5.3 5.3.1 Pre-lesson (White paper is suitable – the your pupils and class.
Express an Respond 1. Write the letters ym and ohuse on the board. paper does not need to have Please see the seven
imaginative imaginatively and 2. Ask pupils to unscramble these letters to make two words. different colours on each differentiation strategies
response to intelligibly through 3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, side, as suggested by the listed in the introduction.
literary creating simple and that they will make a paper house in the lesson. video below.)
texts action songs on Simple child-friendly
Lesson delivery
familiar topics. instructions to use in the
4. Give each pupil a square piece of paper.
Other imaginative lesson. (Check how to make
5. Prepare step-by-step instructions for making a paper house in a jazz chant
responses as a very simple origami house
style. Give out the instructions one by one. Ask pupils to sing with you the
appropriate. at:
step before they apply it
6. Make sure that pupils have finished each step before you move on to sing [Link]/watch?
the next step. v=eEsx799dz8c)
Complementary
7. When the pupils finish their making their paper houses, ask them to sing
Complementary skill
the chant together.
skill Listening 1.2.4
8. Ask pupils to label two of the four rooms in the house and to draw two
Listening 1.2 Understand a
items of furniture in each of these two rooms.
Understand wide range of
meaning in a short basic Post-lesson
variety of familiar supported 9. Put pupils in pairs or small groups.
contexts classroom 10. Ask them to share their houses and to name the items of furniture
instructions their classmates have drawn.
11. If you want to make a class display, ask pupils to label other rooms and to
draw other items of furniture at home. You could use their completed work to
create a class display of houses.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 70 (Listening 14) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with
Values possessive pronoun: Whose?

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.47
Understand Understand with your pupils and class.
suits your pupils’ needs and interests and that will review clothes vocabulary to Please see the seven
meaning in a support specific prepare pupils for the lesson. Teacher’s Book, p.77
variety of familiar information and differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts Please also consider the
2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. following:
Review the language Whose xxx is this/are these? and encourage pupils to
Complementary ask the questions, too. You could play a circle game. Choose pupils who are
Skill Complementary naturally outgoing to be the
Listening 1.2 Skill 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again. thieves, even if they are
Understand Listening 1.2.5 not as proficient.
4. Follow the instructions for Activity 3 (Teacher’s Book, p.77).
meaning in a Understand a wide Sometimes an overly
variety of familiar range of short Monitor as pupils listen and see how well they do in getting the correct active pupil can be
contexts supported answers. Based on this, you could give more Listening practice by asking motivated by an activity like
questions pupils about the clothes again or you could play a game to further review the this.
key vocabulary.
5. Play Stop thief! where you nominate two or three pupils to be the thieves. The
class closes their eyes and count to ten, and the thieves move around the
room and ‘steal’ some of the pupils’ pens, pencils etc. On ten, pupils open
their eyes and say Stop thief! The ‘thieves’ stop. Pupils ask and answer to
find out whose things they have ‘stolen’, and to return them. E.g. Whose pen
is this? / Whose books are these?
You could play this in small groups as well, if you have time and it is
appropriate for your class.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember

130
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to begin to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils who may
need some help and encourage everyone to complete their diaries. Ensure
you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.

13
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with
possessive pronoun: Whose?

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the
Student’s Book, needs of your pupils
Communicate Ask about and your pupils’ needs and interests and that will review clothes vocabulary to prepare p.47
simple information express basic pupils for the lesson. and class. Please see
intelligibly opinions Teacher’s Book, the seven
Lesson delivery p.77 differentiation
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). strategies listed in the
Small pieces of introduction. Please
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t paper/card, one
Skill Skill also consider the
write their name, but should write a code name. per pupil
Listening 1.2 Listening 1.2.5 following:
4. Collect the cards and redistribute them. Pupils should mingle around the classroom
Understand Understand a wide to try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When If giving a reason is
meaning in a range of short pupils answer, encourage them to give a reason for their answer, for example: too challenging for
variety of familiar supported questions some/all of your
contexts I think it’s Hanifa’s because she likes red shoes.
pupils, then they can
I think they’re Ahmad’s because Ahmad is good at drawing. say I think… to give
or their opinions.
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end
of the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
 LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There
Sustainability; Values is/are: Singular & plural; Prepositions of place

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Student’s Book, your pupils and class.
Understand a Guess the meaning your pupils’ needs and interests and that will review key language to prepare pupils p.48–49
variety of linear of unfamiliar words for the lesson. Please see the seven
and non-linear from clues provided Teacher’s Book, differentiation strategies
Lesson delivery p.78–79 listed in the introduction.
print and digital by visuals and the
texts by using topic 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Please also consider the
Map of Japan following:
appropriate / small groups what they know about Japan. They will probably use first language for
(optional)
reading strategies this. When feeding back, help pupils translate some of their ideas into English and/or There may be some first
Complementary provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures language used in this
Skill Japan. from Student’s lesson. You can
Complementary Reading 3.2.1 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48 encourage and support
Skill Understand the they can see. different pupils to use as
Reading 3.2 main idea of short 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct much English as they can
Understand a simple texts pupils to the pictures to try to guess the meaning of the new words. by helping them with
variety of linear vocabulary and language
and non-linear 5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book,
that you think each pupil
print and digital p.78).
is capable of.
texts by using 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions
appropriate in Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity
reading strategies to informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)

LESSON: 73 (Writing 14) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present tense There
Environmental Sustainability; Creativity & is/are: Singular & plural
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Pictures of
Main Skill Main Skill Pre-lesson Differentiate learning
traditional style
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your local/national according to the
Communicate basic Describe people pupils’ needs and interests and that will review key language to prepare pupils for the houses needs of your pupils
information intelligibly and objects using lesson on the topic of homes and houses. Include key words such as wood, water, light. and class. Please see
for a range of suitable words and Poster paper, the seven
Lesson delivery differentiation
purposes in print and phrases pens, rulers etc.
digital media 2. Show the pictures of the Japanese house from Lesson 72. Elicit some strategies listed in the
differences between this and pupils’ own homes. If possible a introduction. Please
Complementary 3. Show the pictures of traditional Malay houses. Talk to the pupils about how the template for also consider the
Complementary Skill houses are traditionally built to respect the natural environment. (this may be in first design of a following:
Skill Writing 4.3.3 language) (For an interesting article see: traditional house Pupils can write
Writing 4.3 Plan, draft and [Link] Note that sentences according
Communicate with write an increased you will need to choose and simplify the information given here. card for each to their own level.
appropriate language range of simple 4. Ask pupils what key features make an environmentally friendly home (e.g. natural group for making Encourage them to try
form and style for a sentences building materials, use of natural energy and resources – water, light etc). houses and write something a
range of purposes in little above their level
5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a
print and digital and support them in
poster or a model (if possible). They should design a house and then each pupil writes
media this.
a sentence about the house (in their notebooks as a draft, and then, after checking, on
the poster or as a label) using There is/are. The houses will be conceptually simple.
Monitor carefully and support pupils as they try to write their sentences. If pupils are not
able to finish their houses in this lesson, you could have them continue at the end of
the next few lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general
feedback on their efforts.
 LESSON: 74 (Language Arts 14) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create an action story in groups. Differentiate learning
Main Skill Main Skill Flashcards or pictures according to the needs of
Language Arts 5.1 Language Arts Pre-lesson Words for We’re going your pupils and class.
Enjoy and 5.1.2 1. Tell pupils that they are going on a long and difficult walk home. home action story Please see the seven
appreciate Say the words in 2. Use pictures or flashcards to teach/review long grass, river, village. differentiation strategies
rhymes, poems simple texts, and Write the story on the listed in the introduction.
Lesson delivery board, or put it on a
and songs sing simple songs Please also consider the
3. Ask pupils to stand in a circle, or to stand at their desks if there is handout
with intelligible following:
not enough space for a circle in your classroom.
pronunciation,
4. Tell pupils the We’re going home story (see next page): use actions to Fast finishers can create
Complementary rhythm and
make the meaning of over, under and through clear. an extra verse for their
Skill intonation
5. Retell the story and ask pupils to join in with the actions. story.
Speaking 2.3 In addition to Year
6. Tell the story again, with pupils doing the actions and saying the words.
Communicate 2 text types: 7. Clarify with pupils that there is one more place to go through before they are
appropriately to a simple poems home. Ask pupils to suggest possible places to go through (e.g. forest, rice
small or large field, jungle, tunnel, school, shopping centre) .
group Complementary
8. Divide pupils into groups of 3–4. Tell them to finish the story with another
Skill
verse and to practise their story and the actions. Write the story on the
Speaking2.3.1
board or give them a handout of the story to help them.
Narrate very short
basic stories and Post-lesson
events 9. Choose groups to perform their story. Ask pupils who are not performing
to identify the new place in the final verse.
 Primary Year 3 SK Scheme of Work

We’re going home

We’re going home.
Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.

We’re going home.

Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.
Oh, look, a small village
We can’t go over it.
We can’t go under it.
Let’s go through it.

One more place before we get home…..

This is the final verse, for pupils to complete and add an action to
We’re going home.
Oh, look
We can’t go over it.
We can’t go under it.
Let’s go through it
Hurray! Now, we’re home.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place review

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.1 Listening 1.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Student’s Book, your pupils and class.
Recognise and Recognise and suits your pupils’ needs and interests and that will review the names of rooms and p.49–50
reproduce target reproduce with furniture words to prepare the pupils for the lesson. Please see the seven
language sounds support a range of Teacher’s Book, differentiation strategies
Lesson delivery p.79–80 listed in the introduction.
target language
phonemes 2. Show the flashcards and drill the four new words. Explain to pupils how these are Please also consider the
Flashcards for following:
words with two sounds (syllables). Show how each word is made up of the two
cushion,
Complementary sounds. Play a game where pupils have to listen and say the second syllable. Depending on the needs
slippers, table,
Skill Complementary Use picture flashcards. Introduce/review the written word at the end of this stage of your class, you could
flower
Speaking 2.1 Skill of the lesson only. extend the pronunciation
Communicate Speaking 2.1.5 3. Follow the instructions for Activity 3 (Teacher’s Book, p.79). Scissors stage of the lesson to
simple information Describe people look at rhyming words or
intelligibly and objects using 4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s more words with two
suitable words and Book, p.80). syllables.
phrases
Post-lesson For fast finishers or more
5. Learning diaries: proficient pupils, have
Ask pupils to think back on their learning so far this week. In their learning diary, they them tell a partner about
can write: a room in their house.

 New words I remember

 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
 LESSON: 76 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present tense There
Creativity & Imagination is/are: Singular & plural; possessive pronouns

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
1. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48- your pupils and class.
Communicate Describe people Student’s Book, p.48. 49
simple information and objects using Please see the seven
intelligibly suitable words and 2. Play a word game that will review and introduce furniture vocabulary if you Teacher’s Book, p.79 differentiation strategies
phrases think pupils need to review key vocabulary further. For example, put labels of listed in the introduction.
the names of different rooms around the classroom. Say a piece of furniture Please also consider the
Complementary and pupils have to decide which room it belongs in. Note that there may not following:
Skill Complementary be fixed answers for this. Pupils can work at their
Speaking 2.2 Skill Lesson delivery own level in these
Use appropriate Speaking 2.2.2 activities. Encourage
communication Ask for attention or 3. Follow the instructions for Activity 4 (Teacher’s Book, p.79). each pupil to do a little
strategies help from a teacher more than their ability by
4. Put pupils in large groups (6–8 pupils). They collect the drawings and put
or classmate by helping them individually
them in a pile in the middle of the group. In turns, pupils take a picture.
using suitable and according to their
Without showing it, they should describe it. Other pupils in the group should
questions level. Do not expect the
guess whose picture it is – It’s hers/his/mine/yours.
same from all the pupils.
Monitor carefully as pupils do these Speaking and Listening activities. They
may need help with vocabulary, and should ask you for this in English. Focus,
too, on their use of language. Note the words you give them and choose some
to teach the whole class at the end.
Post-lesson
5. Teach the whole class two or three of the words you have given them
individually as extra in this lesson
 LESSON: 77 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Student’s Book, your pupils and class.
Understand a Understand specific suits your pupils’ needs and interests and that will introduce key vocabulary from p.51
variety of linear information and this lesson. Write and leave the words on the board. Please see the seven
and non-linear details of short Teacher’s Book, differentiation strategies
Lesson delivery p.82 listed in the introduction.
print and digital simple texts
texts by using 2. Tell pupils about your house (this can be real or something from a magazine) Please also consider the
using the pictures. Use some of the words from the pre-lesson activity you left on Some pictures of following:
appropriate your house, if
reading strategies Complementary the board. Have pupils listen and then tell you which words you used. Think about your pupils
appropriate, or a
Complementary Skill 3. Tell them they will read about Sue’s house. They should read silently and tell house from a and where they live. You
Skill Reading 3.2.1 you what they think of Sue’s house using an adjective. magazine may need to teach more
Reading 3.2 understand the 4. Next ask them to read again and to find some differences between Sue’s vocabulary to help them
Understand a main idea of short house and your house (as described). describe their own
variety of linear simple texts bedrooms or houses.
and non-linear 5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
print and digital 6. Ask pupils to make a note of their answers to the questions (in note form, not Some pupils may find it
texts by using full sentences) in their notebooks. challenging to expand their
appropriate answers into full
7. After checking the answers with a partner, ask pupils to expand their
reading strategies sentences. You may need
answers into full sentences in their notebooks.
to repeat the question or
Collect pupils’ notebooks and check them for spelling and content in particular. provide gapped sentences
Note down words you have taught them for this activity that pupils have difficulty on the board. Less
spelling correctly. proficient pupils could write
Post-lesson up just two or three
sentences.
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
 LESSON: 78 (Writing 15) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present tense There
is/are: Singular & plural; Prepositions of place; Adjectives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.3 Writing 4.3.3 1. Play a spelling game (e.g. a letter jumble) to review some of the common Student’s Book, according to the needs of
Communicate with Plan, draft and write words (including those spelt incorrectly in the previous lesson) from this p.51 your pupils and class. Please
appropriate an increased range topic. see the seven differentiation
language form and of simple sentences Teacher’s Book, strategies listed in the
Lesson delivery introduction. Please also
style for a range of p.82
purposes in print 2. Play the CD to review the text on Student’s Book, p.51. Review consider the following:
and digital media the differences between Sue’s house and pupils’ own homes. Template of a Set a minimum number of
Complementary 3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82. beroom on a sentences for pupils to write
Skill 4. Have pupils write about their bedroom on a worksheet. After writing they can worksheet (e.g. write at least two
Complementary Speaking 2.3.1 furnish their bedroom using the template and cut up furniture OR they can Optional: pictures of sentences) so that more
Skill Narrate very short draw the furniture into the room. bedroom furniture to proficient pupils can write
Speaking 2.3 basic stories and cut out more.
Communicate events 5. Pupils tell their partner about their bedroom using the pictures and the text.
appropriately to a Encourage partners to ask each other questions about their bedroom or
small or large make comments about it.
group 6. Pupils present their work to the class. Encourage the class to ask questions
about the picture and the pupil’s home. This could be done in groups if
there is time.
7. Collect pupils’ work, review it and note problem areas for review in
later lessons.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main
areas covered in the lesson.

140
 LESSON: 79 (Language Arts 15) MAIN SKILL FOCUS: Language Arts & THEME: World of Stories
WEEK:

Listening

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of unit
vocabulary and language

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Language Arts 5.2 Language Arts 5.2.1 needs of your pupils and class. Please
1. Follow instructions for Warm up (Teacher’s Book, p.52). Student’s Book,
Express personal Ask and answer see the seven differentiation strategies
p.52–54
responses to simple questions Lesson delivery listed in the introduction. Please also
literary texts about characters, Teacher’s Book, consider the following:
2. Follow instructions for Activity 1, Before reading, using just the p.84–85
actions and events If the topic of ghosts is not appropriate
pictures from the story.
of interest in a text Self-assessment in your context, you can choose a
3. Play the CD and have pupils listen and look at the pictures. worksheet different story and follow a similar
Complementary Pause very briefly at the end of each picture, check basic lesson outline.
Skill Complementary understanding very briefly, and ask a question to predict what will
Listening 1.2 Skill happen next. You can discuss the story and the
Understand Listening 1.2.3 values in a mixture of pupils’ first
meaning in a Understand with Ask pupils one or two comprehension questions and review the language and English, expecting more
variety of familiar support short simple story in their books if necessary. Ask pupils what they think the English from more proficient pupils than
contexts narratives moral of the story is (see Value on p.53, Student’s Book). Discuss others.
the value with pupils.
4. Have pupils build vocabulary mind maps (see Optional activity,
Teacher’s Book, p.85) or choose a review activity from
Student’s Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how
well they feel they know the language now. They should complete
the How did I do in Unit 5? self-assessment worksheet (see below).
6. Collect the worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review
of these in upcoming lessons.

14
 Primary Year 3 SK Scheme of Work
Self-assessment worksheet for Lesson 79
How did I do in Unit 5?
In English, I know how to:
 say where things are in the house Great! [ ] OK [ ] A little [ ]

 say who things belong to Great! [ ] OK [ ] A little [ ]

 describe different houses Great! [ ] OK [ ] A little [ ]

 talk about rooms and furniture Great! [ ] OK [ ] A little [ ]

 talk about clothes Great! [ ] OK [ ] A little [ ]
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 5)

LESSON: 80 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: My new house CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Present simple questions
(various)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Question cards Differentiate learning

Speaking 2.1 Speaking 2.1.5 (see below – 1 according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your set per group) of your pupils and
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the
simple information and objects using class. Please see the
lesson. Computers seven differentiation
intelligibly suitable words and
phrases Lesson delivery strategies listed in the
introduction. Please
2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up also consider the
Complementary questions that relate to the questions on the question cards (see below), e.g. Hands up
Skill Complementary following:
if you have three rooms in your house. / Hands up if your bedroom walls are pink. etc.
Writing 4.3 Skill Make sure you leave
Communicate Writing 4.3.1 3. Put pupils in groups of four. Hand out the cards and put them in the middle, face the question cards with
with appropriate Use capital letters, down. Pupils pick a card, in turn, and answer the question on the card. the groups so they can
language form full stops and use them as support
4. Feed back on this activity, but leave the cards with the pupils.
and style for a question marks when writing the
range of purposes appropriately in 5. Tell pupils they will create a survey about the class houses. First each group should questions.
in print and digital guided writing at write four questions (one per pupil) in their notebooks. Monitor and help as necessary.
media sentence level Note that pupils can copy the questions on the cards or use them as models if they need Depending on pupils’
to. Make sure that each pupil has all four questions in their notebook. ICT skills and software
availability, they could
6. Pupils should now ask others their questions – one question each. Set a number of use Word, Excel or
pupils (minimum and/or maximum, depending on time) they should ask. They Open Office.
should note the answers in their notebooks.
7. Pupils return to their groups and put their findings together.
8. Where possible, groups use the computer to create a table or chart to present their
findings. Have pupils save their work and either post to the class or school website/blog
or print out.
If no computers are available, this can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
 Template for suggested question cards for Lesson 80

How many rooms

How many people Do you have a What’s your
are there in your
live in your house? garden? favourite room?
house?

What colour are the How many TVs are

Do you have your Is there an upstairs
walls in your there in your
own bedroom? in your house?
bedroom? house?

UNIT 6
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 81 (Listening 16) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Countable & uncountable
nouns

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the
Student’s Book, needs of your pupils
Understand Understand with needs and interests and that will review language to prepare pupils for the lesson. Focus on food p.55
meaning in a support specific words pupils already know. Ask pupils which of those foods they like. and class. Please see
variety of familiar information and Teacher’s Book, the seven
Lesson delivery p.88–9 differentiation
contexts details of short
simple texts 2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map strategies listed in the
rather than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have Food flashcards introduction. Please
Complementary a copy of this, so they can use it in the next lesson. also consider the
Skill Complementary following:
3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary.
Speaking 2.1 Skill Encourage pupils to
Communicate Speaking 2.1.1 4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the draw food they really
simple information Ask about and top of the page when they hear them. like, even if they don’t
intelligibly express basic know what it is in
5. Follow the instructions for Activity 1, Teacher’s Book, p.88.
opinions English. You can help
6. Follow the instructions for Optional activity (Teacher’s Book, p.89). Extend the interaction
 to include a reason, e.g. It’s delicious. / They’re horrible. them find the English
word for the food. If
Post-lesson you are not sure, you
Learning diaries: could use an online
7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the dictionary (on the
beginning of Unit 6). In their learning diary, they can write: computer or on a
mobile phone).
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to
do this than others. Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 82 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &
uncountable)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Student’s Book, the needs of your pupils and
Communicate Describe people p.55 class. Please see the seven
Lesson delivery differentiation strategies listed in
simple information and objects using
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and Teacher’s Book, the introduction. Please also
phrases underline with a colour pencil There’s and, in a different colour, There p.88–89 consider the following:
Complementary are. If you think it may be difficult for
Skill Complementary 3. Ask pupils to tell you some example sentences from the song using Food flashcards + some of your pupils to form full
Listening 1.2 Skill There is/are and write them on the board. Using the food realia (real copies of one per sentences in Activity 2, put some
Understand Listening 1.2.2 food), ask questions like How many carrots are there? How many pupil model sentences on the board.
meaning in a Understand with sugars? to show that words like sugar are uncountable. Elicit examples of You can begin to erase these
variety of familiar support specific each from the song. Avoid using words like countable and uncountable as Some countable during the activity if you think
contexts information and they may be confusing. Show how each goes together with some and and uncountable pupils don’t need it any more.
details of short plural/singular noun. food/drink if
simple texts appropriate (e.g.
4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88–
some sugar, two
9) as necessary.
carrots)
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in
pairs, Pupil A says a sentence using There is a /are some… on the table. Colour pencils
Pupil B listens and points to the picture in Activity 2.
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game.
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).
 LESSON: 83 (Reading 16) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Any: countable and
Creativity & Innovation uncountable nouns in questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you according to the needs of
Student’s Book, p.56–
Understand a Guess the meaning could make with these. Elicit or teach omelette. Ask if pupils have ever your pupils and class. Please
57 see the seven differentiation
variety of linear of unfamiliar words had an omelette. If so, what was inside it?
and non-linear from clues provided Teacher’s Book, strategies listed in the
Lesson delivery p.90–91 introduction. Please also
print and digital by visuals and the
texts by using topic 2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90. consider the following:
Food flashcards
appropriate 3. Introduce the text and ask pupils to read it and tell you which Some more proficient pupils
reading strategies omelette they’d prefer. should be able to tell you in
Complementary Monitor carefully as pupils read and see how they are progressing. Some English their strategy for
Skill pupils may read much more slowly than others. Note down which pupils understanding unknown
Complementary Reading 3.2.2 finish quickly and which take longer. words. You could ask them
Skill Understand specific to translate for other pupils
Reading 3.2 information and 4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out
after helping them say it in
Understand a details of short the performance stage. Ask pupils what they think Yummy and Yuck mean
English.
variety of linear simple texts and why they think that.
and non-linear 5. To follow on from the reading, follow instruction for Activity 2. Have pupils Reading the whole text may
print and digital do this individually before checking their answers with a partner. Then feed be difficult for some pupils.
texts by using back, and elicit language from pupils in full sentences. Give them plenty of time to
appropriate try to read it. If necessary,
Post-lesson ask faster finishers to think
reading strategies
6. Choose an appropriate post-lesson activity from the list in the introduction about what they would have
that suits your pupils’ needs and interests and that will review the main in their omelette.
areas covered in the lesson.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking
& Citizenship; Creativity & Innovation directions)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning

Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that cooking verbs according to the needs
Communicate Give simple suits your pupils’ needs and interests and that will review food vocabulary from (optional) of your pupils and
basic information directions the previous lesson. class. Please see the
intelligibly for a Cut-up stages of seven differentiation
Lesson delivery omelette recipe strategies listed in the
range of purposes
in print and digital Complementary (one set per group introduction. Please
2. Ask pupils what the children’s dad was doing in the story – he was cooking
media Skill of five – see below) also consider the
omelettes. Ask pupils if they have cooked a dish at home before. Talk to them
Writing 4.3.2 following:
about cooking to find out what they know. Introduce cooking verbs using flashcards
Complementary Spell an increased A simplified recipe
or mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. When ordering the
Skill range of familiar for a Malaysian dish
with gaps for verbs stages of the omelette
Writing 4.3 high frequency 3. Play a mime game using the verbs + some of the foods from Lesson 83.
and ingredients recipe, you could have
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, groups work together to
appropriate guided writing (see below)
one stage each. They should read their stage and together decide which order to order the stages, or
language form and stand in. give each pupil a stage
style for a range of so, without showing it
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to the others, they all
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, contribute to group
potato, chicken, spices, rice etc. Pupils may work in their first language and you can work. Consider adding
supply the English translation. Explain that these are the ingredients. pictures if you think this
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let will support your pupils.
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. This lesson may be challenging for For the Writing activity,
some pupils, who may be unfamiliar with cooking processes. You could add some you can provide recipes
pictures to the recipe or mime each stage of the recipe and have pupils watch and with more or fewer
complete the stage. Allow pupils to work with and help each other. gaps to support
different levels of
Post-lesson proficiency.
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
Materials for Lesson 84

Stages for making an omelette: cut up, one per pair/group.

Break the eggs and mix them with milk.

Cut up the cheese and peppers and mix them with the eggs and milk.

Stir it all together well.

Fry it all for 5 minutes.

Serve your omelette with some bread.

Suggestion for recipe gap fill: Chicken and egg curry

Ingredients:

12 chicken legs some coconut milk

6 eggs some water

1 onion some spices

1 big tomato

2 potatoes

1. Fry the onion and some s .

2. Add the chicken and some water. S it all together.

3. Add the potatoes, tomato and e .

4. Cook for 30 minutes.

5. Add the coconut m and stir.

6. S your curry with rice.

 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 85 (Language Arts 16) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Imperatives
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.3 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Student’s Book, your pupils and class.
Express an 5.3.1 suits your pupils’ needs and interests and that will review the recipe topic to p.117*
imaginative Respond prepare pupils for the lesson. Please see the seven
response to imaginatively and Teacher’s Book, differentiation strategies
Lesson delivery p.180 listed in the introduction.
literary texts intelligibly through
creating simple Please also consider the
2. Play a mime game to review the cooking vocabulary from Lesson 84. *Optional: replace
action songs on following:
3. Introduce the new vocabulary using the pictures on Student’s Book, p.117. with a recipe for a
familiar topics Malaysian dish Think about which pupils
Other imaginative 4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they will work best together in
responses as think about the dish. pairs / small groups in
appropriate your class, so that more
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present proficient pupils can help
Complementary their recipes in groups. Each group should choose a winner for the ‘best’ recipe – less proficient pupils. Be
Skill Complementary this might be a yummy one or a strange one, they can decide. Have the winners careful that all pupils
Speaking 2.1 Skill of each group present their recipes to the class. Ask for opinions on the recipes. contribute to the activity,
Communicate Speaking 2.1.1 Post-lesson however.
simple information Ask about and
express basic 6. Learning diaries: You could find or write a
intelligibly
opinions Ask pupils to think back on their learning so far this week. In their learning diary, simple recipe for a
they can write: Malaysian dish to replace
the Rainbow Risotto
 New words I remember
recipe in the Student’s
 Activities I enjoyed Book if you think this will
be more relevant to
 A skill I did well in (L/S/R/W) pupils’ interests and
 A skill I need to do better in (L/S/R/W) experience. In this case,
check it for key
 Something I feel proud of (about my English) vocabulary that is new
and known to the pupils.
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.

150
 LESSON: 86 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class.
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on p.57
meaning in a range of short Please see the seven
omelettes to prepare pupils for the lesson. differentiation strategies
variety of familiar supported questions Teacher’s Book,
contexts Lesson delivery p.91 listed in the introduction.
Please also consider the
2. Play a version of Kim’s game with food flashcards – stick the flashcards on Food flashcards, following:
Complementary the board. As you stick them on, say There are/is some… and at the end, magnets/tape/tack
Complementary Skill There isn’t/aren’t any… For fast finishers, or if you
Skill Listening 1.2.2 have extra time, you could
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you ask them to write one or
Understand support specific what is missing: There isn’t/aren’t any… Repeat. Have some pupils come out more sentences about
meaning in a information and to take the role of the teacher. what they heard, e.g.
variety of familiar details of short 1. There’s some cheese in
4. Ask questions about the flashcards on the board to introduce and model
contexts simple texts my sandwich.
the questions and answers: Are/Is there any…? Yes there is/are /No, there
isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

15
 LESSON: 87 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
& negatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, of your pupils and
Communicate Describe people suits your pupils’ needs and interests and that will review food vocabulary to p.57
simple information and objects using class. Please see the
prepare pupils for the lesson. seven differentiation
intelligibly suitable words and Teacher’s Book,
phrases Lesson delivery p.91 strategies listed in the
introduction. Please
2. Follow instructions for Activity 4 (Teacher’s Book, p.91). Colour pens/pencils also consider the
Complementary
Skill Complementary 3. Have pupils draw their omelettes in their notebooks. following:
Listening 1.2 Skill Ask more proficient
4. Using their drawings, they should mingle to find out if another pupil(s) has the same
Understand Listening 1.2.5 pupils to add more
omelette as theirs. They should ask and answer questions to find this out, e.g. Are
meaning in a Understand a wide extra ingredients to
there any tomatoes in your omelette? If they find a partner, they should sit together.
variety of familiar range of short their omelettes in
For those who do not, they should try to find someone with a similar omelette and
contexts supported questions Activity 4.
sit together.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the Lower proficiency
same omelette. There are/is… on my omelette, and on her omelette too. // We pupils can use their
have similar omelettes. There are/is… on my omelette, and on her omelette too / pictures to show
There is/are xxx on my omelette, but there isn’t/aren’t any… on hers. classmates when trying
to find a suitable
Model the language and show the meaning of the same and similar before starting partner.
the feedback activity.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review
the word Yummy.
 LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for
Sustainability description; prepositions of place: from + country

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the
Student’s Book, needs of your pupils
Understand a Understand the suits your pupils’ needs and interests and that will review language to prepare p.58–59
variety of linear main idea of short pupils for the lesson. and class. Please see
and non-linear simple texts Teacher’s Book, the seven
Lesson delivery p.92–93 differentiation
print and digital
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) strategies listed in the
Texts and pictures introduction. Please
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. cut up, one set per
reading strategies also consider the
Ask pupils about the kinds of food, where it might be from. group following:
4. Pupils work in groups of four. Each group has a set of texts plus pictures.
They should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the
that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in
pupils work with the
Understand a Reading 3.2.2 another.
challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning work with the less
print and digital details of short to their groups. challenging texts.
texts by using simple texts
6. Draw a basic mind map on the board with sections for country/ingredients/food.
appropriate
Ask pupils to work together to write vocabulary from the texts into the mind map
reading strategies
they have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the
lesson.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: ICT; LANGUAGE/GRAMMAR FOCUS: Present simple for
Creativity & Innovation description; prepositions of place: from + country

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Writing 4.3 Writing 4.3.3 1. Choose an appropriate pre-lesson activity from the list in the needs of your pupils and class.
Student’s Book, p.58 Please see the seven differentiation
Communicate Plan, draft and write introduction that suits your pupils’ needs and interests and
with appropriate an increased range that will review language to prepare pupils for the lesson. strategies listed in the introduction.
Computers for internet Please also consider the following:
language form of simple sentences research or magazines
Lesson delivery
and style for a or selection of recipes Offer different amounts of support and
range of purposes 2. Ask pupils what they remember about the dishes from modelling for writing. Encourage
in print and digital different countries. You could ask groups to quickly present Pictures of different pupils to help each other with the
media one of the dishes as a review for the whole class. dishes around the writing task. You could ask a lower
3. Brainstorm some different dishes from around the world and world (see worksheet) proficiency pupil to write, so that they
Complementary use the pictures to introduce the dishes on the worksheet (see gain from the support of the higher
Complementary Skill below). Note that these are suggestions, which can be changed Worksheet (see below) proficiency pupil.
Skill Reading 3.2.2 to suit your class.
Reading 3.2 Understand specific Encourage fast finishers to write
4. Ask pupils to do the matching activity (worksheet part A) in more, and maybe give their opinion of
Understand a information and pairs.
variety of linear details of short the dish.
and non-linear simple texts 5. In small groups, pupils choose one dish. They should
print and digital check online to find out what the ingredients are.
texts by using 6. As a plan for writing, pupils complete the first sections of the
appropriate worksheet part B. Then they should write about a dish.
reading strategies They can use the texts in the textbook (Student’s Book,
p.58) as models or you could write a model on the board.
Monitor carefully and help pupils. Make sure they are working
well as a group, that they are sharing the work and helping one
another.
Post-lesson
7. Have some groups present their texts and/or display them
in the classroom. Ask pupils which dishes sound yummy.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 89
A. Look at the dishes. What are they? Which country do you think they come
from? Draw lines to match.
tacos India

sushi Italy

waffles Japan

spaghetti Mexico

samosa Belgium

15
B. Find out and write about a dish

Name of dish:
Country:
Ingredients:

Our dish:
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 90 (Language Arts 17) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Food vocabulary
Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create a chant about food. Flashcards of food Differentiate
Main Skill Main Skill
Language Arts 5.3 Language Arts Pre-lesson vocabulary learning according
Express an 5.3.1 1. Put food vocabulary flashcards on the board in this order to the needs of your
Copies of the pupils and class.
imaginative Respond i. Line 1: sugar Food train chant
response to imaginatively and ii. Line 2: peas and pineapple Please see the
(see below) seven differentiation
literary texts intelligibly through iii. Line 3: coconuts and chocolate biscuits
creating simple iv. Line 4: milk and flour Worksheet (see strategies listed in
action songs on v. Line 5: cheese below) the introduction.
familiar topics. 2. Point to the cards and ask pupils to say vocabulary items.
Other imaginative
Lesson delivery
responses as
3. Tell pupils that they are on a steam train which is carrying the food. Say that their
appropriate.
train starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the
Complementary Complementary
rhythm of the train, and ask pupils to copy you. Finish with the noise of the whistle.
Skill Skill
5. Now say the Food train chant (see below) to this rhythm, using the flashcards to
Speaking Speaking
help pupils remember the words if necessary.
2.3 2.3.1
The stress on the words is very important for the rhythm, and is underlined to help you and
Communicate Narrate very short
the pupils. You can use hand or body gestures to emphasise the stress, movement such
appropriately to a basic stories and
as jumping on a stressed sound or whispering & shouting. This can help less proficient
small or large events
pupils identify and practice the stress patterns.
group Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
Worksheet for Lesson 90
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!

15
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
LESSON: 91 (Listening 18) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
question forms

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
Understand Understand with pupils’ needs and interests and that will review language to prepare pupils for the lesson. p.59
meaning in a support specific and class. Please see
variety of familiar information and Lesson delivery Teacher’s Book, the seven
contexts details of short 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using p.93 differentiation
simple texts questions such as Are there any..? strategies listed in the
introduction. Please
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when
Complementary also consider the
you feed back.
Skill Complementary following:
4. Write the questions on the board:
Listening 1.2 Skill You could extend the
Listening 1.2.5 a) Imagine. What’s in your crepe?
Understand questions and/or ask
meaning in a Understand a b) What do you want for lunch today/tomorrow? more complex
variety of familiar wide range of c) Mime. What are you eating? questions. Consider
contexts short supported including cooking
5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an
questions vocabulary as a
answer for questions a and c.
review here, if you
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note think your pupils
that they should mime for question 3. Feed back by asking some pupils to tell the class would benefit.
about their partner.
You may want to fully
Post-lesson
or partially erase the
7. Learning diaries: questions from the
Ask pupils to think back on their learning so far this week. In their learning diary, they can write: board before or during
the speaking activity,
 New words I remember depending on the
 Activities I enjoyed proficiency of your
 A skill I did well in (L/S/R/W) pupils.
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to
do this than others. Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)
 LESSON: 92 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense
statements & question forms

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Communicate Find out about and suits your pupils’ needs and interests and that will review language to prepare p.59 your pupils and class. Please
simple information describe basic pupils for the lesson. see the seven differentiation
intelligibly everyday routines Teacher’s Book, strategies listed in the
Lesson delivery introduction. Please also
p.93
2. Use flashcards to review questions by asking some higher then lower consider the following:
Complementary Complementary proficiency pupils about their food likes and dislikes. Food flashcards For fast finishers, or pupils
Skill Skill 3. Tell pupils you will ask some questions. They should write their answers in who rush the Speaking
Listening 1.2 Listening 1.2.5 their notebooks. Answers – Yes, I do. / No, I do not. activity, ask them to find
Understand Understand a wide Questions: more than one pupil for each
meaning in a range of short question.
variety of familiar supported Do you have pancakes for breakfast?
contexts questions Do you like cheeseburgers? You could ask pupils to write
Do you like yoghurt? one or two more questions at
the end of the questionnaire.
Do you have soup for dinner?
Do you want a crepe for lunch? As you monitor, ask different
Do brief feed back at this point, to double check that pupils have understood the questions to different pupils
questions and the vocabulary. about their eating and food
likes and dislikes, ranging
4. Follow the instructions for Activity 4, Teacher’s Book, p.93. from simple Yes/No
Monitor closely as pupils work on the Speaking activity. Ask questions to extend questions to preference and
pupils’ language or to support those who find this challenging. Note that pupils may routine questions.
not find a name to put in all of the squares.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
 LESSON: 93 (Reading 18) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and
any statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 according to the needs of
1. Follow the instructions for Warm up (Teacher’s Book, p.96). Student’s Book, p.61
Understand a Understand the your pupils and class.
variety of linear main idea of short Lesson delivery Teacher’s Book, p.96–97 Please see the seven
and non-linear simple texts differentiation strategies
2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have Food flashcards listed in the introduction.
print and digital pupils read the text before playing the CD. On this first reading, ask
texts by using Please also consider the
pupils to read and tell you if they think they would like Tony’s pizza. following:
appropriate
reading strategies 3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have Fast finishers could be
pupils write the sentences in full in their notebooks (from the sentence asked to help other pupils
Complementary Complementary stems they completed in the previous stage of the lesson). in the class and/or to
Skill Skill exchange their writing with
4. Collect pupils’ writing to review it to get an idea of their learning in this
Writing 4.2 Writing 4.2.5 another fast finisher for
unit. Give some corrective feedback, but avoid correcting everything. Add
Communicate Connect sentences some peer correction.
positive comments.
basic information using basic
intelligibly for a coordinating Post-lesson
range of purposes conjunctions
in print and digital 5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97),
media depending on the needs of your class. Use your notes on pupils’
performance in this unit, including this lesson, to decide which words
to focus on.

160
 LESSON: 94 (Writing 18) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Modal verb would + like
Creativity & Innovation

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to
Writing 4.3 Writing 4.3.3 the needs of your pupils and
1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their Student’s Book, class. Please see the seven
Communicate with Plan, draft and write favourite food/restaurant is. Ask them what they like to drink, too. p.60
appropriate an increased range differentiation strategies listed in
language form and of simple sentences Lesson delivery Teacher’s Book, the introduction. Please also
style for a range of p.94–95 consider the following:
2. Follow the instructions for Warm up, Vocabulary and Grammar Box on
purposes in print Teacher’s Book, p.94. If possible, some Encourage pupils to be creative
and digital media tablecloths when writing their scripts. Some
Complementary 3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few and/or cutlery for pupils will follow the model and
Skill role plays in groups, as suggested in the Teacher’s Book. acting use the given vocabulary and
Complementary Speaking 2.3.1 structure, but allow others to try
4. Then ask pupils to write their scripts for one role play. Each pupil should Scissors
Skill Narrate very short out new or different language or
write their own lines of the role play but encourage pupils to work
Speaking 2.3 basic stories and vocabulary, helping them to say
together and help each other.
Communicate events what they want to say in the role
appropriately to a 5. Pupils practise the role play using the scripts. Monitor closely and help play.
small or large pupils with their writing and practicing. Remind pupils to make changes to
group their writing if they find mistakes or something they would like to improve.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth
and cutlery, and any other props, if possible, to make it realistic. Have
pupils perform their role plays to the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.

16
 LESSON: 95 (Language Arts 18) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of some and any
Innovation; Values statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts Language Arts according to the needs
1. Talk to pupils about school competitions and ask them if they have ever taken part in Student’s Book, of your pupils and
5.3 5.3.1 a competition or even won one. p.62–63
Express an Respond class. Please see the
imaginative imaginatively Lesson delivery Teacher’s Book, seven differentiation
response to and intelligibly p.98–99 strategies listed in the
2. Follow the instructions for Warm up (Teacher’s Book, p.98). introduction. Please
literary texts through creating
simple action 3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking also consider the
songs on familiar skills at each stage. following:
topics Support pupils as they
Other 4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and
others decide what they will cook for the competition. This could be done in small or large perform. You may need
imaginative to motivate some pupils
responses as groups or even as a whole class. It is better to let pupils use English freely in this activity, but if
you think they need support, then they can use the story in the Student’s Book as a model. to be involved. Giving
appropriate models and plenty of
Monitor, offer support and make a note of any common problems. Come back to these support will help these
problems at the end of the lesson or in a later lesson. pupils, who may be shy
Complementary Complementary or uncertain what they
Skill Skill Give feedback on performance and focus on common problems you found in the activity.
should do or say.
Reading 3.3 Reading 3.3.1 Post-lesson
Read Read and enjoy
A1 fiction/non- 5. Learning diaries:
independently
for information fiction print and Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
and enjoyment digital texts of
 New words I remember
interest
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able
to do this than others. Support pupils who may need some help and encourage everyone to
complete their diaries. Ensure you allocate time for this activity in your lesson plan. It could be
done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of unit language

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. your pupils and class. Please
Question and see the seven differentiation
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut
and non-linear information and strategies listed in the
Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil introduction. Please also
print and digital details of short
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate below) You could offer pupils a
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits
reading your pupils’ needs and interests and that will review language and prepare pupils for Self-assessment choice of these activities or
strategies the lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to needs, based on formative
Student’s Book
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question assessment in this unit
p.64
Speaking 2.1 express basic + answer.
Communicate opinions Teacher’s Book Have pupils do more
simple 3. Write the questions on the board or show a large copy of them all. Ask questions to p.100–101 activities and/or make their
information help pupils see the relationship between the form of the questions and the answers own activities
intelligibly (e.g. use of do/there + be / the repetition of the verbs, including contracted form of
would). Carefully explain the contraction form of would to ensure pupils understand how
I’d is constructed.
4. Model the worksheet activity on the board using an example. Explain the example if
you think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. Collect the worksheets from pupils and review them to note pupils’ performance. If
there are any areas of concern, prepare a review of these in upcoming lessons.
 Primary Year 3 SK Scheme of Work
Materials for Lesson 96

Questions & Answers for cutting up

What would you like to eat? I’d like some chicken, please.
What would you like to drink? I’d like some water, please.
Do you like omelettes? No, I do not.
Is there any cheese in your burger? Yes, there is.
Are there any carrots in your soup? No, there aren’t.
What do you want for lunch? I want some curry and rice, please.

Worksheet for Lesson 96

Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.
2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.

Self-assessment:
How did I do in Unit 6?
In English, I know how to:
 use some with different words (some water or some tomatoes) Great! [ ] OK [ ] A little [ ]

 talk and ask questions about food Great! [ ] OK [ ] A little [ ]

 talk and ask questions about ingredients and recipes Great! [ ] OK [ ] A little [ ]

 talk about food from different countries Great! [ ] OK [ ] A little [ ]

 order food and drink in a restaurant Great! [ ] OK [ ] A little [ ]

164
 Primary Year 3 SK Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 97 (Listening 19) MAIN SKILL FOCUS: Listening THEME: World of sel

WEEK:
TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMM
(positive & negative)

CONTENT LEARNING MATER

LEARNING OUTLINE
STANDARD STANDARD REFERE

Main Skill Main Skill Pre-lesson Get Sma

Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s
Understand Understand with suits your pupils’ needs and interests and that will review language to p.65
meaning in a support specific prepare pupils for the lesson.
variety of familiar information and Teacher’
contexts details of short Lesson delivery p.102–10
simple texts 1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s
Book, p.102).
Complementary
Skill Complementary 2. Ask pupils to close their eyes and imagine. Give directions from school to a
Listening 1.3 Skill place in your local area that pupils will know (e.g. a mosque or a shop), but
Use appropriate Listening 1.3.1 do not tell them where they are going. Have pupils listen and follow your
listening strategies Guess the meaning directions in their mind. They should tell you where they are, where you took
in a variety of of unfamiliar words them. If/when pupils get confused, ask them to open their eyes and watch
contexts by using visual you mime as you speak. Repeat once or twice, making it simpler or more
clues when a complicated according to the reactions and level of understanding of your
teacher or pupils.
classmate is
3. Follow instructions for Activity 1, Teacher’s Book, p.102.
speaking
Post-lesson
4. Use some phrases from the song to play a mime game.

16
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take p.65 your pupils and class.
simple information sequence of basic the role the teacher. Review vocabulary from Student’s Book, p.65 in this Please see the seven
intelligibly directions activity. Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
Lesson delivery Please also consider the
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Cloth for team following:
Complementary Complementary might want to sing as well but avoid having them look in their textbooks. blindfolds Encourage pupils to help
Skill Skill 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three each other during the
Listening 1.2 Listening 1.2.4 or four teams. Pupils take it in turns to race the instructions, with one pupil in the directions activity, but let
Understand Understand a wide maze and one pupil giving directions. Exchange roles each time. For each turn, each pupil have a turn at
meaning in a range of short basic write the basic instructions on the board as prompts, so the teams have the same both directing and being
variety of familiar supported number of steps. For example: directed. You could make
contexts classroom Team 1: right / straight / left / stop directions more simple or
instructions complicated for different
Team 2: straight / right / straight / stop
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
 LESSON: 99 (Reading 19) MAIN SKILL FOCUS: Reading THEME: World of stories
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66
Understand a Understand specific your pupils and class.
that suits your pupils’ needs and interests and that introduces the theme of Please see the seven
variety of linear information and animals as well as reviewing any farm animal vocabulary the pupils Teacher’s Book, p.104
and non-linear details of short differentiation strategies
already know. listed in the introduction.
print and digital simple texts
texts by using Lesson delivery Please also consider the
appropriate following:
2. Follow instructions for Warm up on Teacher’s Book, p.104.
reading strategies Complementary As you draw the animal,
Skill 3. Play a guessing game, where you begin to draw – badly – an animal on you could describe it, too,
Listening 1.1.1 the board. Pupils have to guess what it is. so that more proficient
Complementary Recognise and pupils will be able to
4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’
Skill reproduce with guess using language
each other on the new words.
Listening 1.1 support a range of and Listening skills.
Recognise and target language 5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as
reproduce target phonemes pupils hear and read the story.
language sounds
Ask pupils to read aloud, along with the CD. Check their pronunciation and
note words that pupils have problems with so that you can drill them
before pupils practise for performing.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that will
review the main areas covered in the lesson.
 LESSON: 100 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 Spell according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.66-67 your pupils and class.
Communicate an increased range that suits your pupils’ needs and interests and that will review language
with appropriate of familiar high Teacher’s Book, p.104–105 Please see the seven
to prepare pupils for the lesson. differentiation strategies
language form frequency words Sets of 10 blank
and style for a accurately in guided Lesson delivery listed in the introduction.
cards/pieces of card-sized Please also consider the
range of purposes writing 2. Tell pupils you have one sister (for example). Ask pupils some questions paper, one per pair
in print and digital following:
to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it
media should be, for example, 3 sisters or 3 sister. You could introduce two
or three more irregular
Complementary 3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5. plural nouns in this
Complementary Skill lesson if you feel your
Skill 4. Play the CD to review the story on Student’s Book, p.66, then pupils do
Writing 4.1.2 Begin pupils are ready for this,
Writing 4.1 Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers
to use cursive for example, nouns that
Form letters and with a partner before checking as a whole class. Monitor closely to see
handwriting in a add an e (class –
words in neat how pupils manage with this activity. Encourage use of cursive writing and
limited range of classes)
legible print using remind pupils to take care with spelling, using the text as a model.
written work
cursive writing 5. Give pupils 10 blank cards per pair. They write the singular and plural of
five irregular nouns, one word on each card. Focus on handwriting as well
as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face
down, then turn over two cards to try to find a pair). Collect the cards at
the end of the game so pupils can use them again.
7. (If time) Play a plurals quiz where you say a word and pupils have to think
about the plural form. You could stick a paper on the wall that says ‘S’
and another that says ‘Not S’ on the opposite side of the classroom.
Pupils listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for
sheep.)
Post-lesson
8. Learning diaries:
 Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils
who may need some help and encourage everyone to complete their
diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t be
set for homework.
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)

LESSON: 101 (Language Arts 19) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions

CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
In this lesson, pupils will sing a rap with accompanying actions. The directions rap, available
Main Skill Main Skill at: [Link]/watch? Differentiate learning
Language Arts Language Arts Pre-lesson v=q HJe8WcVQD4 according to the needs of
5.1 5.1.2 1. Use one of the pre-lesson activities from the list in the introduction. your pupils and class.
Enjoy and In addition to You can download the video Please see the seven
Lesson delivery differentiation strategies
appreciate Year 2 text types: by typing in ss before
2. Show pupils the two stick figures drawing. listed in the introduction.
rhymes, poems simple poems YouTube i.e.:
3. Use the drawing to check the meaning of new target language
and songs [Link]/watch?v=
 How do I get to the…?
qHJe8WcVQD4
 Go straight ahead
(If you click on the white box at
 Keep going, the bottom of the screen, you
Complementary Complementary  Turn left/right , can put subtitles on or off,
Skill Skill  Take the first/second/third/fourth on the left/right depending on what is suitable
Listening 1.2 Listening 1.2.2 4. Help pupils to say the target language by saying it yourself, and ask for your pupils.)
Understand Understand with them to repeat it. Do this a few times until pupils can say the target
meaning in a support specific language with confidence. A simple picture of:
variety of familiar information and 5. Play the directions rap. Ask pupils to listen and do the actions in the  two stick figures with a
contexts details of short video as they listen. There will be a few new words in the video. There is speech bubble coming
simple texts no need to teach these, because the rapper makes their meaning clear from the mouth of one
with his gestures. figure. In the speech
6. Play the video again. This time ask pupils to sing the rap and do bubble write. How do I
the actions. get to the…?,
7. If there is time, repeat step 6.  a building, labelled
Post-lesson restaurant
8. Play the video a final time, with the sound turned off, and the subtitles  roads between the stick
on. Pupils do the action and sing the rap as they watch the video. figures and the restaurant
which involve the stick
figure
i) going straight ahead,
ii) then turning left, then
right,
iii) and then turning first
left to reach the
restaurant

170
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 102 (Listening 20) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.1 according to the needs of
1. Play a word game with the word cards pupils made in Lesson 100. Collect the Student’s Book, your pupils and class.
Understand Understand with cards after the activity or at the end of the lesson. p.67
meaning in a support the main Please see the seven
variety of familiar idea of short Lesson delivery Teacher’s Book, differentiation strategies
contexts simple texts p.105 listed in the introduction.
2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. Please also consider the
I’m big and I give you milk) and pupils have to write the animal. Make sure to Pupil-made cards following:
include the animals and vocabulary in the Listening activity from Lesson 100
Complementary Complementary (ride/big/scared/dive This style of freer writing
Skill Skill /fat). may be challenging for
Writing 4.2 Writing 4.2.4 some pupils. Remind them
Communicate Describe people 3. Follow instructions for Activity 3 in Teacher’s Book, p.105. that they can use the
basic information and objects using 4. Ask each pupil to write at least two sentences about an animal (using They …). models from the Listening
intelligibly for a suitable words and They could use some ideas from stages 2 and 3 of the lesson or they could use activity. You could provide
range of purposes phrases their own ideas. some examples on the
in print and digital board before asking pupils
media 5. Pupils read their sentences to a partner or in a small group. The other to write for themselves.
pupils should guess what animal it is.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

17
 LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular
and irregular)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Have pupils look at their cards from Lesson 100 and read the words. Using according to the needs
Student’s Book, p.67 of your pupils and
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small
simple information and objects using groups – show a flashcard and pupils should race to take the right word Teacher’s Book, class. Please see the
intelligibly suitable words and card. p.105 seven differentiation
phrases strategies listed in the
Lesson delivery Pupil-made cards introduction. Please
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 also consider the
Complementary
Skill Complementary Animal flashcards following:
3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they
Listening 1.2 Skill should draw the animals they have cards for on their farm. Give pupils time to Fast finishers can be
Understand Listening 1.2.2 draw their farm. encouraged to label the
meaning in a Understand with 4. You could extend the vocabulary here to focus on animals more commonly found animals on the farm.
variety of familiar support specific on farms in Malaysia, or you could talk to pupils about the differences at the end
contexts information and For more proficient
of the lesson. pupils, they could add
details of short
simple texts 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity another animal, if they
4). The partner listens and draws in the animals they hear their partner say, so at and their partners know
the end of the activity, both pupils have the same animals on the farm. Note that the word in English.
drawing and colouring can take a lot of time for some pupils. Set time limits and
be firm with them. Tell pupils that they may have time at the end of the lesson or Monitor and ask pupils
can work at home to make their farm ‘beautiful’. about their pictures,
extending their
6. Ask pupils to write a list of what is now on their farm. They compare it with Speaking and Listening
their partner, who should have the same list. skills.
Post-lesson
7. Choose some pupils to show their farms to the class. If you have pupils who
have put extra animals in their farm, you could ask them, but also ask less
proficient
pupils who have tried hard to do their best.
 LESSON: 104 (Reading 20) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.1 1. Play Stop! Tell pupils an action to mime. When you say Stop! they have Student’s Book, p.68 according to the needs of
Guess the Understand the to freeze in position. If they do not stop immediately, then they are out of your pupils and class. Please
meaning of main idea of short the game and should sit down. Teacher’s Book, p.106 see the seven differentiation
unfamiliar words simple texts strategies listed in the
Lesson delivery introduction. Please also
from clues Cut up texts (p.68) one
provided by 2. Ask pupils to brainstorm in groups some places in the town/city. Elicit copy, enlarged consider the following:
visuals and the Complementary the words that will be used in this lesson.
You could change the main
topic Skill 3. Ask pupils questions about what they can and can’t do in those places to Copies of the pictures of activity so pupils have the
Reading 3.2.3 introduce the idea of rules. Use some of the vocabulary that will be used the places cut up, one texts with them and they find
Guess the meaning in this lesson, miming to show the meaning. picture per pupil the correct picture. This will
Complementary of unfamiliar words 4. Put the four texts from Student’s Book p.68 (your enlarged copy) around mean they only read one
Skill from clues provided the room (you might want to do this before the lesson). Hand out the text, but may be more
Reading 3.2 by visuals and the pictures, one per pupil. Ask pupils to get up and to move around the suitable for lower proficiency
Guess the topic room, reading the four texts. They should read all four texts, then decide classes.
meaning of which set of rules goes together with their picture. Before beginning the
unfamiliar words You could have pupils work
activity, check that all the pupils know what their picture represents.
from clues in groups for the matching
5. Follow instructions for Activity 1, Teacher’s Book, p.106. activity, giving each group a
provided by
visuals and the 6. Follow instructions for Grammar Box, Teacher’s Book, p.106. set of texts. This may be
topic suitable for more noisy or
Post-lesson difficult to manage classes.
7. Play the mime game again, but change the rules a little. Instead of
saying Stop, you will say Do not… and include some of the verbs from
the lesson vocabulary.
 LESSON: 105 (Writing 20) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Pre-lesson Get Smart plus 3 Differentiate learning

Main Skill Main Skill
Writing 4.2 Writing 4.2.3 Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ according to the needs of
needs and interests and that will introduce the topic of rules by having pupils think of rules for Student’s Book, your pupils and class.
Communicate Give simple p.69
basic information directions different places they know. Please see the seven
intelligibly for a Teacher’s Book, differentiation strategies
Lesson delivery
range of purposes p.106–107 listed in the introduction.
1. Follow instructions for Grammar Box (Teacher’s Book, p.106). Please also consider the
in print and digital Flashcards from
media 2. Play the Do not mime game again (see Lesson 104), this time having pupils play in following:
pictures in Activity
small groups, taking turns with the teacher’s role. You could pair pupils of
3, p.69
Complementary 3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to different proficiencies for
Complementary Skill help pupils remember the vocabulary. Activity 4, so that the more
Skill Writing 4.3.1 4. Follow the instructions for Activity 3 (Teacher’s Book, p.107). proficient pupils can
Writing 4.3 Use capital letters, support the less proficient
Communicate with full stops and 5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then
ones. Monitor carefully to
appropriate work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation,
question marks make sure both pupils are
language form appropriately in including the apostrophe in Do not contraction Don’t.
contributing, however.
and style for a guided writing at Monitor and support pupils working in pairs and assist with language and punctuation. Talk to
range of purposes sentence level pupils about any unusual rules they have written.
in print and digital
Post-lesson
media
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to
do this than others. Support pupils who may need some help and encourage everyone to complete
their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for
homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)

LESSON: 106 (Language Arts 20) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Out and About CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Imperatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will make a folded book of rules. Small pieces of paper Differentiate learning
Main Skill Main Skill
Language Arts 5.3 Language Arts Pre-lesson (about 12 cm long according to the needs of
Express an 5.3.1 1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the and 10 cm wide) your pupils and class.
imaginative Respond board. Please see the seven
response to imaginatively and 2. Ask pupils to guess the topic : Rules, Rules, Rules! differentiation strategies
literary texts intelligibly through listed in the introduction.
Lesson delivery
creating simple
3. Write Classroom rules on one side of board and Rules outside the classroom on
action songs on
the other side.
familiar topics.
4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures
Other imaginative
to represent their suggestions (e.g.
responses as
appropriate.
for Don’t shout.)
Complementary Complementary 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil
Skill Skill says the rule. Then another pupil says a number and another pupil says the
Writing 4.3 Writing 4.3.2 rule. Continue in this way until they have said all of the rules.
Communicate Spell an increased 6. Give each pupil a small rectangular piece of paper, and tell them to fold it in
with appropriate range of familiar half so that they have a book of four pages.
language form high frequency 7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture
and style for a words accurately on each page.
range of purposes in guided writing 8. Tell pupils to swap their folded books with a partner and write the rules below
in print and digital each picture. If necessary, they can use their coursebook to check spelling, or
media can ask each other or you for help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these
rules. Pupils may use simple words and phrases here.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 107 (Listening 21) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperative statements
& Citizenship (positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs
Understand Understand with suits your pupils’ needs and interests and that will review language to Student’s Book, p.69 of your pupils and
meaning in a support specific prepare pupils for the lesson. class. Please see the
variety of familiar information and Teacher’s Book, p.106– seven differentiation
Lesson delivery 7 strategies listed in the
contexts details of short
simple texts 2. Play a whole class Listening and/or Speaking game using the rules introduction. Please
flashcards from previous lessons. Poster paper per group, also consider the
Complementary coloured pens and following:
3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7).
Skill Complementary pencils
4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one If some of your pupils
Listening 1.2 Skill (or pair by pair), to read out one of their classroom rules. Other pupils listen don’t like working in
Understand Listening 1.2.1 and put a cross next to the rule if they have it too. The pupil reading the rule large groups, you could
meaning in a Understand with gets a point if no other pupil has the same rule as them. Praise pupils with make smaller ones.
variety of familiar support the main points at the end for their originality, effort and language, rather than for However, this may be a
contexts idea of short simple winning the competition. good chance to help
texts them get used to
5. Tell pupils they will make a classroom rules poster. They should work in a
working with more
group of six to decide on at least three rules for their poster, taking at least
pupils. Be clear about
one rule from each pair. Follow instructions for Optional activity (Teacher’s
how many rules each
Book, p.107). Remind pupils to spend time making the posters look nice,
pair gives to the group
including using cursive writing.
so that there is a fair
Post-lesson contribution. This also
6. Have pupils look at the posters and say which rules they agree with. You ensures less proficient
could have them decide which poster will be used as their classroom or quieter pupils have a
‘rule book’, and display that poster. chance to contribute.
 LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of
place

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Teacher’s Book, differentiation strategies
Lesson delivery p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to Toy clock (optional) following:
Skill Skill review time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 Scissors
3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
could imagine an answer
Make sure that pupils keep the cards safe, or collect them in so that they can
and mime.
be used in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
 LESSON: 109 (Reading 21) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the according to the needs of
Understand a Understand the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.71 your pupils and class. Please
variety of linear main idea of short review the signs flashcards from Lesson 96. see the seven differentiation
and non-linear simple texts Teacher’s Book, p.110 strategies listed in the
Lesson delivery introduction. Please also
print and digital
texts by using 2. Tell pupils they will make road signs. Show them the signs you have Flashcards of signs from consider the following:
appropriate Complementary made. Elicit from the pupils what the signs show them (Turn Lesson 96.
If you have fast finishers in
reading strategies Skill left/right, Traffic lights, Stop). the class, they could help
Reading 3.2.3 One example of each
3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & with those who find it more
Guess the meaning sign made up for this
3 from Student’s Book, p.71). Ask them to read the instructions and challenging to understand
of unfamiliar words lesson
Complementary decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = the instructions. If possible,
Skill from clues provided traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures avoid translation.
by visuals and the Worksheet with texts 1, 2
Reading 3.2 to check their own answer before checking as a whole class.
topic & 3 from Student’s Book
Understand a 4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to p.71
variety of linear make each sign as you read the instructions aloud. If possible, avoid
and non-linear use of first language.
print and digital
5. Have pupils choose one sign to make and make it in pairs. Materials for making
texts by using
6. Follow instructions for Activity 2, Teacher’s Book, p.110. signs (see Teacher’s
appropriate
Book, p. 110)
reading strategies
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
 LESSON: 110 (Writing 21) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.2 according to the needs of
1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose Student’s Book, p.74 your pupils and class. Please
Communicate Spell an increased a suitable activity to review animal vocabulary taught in the unit.
with appropriate range of familiar Teacher’s Book, p.114– see the seven differentiation
language form high frequency Lesson delivery 115 strategies listed in the
and style for a words accurately in introduction. Please also
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils Animals flashcards consider the following:
range of purposes guided writing work in pairs on this activity.
in print and digital Copies of pictures of You may need to play a word
media 3. Use the picture copies to elicit the names of the places in Activity 2 (See places from Activity 2 game that reviews spellings
Complementary Student’s Book p.74). at the beginning of the main
Skill lesson if some of your pupils
Complementary Listening 1.2.2 4. Give each place a number/letter, or assign a mime, or put the pictures
often have difficulty with
Skill Understand with around the room. Say a rule and pupils have to say which place(s) it
spelling.
Listening 1.2 support specific refers to by saying the number/letter, doing the mime (action, e.g. stand
Understand information and up/sit down/turn around), or touching the relevant picture. For example: If some pupils have
meaning in a details of short particular difficulty with the
Teacher: Turn off your mobile phone
variety of familiar simple texts spelling, they can look back
contexts Cinema = A, so pupils say A through the unit to find the
words.
Cinema = stand up, so pupils stand up
Cinema = the picture next to the board, so pupils all go to that
picture and touch it.
Each time, ask the pupils to say the rule again and say where it is:
Turn of your mobile phone in the cinema.
5. Follow instructions for Activity 2, Teacher’s Book, p.114.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
 Primary Year 3 SK Scheme of Work
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils
who may need some help and encourage everyone to complete their
diaries.
Ensure you allocate time for this activity in your lesson plan. It
shouldn’t be set for homework.

180
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 111 (Language Arts 21) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 5.2.1 1. Play the song from Student’s Book p.65 to review the directions vocabulary. according to the needs
Express personal Ask and answer Have pupils sing along and/or do the actions. Student’s Book, of your pupils and class.
responses to simple questions p.72–73 (and 65 for Please see the seven
Lesson delivery per-lesson) differentiation strategies
literary texts about characters,
actions and events of 2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of listed in the introduction.
interest in a text secret and tunnel. Introduce the characters and ask pupils what they think might Teacher’s Book, Please also consider
Complementary happen in the story. p.112–113 the following:
Skill 3. Read the story to pupils. As you do that, ask prediction questions, e.g. Encourage more
Speaking 2.1 Complementary What do you think is going to happen proficient pupils to use a
Communicate Skill greater range of
simple information Speaking 2.1.4 Ask next? Will they go to the park today?
language by asking
intelligibly about, make and What will they find in the park? them more complex
respond to simple Do you think the tunnel will be scary/dark/long? questions. Try to ask
predictions more open questions to
Note that the questions use future will. The pupils do not need to focus on this, but
should understand that the questions are prediction questions. They do not need to all pupils. You could
answer in full sentences and do not need to use future forms in their answers. also encourage some
pupils to ask questions.
4. Play the recording of the story and ask some questions to check pupils’
understanding of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could
support or translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).

18
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 7)

LESSON: 112 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements
(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that Simple map with familiar Differentiate learning
Writing 4.2 Writing your lesson consolidates and extends language areas needed by your places (e.g. school, according to the needs of
Communicate 4.2.3 pupils. You might consider using some of the material as a homework task, home, shop, etc.) your pupils and class. Please
basic information Give simple if appropriate. see the seven differentiation
intelligibly for a directions Places cards cut up from strategies listed in the
Pre-lesson
range of purposes Student’s Book p.131 introduction. Please also
1. Choose an appropriate pre-lesson activity from the list in the (Lesson 108) consider the following:
in print and digital
introduction that suits your pupils’ needs and interests and that
media You could offer pupils a
will prepare pupils for the lesson. Self-assessment
worksheet choice of these activities or
Lesson delivery you could ask different pupils
Complementary Complementary 2. Prepare a map for familiar places. Provide pupils with simple written to do different activities
Skill Skill directions to read. Put the pupils and groups and get them to read depending on their individual
Reading 3.2 and try to match directions to places on the map. Pupils can trace on needs, based on formative
Understand a Reading 3.2.2
Understand specific the map the directions from A to B. assessment in this unit
variety of linear
and non-linear information and 3. Prepare a worksheet for the pupils with correct and incorrect Have pupils do more
print and digital details of short directions according to the map. Ask pupils to look at the sentences activities and/or make their
texts by using simple texts on the worksheet and say if they are True or False. own activities.
appropriate 4. Using flashcards of signs, review the directions, including Do not
reading strategies (go / turn)… As you review them, put them on the board in two
columns, positives and negatives. Elicit from pupils what the
difference is and when to use do not.
5. As pupils to write the direction between two new places on the map.
Remind them to use positive and negative sentences. Give them
time to write up to three sentences.
Monitor and support pupils as required.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 7 and how
well they feel they know the language now. They should complete
the How did I do in Unit 7? self-assessment section of the worksheet.
Collect worksheets from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
Self-assessment worksheet
How did I do in Unit 7?
In English, I know how to:
 give directions Great! [ ] OK [ ] A little [ ]

 talk about animals (one and many) Great! [ ] OK [ ] A little [ ]

 talk about places in the town Great! [ ] OK [ ] A little [ ]

 say some rules for different places Great! [ ] OK [ ] A little [ ]

 tell the time Great! [ ] OK [ ] A little [ ]
UNIT 8
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 113 (Listening 22) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
 Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a word game to elicit what yesterday’s day was (and date if pupils are Student’s Book, p.75 according to the needs
Understand Understand with familiar with this). Use this to teach the word yesterday. Check pupils’ of your pupils and
meaning in a support specific understanding with some Yes/No questions about yesterday (where they Teacher’s Book, p.116 class. Please see the
variety of familiar information and were, what happened, what the day/date was). seven differentiation
contexts details of short Vocabulary flashcards strategies listed in the
Lesson delivery introduction. Please
simple texts (places and time-of-day
2. Introduce the new vocabulary by following the instructions for Warm up and expressions) also consider the
Complementary Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the following:
Skill Complementary board, randomly. You could encourage
Listening 1.2 Skill 3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to more proficient pupils to
Understand Listening 1.2.5 the song to tell you which order the flashcards should go in (first the place use longer phrases or
meaning in a Understand a wide visited in the morning, then the afternoon, then the evening). You could do full sentences when
variety of familiar range of short this as a matching activity with the times of day flashcards if it is simpler. asking about where
contexts supported questions 4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s pupils were yesterday,
Book, p.116). but do not insist on it.
5. Ask pupils to tell you where they were yesterday at different times of day.
Pupils needn’t use full sentences – they can just answer with the place
name. Give pupils vocabulary as they need it.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 114 (Speaking 22) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of time; past
simple statements (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.3 Speaking 2.3.1 1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116). according to the needs of
Communicate Narrate very short Student’s Book, your pupils and class.
Lesson delivery p.75 Please see the seven
appropriately to a basic stories and
small or large events 2. Put the places cards on the board. Point to a place, ask pupils to raise their differentiation strategies
group hand if they were there yesterday. Give support to pupils as you elicit full past Teacher’s Book, listed in the introduction.
simple sentences e.g. I was at the shopping centre. Ask pupils Where was p.116–117 Please also consider the
he/she yesterday? to elicit He/She was… Repeat a few times with different following:
Complementary Complementary places, choosing different pupils. Places cards from
Lesson 112 Choose more proficient or
Skill Skill 3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7. confident pupils first for
Speaking 2.2 Speaking 2.2.2 the beginning stage of the
4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give
Use appropriate Ask for attention or lesson delivery.
real (not imagined) answers, and should ask for your help in English. Remind
communication help from a teacher
them how to ask for help, e.g. Can you help me, please? How do I say xxx in Some pupils may be able
strategies or classmate by
English? to say more than one
using suitable
questions Monitor carefully as pupils do Activity 2. Support pupils where necessary and place they were at
note what kinds of problems pupils have. Do whole class feedback and return to yesterday.
any problem areas at the end of the activity. You could also note useful
vocabulary that comes up in the Speaking activity and teach it to the whole class
at the end.
Post-lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
 LESSON: 115 (Reading 22) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past
simple statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading 3.2 Reading 3.2.1 needs of your pupils and class.
1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76–
Understand a Understand the Please see the seven differentiation
introduction that suits your pupils’ needs and interests and that 77 strategies listed in the introduction.
variety of linear main idea of short will review language to prepare pupils for the lesson.
and non-linear simple texts Teacher’s Book, p.118– Please also consider the following:
print and digital Lesson delivery 119 If you think the key vocabulary is
texts by using 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: familiar to pupils, you could use word
appropriate Complementary mime your reaction to the things in the flashcards to show the something that is: scary cards. If it is new, then use picture
reading strategies Skill meaning of the adjective. Take care that the pupils understand (e.g. an old house), flashcards. If pupils are not familiar
Listening 1.2.5 the subject of the sentence (i.e. the clown is funny, not the funny (e.g. a clown), with popcorn, you may need to
Understand a wide person laughing). You could use the suggestions in Warm up delicious (e.g. a cake), explain that people often eat this at
Complementary range of short (Teacher’s Book, p.118). Ask pupils for more things they find boring (e.g. a person the cinema in some countries.
Skill supported questions boring/funny/scary etc. to check understanding). looking bored in front of
Listening 1.2 Ask different pupils different questions
the TV – note it is the
Understand 3. Tell pupils they will read a story about going to the cinema. to check understanding. Try to ask all
TV that is boring)
meaning in a Elicit the words film and popcorn if possible, and put the pupils at least one question, if
variety of familiar word/flashcards on the board. Ask pupils which words Flashcards or word possible with your class size.
contexts (adjectives) they think will go with film & popcorn. You could cards of film and
take a vote and put the most popular answer on the board. popcorn
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.
6. Draw pupils’ attention to the grammar section on
Student’s Book, p.77 and follow instructions for Grammar
Box on Teacher’s Book, p.119.
Post-lesson
7. Learning diaries:
 Primary Year 3 SK Scheme of Work
Ask pupils to think back on their learning so far this week. In
their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud (about my English)
Encourage pupils to reflect more deeply and using
more
English. Some pupils will be more able to do this than others.
Support pupils who may need some help and encourage
everyone to complete their diaries. Ensure you allocate time for
this activity in your lesson plan. It shouldn’t be set for
homework.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)
LESSON: 116 (Writing 22) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus
Main Skill Main Skill Pre-lesson Differentiate learning
3
Writing 4.3 Writing 4.3.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate your pupils’ needs and interests and that will review the adjectives from the Student’s your pupils and class.
Spell an increased
with appropriate range of familiar previous lesson. Book, p.77 Please see the seven
language form high frequency (and 76 to differentiation strategies
Lesson delivery listed in the introduction.
and style for a words accurately in remind of
range of purposes guided writing 2. Divide pupils into small groups. Give each group a paper, so that you have about the story) Please also consider the
in print and digital same number of papers for each adjective. Tell pupils they should write or draw following:
media something (one word or picture) that they think about when they hear the word Teacher’s If some pupils dominate
Complementary (adjective). They can use the picture dictionary at the back of the Student’s Book to Book, p.119 group work, then tell them
Skill help them if necessary or they can ask for your help. Set a short time limit, then the they each get to write/draw
Complementary Reading 3.2.2 groups pass the paper to the next group, receiving a new paper from another group Papers with one word/picture. Then
Skill Understand specific with a different adjective (the other group’s word). Pupils should think of something one of the make sure they change
Reading 3.2 information and new to put on each paper. Continue with the new adjective for at least four rounds. headings: papers at least once for the
Understand a details of short Monitor and provide support as pupils work and check they are working as a team. scary, number of pupils in the
variety of linear simple texts 3. Feed back on the final papers and provide any relevant new vocabulary in English. delicious, groups so that they all have
and non-linear Note down this vocabulary so that you can return to it in later lessons. These are boring, funny a turn to write.
print and digital words that are important to the pupils and have been thought up by them. (one paper per
texts by using group) Note that this task becomes
appropriate 4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s more difficult as more words
reading strategies Book, p.119). Remind pupils to take care with spelling and handwriting. are on the paper. Try to
5. Pupils choose words from the papers from step 2 to write sentences in their have more proficient pupils
notebooks starting with I think…. They could draw a picture to go with their writing if go last. Pupils should help
they finish quickly. each other with ideas in the
groups.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)
LESSON: 117 (Language Arts 22) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question,
prepositions of place

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit Text of Where Differentiate
Main Skill Main Skill to a farm. They should use the past simple.
Language Arts Language Arts were the learning according
5.2 5.2.1 Pre-lesson animals on Nur to the needs of your
Express Ask and answer 1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you and Imran’s pupils and class.
personal simple questions think this will take too much time, prepare the cut-outs yourself and give one set of animals to farm? (see Please see the
responses to about each pair of pupils. below) seven differentiation
literary texts characters, 2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the strategies listed in
Worksheet of the introduction.
actions and animal names and barn, tractor, fence and gate. animals to cut
events of Lesson delivery out (see below
interest in a text 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. or choose your
Complementary own)
For example, Put the cow behind the barn. Check answers with the whole class.
Skill Complementary 4. Give pupils the text Where were the animals on Nur and Imran’s farm?
Writing 4.2 Skill Scissors, one
5. Ask pupils to read the text and place the animals in the correct position. per pair of pupils
Communicate Writing 4.2.4 6. Check answers with the whole class.
basic information Describe people 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your
intelligibly for a and objects turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to
range of using suitable write a new text on the worksheet.
purposes in print words and
and digital media phrases Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their
partner’s text.
9. Ask pupils to check their answers in groups of four.

Worksheet for Lesson 117

Where were the animals on Nur and Imran’s farm?
The horse was in front of the barn. The cow was between the barn and the tree. The goat was in front of the gate. The duck was behind the fence.

Now it’s your turn

The next day, the horse……..

The cow….

The goat….

The duck….
Animals to cut out

190
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 118 (Listening 23) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Play a game to review the places, activities and adjectives from the unit so far. Student’s Book, according to the needs of
Understand Understand with You could choose an appropriate pre-lesson activity from the list in the introduction p.77 your pupils and class.
meaning in a support specific that suits your pupils’ needs and interests. Please see the seven
variety of familiar information and Teacher’s Book, differentiation strategies
Lesson delivery listed in the introduction.
contexts details of short p.119
simple texts 2. In small groups, pupils divide up the word cards. Tell them they should write the Please also consider the
words from the pre-lesson task, one on each card: home / shopping centre / Blank word following:
Complementary Complementary cinema, etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / cards (one set You could write and leave
Skill Skill delicious. Teach and include quiet/noisy, and ask pupils to add more words if they per group) the words on the board
Speaking 2.1 Speaking 2.1.1 can. from the pre-lesson task
Communicate Ask about and 3. Play a word association game with the word cards in groups of four: Divide the cards for pupils to copy later if
simple information express basic into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, you think they will need
intelligibly opinions pupils turn over the top card of each pile and make a sentence. They then decide as this. Or you could
a group if the sentence makes sense or not. For example.: encourage them to find
I was at home. The film (It) was scary. = I think this is ok. the words in the textbook
to check their spelling.
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this
is silly. Ask pupils to add at least
Ask pupils to remember some of the funny answers and feed back on those after one or at least two words,
the activity. Monitor and help pupils with sentences and to decide whether they are depending on your class.
ok or not. Keep the cards in groups’ sets for next lesson.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.

19
 LESSON: 119 (Speaking 23) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past simple
statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 according to the needs of your
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.77
Communicate Ask about and pupils and class. Please see
that suits your pupils’ needs and interests and that will review language the seven differentiation
simple information express basic to prepare pupils for the lesson. Teacher’s Book, p.119
intelligibly opinions strategies listed in the
Lesson delivery Pupil-made word cards introduction. Please also
from Lesson 118 consider the following:
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review
Complementary Complementary the Listening activity. If some stages of the lesson
Skill Skill are too difficult for some of
Speaking 2.3 Speaking 2.3.1 3. Follow instructions for Activity 4, Teacher’s Book, p.119. your pupils, or if they can’t
Communicate Narrate very short think of anything to write, they
4. Using the pupil-made cards from the last lesson, ask pupils to work in the
appropriately to a basic stories and can choose some words from
same groups as in Lesson 118. Give the groups back their same cards.
small or large events earlier in the lesson or could
Pupils divide the cards into sets, as before. Divide groups in pairs of pupils,
group make it up.
they take either the places set of cards OR the activities + adjectives set
and use them to play a guessing game: More proficient pupils could
Places: Pupil A takes a card, pupil B has to guess where the pupil was: write in full sentences.

B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g.
the film), then takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was
it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their
group and play again.
 Primary Year 3 SK Scheme of Work
6. In notebooks, pupils write down where they were at the weekend. They
write their opinions of what they were doing. Pupils need only write in note
form, single words at this point. Monitor and help pupils write what they want
to write by supplying them with the vocabulary. Remind them to ask for your
help in English.
7. Pupils use their notes to tell their partner where they were and their opinion
(adjective). Monitor and help pupils use as much language as they are able
to. Some pupils may have difficulty using complete and accurate sentences.
Focus on communication rather than accuracy to help build confidence in
Speaking. You could correct some common mistakes and useful new
vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage
pupils to ask the speakers questions if they can. Again, focus on fluency
rather than accuracy and allow single words or phrases at this stage.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 120 (Reading 23) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
Technology statements (positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.78–
Understand a Understand your pupils and class.
suits your pupils’ needs and interests and that will review vocabulary from the 79 Please see the seven
variety of linear specific previous lesson, leaving the words on the board for later in this lesson.
and non-linear information and Teacher’s Book, p.120– differentiation strategies
print and digital details of short Lesson delivery 121 listed in the introduction.
texts by using simple texts Please also consider the
2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city Vocabulary flashcards following:
appropriate is in Malaysia [No]. Ask them where they think it might be [USA, New York City].
reading strategies Find out if pupils know this city or have been there, as appropriate. Ask them Consider pairing more and
when they think the pictures were taken [in the past, 1900]. less proficient pupils
Complementary together, so the more
Complementary Skill 3. Write key words in a list on the board, and ask pupils to read them as you write (if proficient pupil can support
Skill Writing 4.2.2 not already there from pre-lesson stage): cinemas / theatres / shopping centres. the less proficient one in
Writing 4.2 Make and give Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the the prediction activity.
Communicate reasons for words to elicit some sentences from more proficient pupils, introduce negative
basic information simple wasn’t/weren’t. Some pupils may write full
intelligibly for a predictions prediction sentences,
4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with others shorter ones (see
range of purposes
these words). Ask pupils which of these things were found in New York City in example). Some may not
in print and digital
1900 – they should tick what was and cross what wasn’t found (in their opinion). write anything, just put a
media
Pupils work in pairs to make predictions and write their answers in full tick or a cross.
sentences,
e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check
their answers with their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You
could use this as a classroom-based informal assessment of Reading. Collect
the books after the activity to review and make a note of pupils’ performance.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It shouldn’t be set for homework.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 121 (Writing 23) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple (was/were
& Citizenship (n’t)) + determiners (many/a/any)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Writing 4.2 Writing 4.2.4 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Communicate Describe people pupils’ needs and interests and that will review language to prepare pupils for the p.78-79 of your pupils and
basic information and objects lesson. class. Please see the
intelligibly for a using suitable Teacher’s Book, seven differentiation
Lesson delivery strategies listed in the
range of purposes words and p.120–121
in print and digital phrases 2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a introduction. Please
media sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. also consider the
by standing up/sitting down, raising right/left hand, moving to the left/right of the following:
classroom). Change the focus to your hometown. For example: There weren’t any You could have pupils
Complementary Complementary motorbikes in [your town name] in 1900. / It was very quiet in [your town name] in 1900. work in pairs to help
Skill Skill You could change the date and add key vocabulary for talking about your town as each other write
Writing 4.3 Writing 4.3.1 appropriate. Make sure to use a range of language from the Grammar Box (Teacher’s sentences.
Communicate with Use capital Book, p.120). Alternatively, you could
appropriate letters, full stops 3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. ask pupils to write
language form and and question Include There weren’t any…+ plural. individually (for
style for a range of marks 4. Follow instructions for Activity 3, Teacher’s Book, p.121 example, two or more
purposes in print appropriately in sentences) and to then
and digital media guided writing at 5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can
peer assess each
sentence level work in pairs to talk about and complete the table in Activity 4. Then they use their
other’s writing.
answers to write two or more sentences in their notebooks. Remind pupils to take care
with punctuation and spelling, and the apostrophe for n’t in particular. You could collect
this writing in to review, as informal, classroom-based writing assessment.
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)

LESSON: 122 (Language Arts 23) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was,
education How much did she/she spend? Numbers up to 100.

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will create a puzzle story for a classmate to solve (Optional ): Differentiate
Main Skill Main Skill
Language Arts Language Arts Pre-lesson flashcards to learning according
5.3 5.3.1 1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to represent to the needs of your
Express an Respond the supermarket, and ask them to suggest things she bought. Write five suggestions on the board. Damia and pupils and class.
imaginative imaginatively and Lesson delivery Alvin Please see the
response to intelligibly through 2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any seven differentiation
Worksheet strategies listed in
literary creating simple of their suggestions were right. (see below,
texts action songs on 3. Went, bought and How much did she spend may be new language for pupils. If they are the introduction.
Damia and
familiar topics. new words, pupils can guess their meaning from context. Briefly elicit their meaning and Alvin stories) If you have fast
Complementary Other imaginative review if necessary. finishers in this
Skill responses as 4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] lesson, they could
Reading 3.2 appropriate. 5. Check the answer with the whole class and ask them to explain how they reached the write another or a
Understand a answer. Reward pupils for their effort to find the correct answers, even if they get the maths different puzzle for
variety of linear Complementary wrong (because doing maths in English may be harder than in their first language). their
and non-linear Skill 6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should partners/another
print and digital Reading 3.2.2 use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as pair/the class.
texts by using Understand you think is appropriate.
appropriate specific 7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
reading information and Post-lesson
strategies details of short 8. Share any well-written or interesting stories with the whole class.
simple texts
Worksheet for Lesson 122
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50.
How much did she spend?

Alvin went to the supermarket

Alvin went to the supermarket. He bought . Each was RM .

He bought . Each was RM .

He bought . Each was RM .

How much did he spend?
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 123 (Listening 24) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
statements (positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Pre-lesson Differentiate learning
Main Skill Main Skill
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the
Understand Understand with pupils’ needs and interests and that will review language to prepare them for the lesson. needs of your pupils
p.80
meaning in a support specific and class. Please see
Lesson delivery the seven
variety of familiar information and Teacher’s Book,
contexts details of short 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one p.122 differentiation
simple texts of these and ask them how it was. Review some adjectives at this point and introduce/review strategies listed in the
interesting. Ask pupils for examples of something they find interesting. introduction. Please
Flashcards of also consider the
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson
Skill Complementary following:
4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils vocabulary
Speaking 2.2 Skill look carefully at the pictures in Activity 1: first ask pupils to tell you the names of the You can use more
Use appropriate Speaking 2.2.1 characters. proficient or confident
communication Keep interaction pupils to model the
strategies going in short 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a
dialogue with you in
exchanges by line to an adjective each in pencil. They should tell their partner their guesses. Model the
step 5 You could write
repeating key exchange, e.g.
it on the board to
words from the Pupil A: I think the circus was noisy. support some pupils,
other speaker Pupil B: Noisy? Me too. / I do not think so. I think it was boring. perhaps erasing it
6. Tell pupils what the children did and how it was. You can make up your own sentences after some time.
here, or can use:
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)

LESSON: 124 (Speaking 24) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)
questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Worksheet (see below) Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Communicate Ask about and suits your pupils’ needs and interests and that will review places, activities Word cards from Lesson your pupils and class.
simple information express basic and adjectives to prepare pupils for the lesson. 118 Please see the seven
intelligibly opinions differentiation strategies
Lesson delivery listed in the introduction.
2. Using the questions from this lesson (see worksheet below), ask some pupils Please also consider the
Complementary Complementary about yesterday/the weekend/last week: following:
Skill Skill Where were you yesterday? You may want to ask the
Listening 1.2 Listening 1.2.5 When were you there? more confident pupils
Understand Understand a questions at first, and
meaning in a wide range of How was it?
others after, supporting
variety of familiar short supported Some pupils may not be able to answer in full sentences. Support these pupils them by putting key
contexts questions by writing some/all of the questions and possible answers on the board. Allow words on the board or
short answers at this stage. Note which pupils have problems so that you can asking simpler questions
give them extra support at the next stage. (e.g. Were you at the
3. Give out the worksheets (see below) and ask pupils to write the questions in full xxx?)
in the left-hand column of the worksheet. Monitor carefully and support pupils,
and encourage pupils to help each other too. Allow pupils to help each
other when writing the
4. Show and explain the example answer, and ask pupils to write their own questions on the
answers in the table. Monitor carefully as before and provide relevant vocabulary worksheet.
if needed.
5. Ask pupils to talk to at least two friends and make a note of their answers.
They should not show each other their worksheets. Feed back on pupils’
answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118.
Shuffle the cards all together. Pupil A takes a card. Pupils B, C & D take turns
to ask Pupil A questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday
evening.
Pupil D asks: How was it? // It was good.
 Continue until pupils have each had at least two turns at taking a card.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered
in the lesson.

Worksheet for Lesson 124

A: Complete the questions and your answers
Questions Example Me My friend’s name: My friend’s name:

Where at the
? cinema

When yesterday
? evening
How funny
?

B: Now ask at least two friends

 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 125 (Reading 24) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Past simple
Technology (was/were/n’t) statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.118
Understand a Understand specific your pupils and class.
that suits your pupils’ needs and interests and that will introduce the topic of Please see the seven
variety of linear information and transport to prepare pupils for the lesson. Teacher’s Book, p.181
and non-linear details of short differentiation strategies
Lesson delivery Cut-out copies of car & listed in the introduction.
print and digital simple texts bicycle pictures from
texts by using Please also consider the
2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, Student’s Book, p.118 following:
appropriate p.181. (one set per pair)
reading strategies Complementary Think about how to pair
Skill 3. Hand out the worksheets (see below) and the pictures – one set per pair. Glue pupils. Sometimes pupils
Reading 3.2.3 Pupils stick the pictures in the correct squares. Check the answers before will work well when they
Worksheet (see below),
Complementary Guess the meaning moving on to the next stage of the lesson. are with a friend and they
one per pair
Skill of unfamiliar words will support each other,
4. Ask pupils to look at part 2 of the worksheet. They should read the words
Reading 3.2 from clues provided whatever their
and try to put them in the grid on the worksheet.
Understand a by visuals and the proficiencies.
variety of linear topic 5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils
and non-linear to guess meaning from the pictures in the book. Plan a task for fast
print and digital finishers – for example,
texts by using 6. Ask pupils to read the text again. They should check their answers to the ask them to add more
appropriate worksheet. Note that some of their answers may also be true, so discuss words they think may be
reading strategies these with pupils (e.g. a carriage is faster than an old bicycle, so they in the texts.
may have put fast for the carriage).
7. Follow instructions for Activity 2 on Teacher’s Book, p.181.
8. (If time) Play the True or False game (see Optional activity, Teacher’s Book,
p.181).
Post-lesson
9. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 125
Our names:
and
Tansport now and in the past
1. Stick the pictures onto the grid in the right place.

CARS BICYCLES

NOW

IN THE
PAST

2. Now write the words in the grid. Sometimes you can write the words in more than
one square:
small wheel carriage big wheels
fast slow very fast

203
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 126 (Writing 24) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Past simple
& Citizenship (was/were/n’t: questions and statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

204
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 126

My
Diary

My name:

Day:

205
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 127 (Language Arts 24) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

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

20
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 8)

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

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

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Depending on
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material according to the
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
variety of linear specific and class. Please see
Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s the seven
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate Teacher’s Book introduction. Please
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
reading p.128–129 also consider the
pupils’ needs and interests and that will prepare pupils for the lesson.
strategies Complementary following:
Skill Lesson delivery Texts (see You could offer pupils
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), a choice of these
Complementary Understand a 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to colour activities or you could
Skill wide range of tell you which one they have, to check they know whether they are A or B. pencils/pens ask different pupils to
Listening 1.2 short supported do different activities
4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils
Understand questions Self-assessment depending on their
should fill in the texts with the correct form of be. Model an example on the board to show
meaning in a worksheets individual needs,
pupils what to do.
variety of familiar based on formative
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, assessment in this
not show each other the answers. unit.
6. With their new partner, pupils write at least two questions about the texts. Review question
forms before they begin as necessary, e.g. Have pupils do more
activities and/or make
Was there internet? their own activities.
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson
 8. Ask pupils to think about what they have learned in Unit 8 and how well they feel they know
the language now. They should complete a How did I do in Unit 8? self-assessment section of
the worksheet (design this section with questions related to the learning in this unit).
Collect the worksheets from pupils and review them to note pupils’ performance. If there are
any areas of concern, prepare a review of these in upcoming lessons.

Text A1:

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

Text B1:

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

Text A2:

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

Text B2:

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

Self-assessment worksheet
How did I do in Unit 8?
In English, I know how to: (teacher to design questions, see examples from previous units)
UNIT 9
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 129 (Listening 25) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular verbs):
statements
 CONTENT LEARNING MATERIALS / DIFFERENTIATION
LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of your
Understand Understand with suits your pupils’ needs and interests and that will introduce the topic of holidays p.85 pupils and class. Please see
meaning in a support the main to prepare pupils for the lesson. the seven differentiation
variety of familiar idea of short simple Teacher’s Book, strategies listed in the
Lesson delivery introduction. Please also
contexts texts p.130
2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit consider the following:
language about the topic. Show the pictures and ask pupils what they can see, Copies of the Some pupils will be better able
Complementary Complementary about their experiences. Use the key vocabulary in your questions and pictures from to sing along than others,
Skill Skill encourage pupils to guess what it means, based on the pictures you are showing Activity 1, one some pupils may want to sing,
Speaking 2.1 Speaking 2.1.5 them. picture per pupil but others may not want to.
Communicate Describe people 3. Follow instructions for Vocabulary on Teacher’s Book, p.130. Don’t insist that all pupils sing.
simple information and objects using 4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next Focus on enjoyment rather
intelligibly suitable words and to one another for the next stage of the lesson). Tell pupils they will listen to a than accuracy.
phrases song. When they hear the part about their picture, they should hold it up. Play the Encourage as much language
CD. as possible at stage 2 and the
5. Put pupils in groups of four so there is one pupil with each picture in a group. post-lesson stage, but do not
Ask pupils to try to remember the song (they should have their books closed), insist on full or accurate
and to put their pictures in the order they appear in the song. sentences – different pupils
6. Play the song again so pupils can check their answers. Encourage pupils to sing will be able to produce
along to some or all of the song if they want. Watch pupils to see which pupils are different amounts of language.
confident at this stage, and which are less confident. Ask different questions and/or
give different prompts to
7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85).
different pupils to push them
Post-lesson within their ability.
8. Ask pupils to tell you if they did any of those things on their last holiday.
Encourage a review of the key vocabulary.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 130 (Speaking 25) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular
verbs): Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.3.1 according to the needs
1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. Student’s Book, p.85 of your pupils and
Communicate Narrate very short
appropriately to a basic stories and Lesson delivery Teacher’s Book, class. Please see the
small or large events p.130 –131 seven differentiation
2. Ask pupils to work in pairs to match the cut-up sentences (see sentence strategies listed in the
audience Sentence cards (see
cards below). introduction. Please
below, cut up, one set also consider the
Complementary 3. Feed back and ask pupils if they did these things on their holiday. Ask some per pair or small
Complementary Skill following:
pupils what they did on their holiday and put some ideas on the board. Try to group)
Skill Reading 3.2.2 include the activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their You could ask pupils to
Reading 3.2 Understand specific partner what they did on their holiday. Colour pens or present to each other in
Understand a information and pencils groups if you have
variety of linear details of short 4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk
some very shy pupils in
and non-linear simple texts about their pictures and choose some pupils who have made a good effort, to your class. This will
print and digital present to the class. Allow pupils to practise first before presenting to the class if
give more pupils a
texts by using necessary, and offer plenty of praise. Collect pupils’ pictures or ask them to chance to present.
appropriate keep them safe for a later lesson.
reading strategies 5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
pictures or cut-up sentences from this lesson instead of more strips of paper as
mentioned in the instructions.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)

210
  Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will
be more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this
activity in your lesson plan. It could be set for homework.

Sentence cards to cut up for Lesson 130

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

21
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 131 (Reading 25) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Past simple (irregular
Environmental Sustainability verbs): Questions & statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand a Guess the pupils’ needs and interests and that will review language to prepare pupils for the of your pupils and
p.86
variety of linear meaning of lesson. class. Please see the
and non-linear unfamiliar words Teacher’s Book, seven differentiation
Lesson delivery strategies listed in the
print and digital from clues p.132
texts by using provided by 2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest introduction. Please
Pictures of forest
appropriate visuals and the and elicit some differences between the forest and forests/jungles in your local area. also consider the
reading strategies topic Ask pupils what they might do in a forest (and/or a jungle). Write some of their ideas on Worksheets A & B following:
the board. (see below) Some pupils may know
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the the vocabulary already.
Complementary Complementary children in the story did any of the same things. Dictionaries If that is the case, plan
Skill Skill 4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the a different activity for
Reading 3.2 Reading 3.2.4 words on their worksheet. Hand out dictionaries and ask pupils to check the meaning Colour pens and them so they can work
Understand a Recognise and of the words in the dictionary. They should draw a picture to show what each one pencils (optional) towards the Learning
variety of linear use with support means. Pupils can work in pairs for this activity. Standards of this
and non-linear key features of a lesson.
print and digital simple 5. For the second part of the worksheet, pupils read the story to find the words on their
texts by using monolingual worksheet. Then they work in their pairs to guess the meaning and draw a picture to
appropriate dictionary show their understanding. Ask them to cover the vocabulary section at the top of
reading strategies the page.
6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story. You could ask them whether
they have experience of doing these things.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the
lesson.
 Primary Year 3 SK Scheme of Work
Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
forest

fish

bee

lunch

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

river

fire

picture

21
Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower

river

fire

picture

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

fish

bee

lunch
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 132 (Writing 25) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Communicate with draft and write an suits your pupils’ needs and interests and that will review language to prepare Student’s Book, your pupils and class.
appropriate increased range of pupils for the lesson. p.87 Please see the seven
language form and simple sentences differentiation strategies
Lesson delivery Teacher’s Book, listed in the introduction.
style for a range of
2. Review the story on Student’s Book p.86 by asking pupils what they remember. p.132–133 Please also consider the
purposes in print Complementary
and digital media Skill You could play the CD if necessary to remind them. following:
Pictures from
Reading 3.2.2 3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’ Fast finishers or more
Lesson 130
Understand specific understanding that this is talking about the past by eliciting the date of the proficient pupils could
Complementary information and weekend. draw another picture about
Skill Glue
details of short 4. Follow the instructions for Activity 2, Teacher’s Book, p.133. what they did at the
Reading 3.2 simple texts weekend and write about
Understand a 5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures
that as well.
variety of linear as a prompt, ask pupils to draft sentences in their notebooks to describe what they
and non-linear did on holiday. Encourage some pupils to
print and digital Make sure you monitor carefully and support pupils, giving them feedback on their ask each other questions
texts by using work and helping them with vocabulary and form. about their holidays,
appropriate especially if they finish
6. Pupils exchange their notebooks with a partner, who checks the work for them.
reading strategies quickly.
Encourage pupils to talk to each other about their writing and to give positive
feedback about it. This might be about content or language. Monitor to see
how pupils work on peer feedback and help with any problems or corrections.
7. Ask pupils to write their final draft on a piece of paper.
8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong
to which pictures. This would provide extra reading practice.
Post-lesson
9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other
questions and/or ask them about their holidays.

21
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

LESSON: 133 (Language Arts 25) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went, was …

CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
In this lesson, pupils will learn a poem, suggest an ending, and share their Flashcards or Differentiate learning according to
Main Skill Main Skill finished poem with classmates.
Language Arts 5.1 Language Arts drawings of a boy the needs of your pupils and class.
Enjoy and 5.1.2 Pre-lesson and a girl, a Please see the seven differentiation
appreciate In addition to Year 1. Show a flashcard of Sasha and Jason (use different names for the forest, castle, strategies listed in the introduction
rhymes, poems 2 text types: characters if preferred) and tell pupils that they went on holiday in a big room, box, key,
and songs simple poems. forest. Put the flashcard/drawing of the forest on the board. door.

Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Copy of Sasha
Elicit their suggestions, and then tell them that they saw a castle. Add and Jason went
your picture of the castle to the board. on holiday poem
3. Show pupils the picture of the castle. Ask them to guess what was in the
castle, and again, elicit their suggestions. Don’t tell pupils what was really
Complementary
in the castle.
Complementary Skill
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the
Skill Speaking 2.3.1
castle.
Speaking 2.3 Narrate very short
5. Start by saying the first two lines of the poem, pointing to the pictures
Communicate basic stories and
on the board as you do so.
appropriately to a events
6. Put the picture of a room on the board, elicit what Sasha and Jason
small or large
saw next, and say the next line of the poem.
group 7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point
to the pictures to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue
until pupils can say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils
into pairs and ask them to agree what Sasha and Jason saw behind
the door. Tell them to practise saying their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to
each other. Pupils can mime and use body language as they perform
their poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 134 (Listening 26) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare p.87 your pupils and class. Please
meaning in a support specific pupils for the lesson. Choose an activity to use the verb flashcards (e.g swim / see the seven differentiation
variety of familiar information and catch / take (pictures) / eat / see / pick / go / play / listen). Teacher’s Book, strategies listed in the
contexts details of short p.133 introduction. Please also
Lesson delivery consider the following:
simple texts
2. Review past tense verb forms. You could do this by playing a mime game, where Verb flashcards Fast finishers could do
Complementary pupils mime what they did at the weekend. First play as a whole class, choosing another round of this activity
Skill Complementary a pupil to mime and the class to say You xxx at the weekend, then play in pairs or using the story on Student’s
Speaking 2.1 Skill small groups. Write the date of the weekend on the board to keep the past in Book, p.87
Communicate Speaking 2.1.5 pupils’ minds.
simple information Describe people 3. Follow instructions for Activity 3, Teacher’s Book, p.133.
intelligibly and objects using 4. In pairs or small groups, pupils play a True/False game based on the pictures in
suitable words and Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s
phrases trip to the forest, and their classmate(s) should say whether it is True or False.
Monitor carefully and listen for accurate use of past tense verb forms. Offer plenty
of praise but also give feedback and correction on past tense form as necessary.
5. Play Hot card pantomime using the verb flashcards (see Optional activity,
Teacher’s Book, p.133).
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
 LESSON: 135 (Speaking 26) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and
irregular verbs): Questions and statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.2 Use Speaking 2.2.1 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class.
appropriate Keep interaction your pupils’ needs and interests and that will review language to prepare pupils for p.87
communication going in short Please see the seven
the lesson. differentiation strategies
strategies exchanges by Teacher’s Book,
repeating key words Lesson delivery p.133 listed in the introduction.
from the other Please also consider the
2. Using the verb flashcards, model the question and Verb flashcards following:
Complementary speaker
Skill answer: Question: What did you do at the weekend? Worksheet (see Depending on your class
Writing 4.3 below, optional) and/or individual pupils,
Answer: At the weekend? I xxx.
Communicate Complementary you could extend the
with appropriate Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that dialogue so pupils ask a
language form Writing 4.3.3 pupils are repeating the time expression in the answer as a way to practise discourse second question: How
and style for a Plan, draft and write and interaction skills (see Learning Standard, Main Skill). was it? This would review
range of purposes an increased range language from lessons in
in print and digital of simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use
Unit 8.
media the table on Student’s Book, p.87, or you could use a worksheet like the one below,
which is a little more pupil-friendly. They can also ask more classmates for their
answers if there is time.
Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.
5. To follow up, ask pupils to write one or more sentences about what they and/or
their classmate(s) did at the weekend in their notebooks.
6. Ask pupils to check their partner’s work and provide some feedback. Monitor at
this stage and the previous one to check pupils’ use of past tense forms, giving
support and praise where needed.
7. If you are using the worksheet, pupils can write the final draft of their sentences on
the worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that
you can review their progress in use of past simple and identify any other areas that
are causing problems.
Post-lesson
 Primary Year 3 SK Scheme of Work
8. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils will be
more able to do this than others. Support pupils who may need some help and
encourage everyone to complete their diaries. Ensure you allocate time for this activity
in your lesson plan. It shouldn’t be set for homework.

220
 Primary Year 3 SK Scheme of Work
Alternative worksheet for Lesson 135

At the weekend

1. Ask about the weekend and note or draw.

Me My friend: My friend: My friend:

2. Now write.

221
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 136 (Reading 26) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple

(regular and irregular verbs): positive & negative
statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand your pupils’ needs and interests. Ask pupils if they keep a diary. p.88–89 needs of your pupils
variety of linear specific and class. Please see
Lesson delivery the seven
and non-linear information and Teacher’s Book,
print and digital details of short 2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words p.133–134 differentiation
texts by using simple texts they might hear. In pairs, they write three or four words on paper or in their notebooks (do strategies listed in the
appropriate not worry about spelling at this stage, and allow pupils to ask you for English vocabulary for introduction. Please
reading strategies words they want to include. also consider the
Complementary following:
3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134).
Skill 4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the If your pupils need
Complementary Reading 3.2.4 CD. They should check to see if their predictions were correct. Give feedback. extra support, you
Skill Recognise and could give a sentence
Reading 3.2 use with support 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard
for each picture in
Understand a key features of a / museum (if they are new to your pupils).
Activity 2, and ask
variety of linear simple 6. Ask pupils to tell a partner what they think these words mean, based on the content of the them to decide Yes or
and non-linear monolingual text (they can use their first language if necessary). Then ask them to check all the words in No for each one as
print and digital dictionary the dictionary to see if they were correct. Feed back by asking if they had guessed you say them.
texts by using correctly.
appropriate 7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
reading strategies
8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this
activity and help as necessary. Some pupils may find this activity difficult as there are a lot
of pictures and they need to understand a lot of details in the text to decide if they are right
or not.
Post-lesson
9. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.

22
 LESSON: 137 (Writing 26) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Get Smart plus
Differentiate
Main Skill Main Skill 3
1. Choose an appropriate pre-lesson activity from the list in the introduction that learning according
Writing 4.3 Writing 4.3.3
suits your pupils’ needs and interests and that will review language from this unit to the needs of your
Communicate Plan, draft and Student’s
to prepare pupils for the lesson. pupils and class.
with appropriate write an Book, p.89
Please see the
language form increased range Lesson delivery
seven differentiation
and style for a of simple 2. Play a word game to practise irregular past tense forms, for example a word Teacher’s
strategies listed in
range of sentences search (see worksheet below. Note: answers are in red for you, print in black Book, p.135
the introduction.
purposes in print and white). Please also
and digital Worksheet
3. Ask pupils to remember what they can about Katie’s diary. Review the consider the
media Complementary (see below)
pictures and answers to Activity 2 on Student’s Book, p.89. following:
Skill
Writing 4.3.2 4. Follow instructions for Activity 3, Teacher’s Book, p.135. Pupils could work in
Complementary Spell an 5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s pairs (i.e. three
Skill increased range Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils pairs in a group of
Writing 4.3 of familiar high carefully at the beginning of the activity and be ready to help pupils as they six pupils) for the
Communicate frequency words write. Note that the focus isn’t on accuracy at this stage. If necessary, write, fold and pass
with appropriate accurately in have pupils write just notes on the papers at this stage. activity. This would
language form guided writing 6. At the end of the activity, pupils/pairs take the paper that they started. They allow more
and style for a should read through the paper and check the language and/or develop the proficient pupils to
range of sentences. They should ask for help if they need it, from you or from the pupil(s) support lower
purposes in print who wrote the line of the story. Monitor closely and support pupils at this stage proficiency pupils in
and digital to help them develop a more accurate piece of writing. Writing.
media
7. Collect pupils’ papers at the end of the lesson and provide some feedback.
Mark mistakes to show pupils where they are (e.g. by circling them) if you think
they can correct them themselves, or if they are past verb forms. You could give
corrections for a small number of other mistakes that you think pupils cannot
correct themselves. Limit the number of corrections pupils will need to make to
their writing (depending on the proficiency of the pupils, between 3 and 6
corrections). They will work on this writing again in Lesson 139.
 Primary Year 3 SK Scheme of Work
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
Worksheet for Lesson 137

Look, find and write. T I F C O D S W A A

E.g. take: took
U L D I D A N E A T
do:
go: B I H M F B J N M E

buy:
W S R G B O R T A D
is:
G Q W O S U U K C W
eat:
swim: S C A A V G B N Z E
are:
Y P S E M H D O D R
find:
T O O K T W U R E
F
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

LESSON: 138 (Language Arts 26) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: went could, was.

CONTENT LEARNING DIFFERENTIATION

LEARNING OUTLINE MATERIALS / REFERENCES
STANDARD STANDARD STRATEGIES
In this lesson, pupils will sing a song. Flashcards or drawings of a sea Differentiate
Main Skill Main Skill
Language Arts Language Arts Pre-lesson horse, jellyfish, turtle, octopus, baby learning according
5.1 5.1.2 1. Write the title of the song on the board. Tell pupils that the sailor is a shark and blue whale. to the needs of your
Enjoy and In addition to woman, and ask them to guess some of the things she saw. Write their pupils and class.
Super simple songs video of : Please see the
appreciate Year 2 text suggestions on the board. A sailor went to sea, sea, sea:
rhymes, poems types: simple seven differentiation
Lesson delivery [Link]/watch? strategies listed in
and songs poems. v=DX2Er--LYmQ
2. Tell pupils that now they can check their guesses. Ask them to listen to the the introduction.
song and remember two animals or more which the sailor saw. You can download the video
3. Play (or sing) the song. Pupils can join in if they like. by typing in ss before YouTube
4. Elicit answers from pupils. If they tell you the names of the animals in their i.e
own language, accept their answers, and write the animal names in [Link]/watch?
English on the board. v=DX2Er--LYmQ
5. Show pupils an animal flashcard/drawing and ask them to say which
Complementary Complementary If you cannot play the video in class,
word the picture goes with. Continue in this way for the other five animals
Skill Skill sing the song yourself. The lyrics
in the song.
Speaking 2.1 Speaking 2.1.5 and music notes are on the next
6. Ask pupils to make a note of the animals in their books.
Communicate Describe people page. (The lyrics to the music notes
7. Play (or sing) the song again and ask pupils to sing along with the song.
simple and objects are slightly different to the lyrics of
information using suitable Post-lesson the song we have chosen: we
intelligibly words and 8. Rub out the animals’ names on the board, but keep the flashcards. Sing the suggest that you stay with our
phrases song with pupils, pointing to the flashcards on the board as you do so, to words.)
help
their memory as they sing.
Image from [Link]

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

A sailor went to sea, sea, sea

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

A sailor went to sea, sea, sea

To see what she could see, see, see
But all that she could see, see, see
Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

LESSON: 139 (Listening 27) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): positive & negative statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand Understand with your pupils’ needs and interests and that will review language to prepare pupils for p.89 your pupils and class. Please
meaning in a support short simple the lesson. see the seven differentiation
variety of familiar narratives Pupils’ shared strategies listed in the
Lesson delivery introduction. Please also
contexts writing from
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and Lesson 137 consider the following:
Complementary your feedback on it. Pupils work in their pairs to write a final draft, based on If there are some common
Complementary Skill the feedback on their draft. They should write on paper. Coloured pencils mistakes pupils have made in
Skill Writing 4.3.3 Plan, 3. Ask pairs to join another pair, so that they are working in groups of four their writing, you could cover
Writing 4.3 draft and write an (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s Worksheets these as a whole class at the
Communicate with increased range of story and draw (sketch if time is short) the six stages of the story onto the (marked) from beginning of the lesson.
appropriate simple sentences worksheet (see below). If necessary, show pupils how they can draw a negative Lesson 137 Monitor carefully and help
language form and (She didn’t xxx) by drawing the picture and putting a line through it. lower proficiency pupils with
style for a range of 4. Spread the picture worksheets and the final stories around the room or on a big Worksheet (see corrections. You can ask fast
purposes in print table. Ask pupils to look at the pictures and read the stories to try to match below) finishers to help you with this.
and digital media them. You could do this as a whole class or it could be in large groups,
depending on your class size and set up.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
Worksheet for Lesson 139
Listen and draw.

1. 2. 3.

4. 5. 6.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 140 (Speaking 27) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple: Yes/No
questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose one of the games in Revision (See Teacher’s Book, p.136). Student’s Book, according to the needs of
Communicate Describe people p.90 your pupils and class. Please
Lesson delivery see the seven differentiation
simple information and objects using
intelligibly suitable words and 2. Based on the stories pupils wrote together in the previous lessons, or on their real Teacher’s Book, strategies listed in the
phrases experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ p.136–137 introduction. Please also
answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards consider the following:
Complementary for this. Verb flashcards If you have extra time in this
Skill Complementary 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136. lesson, or if you have fast
Listening 1.2 Skill 4. Follow instructions for Activity 1 on Teacher’s Book, p.136. Scissors finishers, you could extend
Understand Listening 1.2.5 step 2 (or repeat it later) into
meaning in a Understand a wide 5. Model and play a game of Snap (See Optional activity, Teacher’s Book,
p.137). Pupils could use their cut-ups from Activity 1 for this game. a guessing game in pairs,
variety of familiar range of short also based on the stories
contexts supported Post-lesson pupils wrote before.
questions
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some help
and encourage everyone to complete their diaries. Ensure you allocate time for
this
activity in your lesson plan. It shouldn’t be set for homework.
 LESSON: 141 (Reading 27) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular): Negatives & questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

230
 Primary Year 3 SK Scheme of Work
6. Ask pupils to look again at James’s email. They find and tell their
partner two or three similarities and two or three differences between
his holiday and Tim’s holiday.
Some suggestions:
Similarities:
It was hot in Australia and Mexico.
Tim and James took pictures.
Tim and James enjoyed (liked) their holiday.
Tim and James were at the beach.
Tim and James went swimming and sailed a boat.
Differences:
Tim was in Mexico but James was in Australia.
Tim bought a hat but James didn’t buy anything.
James’s dad saw a shark but Tim’s dad didn’t see a shark. (we
think)
7. Ask pupils to write at least one similarity and one difference on
the worksheet individually. You could collect these to review
pupils’ progress.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction that suits your pupils’ needs and interests and that
will review the main areas covered in the lesson.

231
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 141
1. Read the email.
To: ahmadahmad@[Link]
From: timtim@[Link]
Date: 21st January, 2019

Dear Ahmad,

How are you?

Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It
was summer in Australia and it was very hot! We went to Sydney and I went shopping. We
visited a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then
we went to the beach. We sailed a boat and went swimming. My dad saw two sharks but they
didn’t eat us! It was a really great holiday!

Please tell me about your holiday.

Love,
James

2. Find and answer the questions.

1.
2.
3.
4.
5.
3. What’s the same? What’s different?
The same (and):

Different (but):

Questions for Lesson 141

1. Where did Tim go on
holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in
the sea?
6. Did Tim have a good
holiday?
232
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 142 (Writing 27) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Past simple (regular &
irregular verbs): Negatives & questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.2 Writing 4.2.5 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, your pupils and class. Please
Communicate Connect sentences your pupils’ needs and interests and that will review language to prepare pupils for p.91
basic information using basic see the seven differentiation
the lesson. strategies listed in the
intelligibly for a coordinating Teacher’s Book,
range of purposes conjunctions Lesson delivery p.138–9 introduction. Please also
in print and digital consider the following:
2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer.
media Pupils can add information
Complementary 3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s about their holidays, with
Skill holiday in Australia, and ask them to re-read the text on Student’s Book, p.91 to more proficient pupils adding
Complementary Writing 4.3.1 Use check. more than less proficient
Skill capital letters, full pupils.
4. Introduce any vocabulary that you think will be useful to pupils talking about
Writing 4.3 stops and question
their holidays. You may need to focus
Communicate marks appropriately
with appropriate in guided writing at 5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask attention on features of the
language form sentence level pupils to write their answers to these questions in their notebooks. Short answers model email before pupils
and style for a are ok at this stage. Note that it can be any holiday, not just a summer one! begin to write.
range of purposes Monitor closely and help with extra vocabulary as necessary.
in print and digital
media 6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
7. Ask pupils to write an email to James to tell him about their holiday. They can
use James’s email as a model. Remind pupils to use connecting words and and
but, and to pay attention to punctuation, using James’s email as a model. If you
have email set up, pupils could use computers for this activity.
Monitor and help pupils, asking questions to elicit as much language as possible
and providing feedback on their language as well as the content.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.

23
 LESSON: 143 (Language Arts 27) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Past simple review

Environmental Sustainability

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3 Differentiate learning
Main Skill Main Skill
Language Arts Language Arts according to the needs
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.92–
5.2 5.2.1 of your pupils and
suits your pupils’ needs and interests and that will introduce the words bear and 93 class. Please see the
Express Ask and answer cub to prepare pupils for the lesson.
personal simple questions Teacher’s Book, seven differentiation
responses to about characters, Lesson delivery p.140–141 strategies listed in the
literary texts actions and introduction. Please
2. Show the picture of the bear cub and ask pupils to tell you what they know about Flashcard/picture of a also consider the
events of interest bears. bear cub
in a text following:
Complementary 3. Tell pupils they will read a story about a bear cub. They should read the story and Pictures of Malaysian Different pupils will be
Skill say if it has a happy ending. Have pupils quietly read the story about the bears. bears (e.g. sun bear) able to give you a
Reading 3.3 Complementary different response to
4. Ask pupils to read the story again and circle any new words/words they do not know.
Read Skill your questions about
They should then write the words in their notebook.
independently Reading 3.3.1 the story and in the
for information Read and enjoy 5. Ask pupils to work with a partner and to decide the meaning of the new words, discussion about
and enjoyment A1 fiction/non- based on the pictures in the story. They could draw a picture or write the meaning in protecting animals.
fiction print and their notebooks. Keep the focus on
digital texts of fluency, and try to ask
interest 6. Ask pupils what they think of the story. You could ask a few comprehension questions
questions to stretch
to check their basic understanding of the story, but the aim of this reading is more for
each pupil to their own
pleasure, not for complete understanding.
limit.
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the
instructions for Post-story activity on Teacher’s Book, p.141.
8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their
environment. Show a picture of a sun bear. You can find information to share with
the pupils online, for example, in English:
[Link]/attractions/[Link] or
[Link]/animal/malaysian-sun-bear/
Post-lesson
9. Play the Say if it’s true game (See Teacher’s Book, p.141).
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK:

TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple review

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on your focus: Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider according to the
using some of the material as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
Communicate Describe people
basic information and objects using Student’s Book p.85, p.87, and class. Please see
Note: You could also make use of the review activities in Revision (Student’s Book
intelligibly for a suitable words and p.91, p.94 the seven
p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of differentiation
range of phrases activities. Teacher’s Book p.142–143
purposes in print strategies listed in the
and digital media Pre-lesson Blank cards introduction. Please
Complementary also consider the
1. Choose an appropriate pre-lesson activity from the list in the introduction that Verb flashcards from this following:
Skill suits your pupils’ needs and interests and that will prepare pupils for the unit
Complementary Listening 1.2.5 lesson. When pupils are
Skill Understand a wide Self-assessment making the word
Listening 1.2 range of short Lesson delivery worksheet cards, you could
Understand supported provide the verbs on
2. Use the flashcards to review key verbs in present form.
meaning in a questions the board to copy. Or
variety of familiar 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in you could say the
contexts pairs, to write the verb on a blank card (present tense). Repeat for all verbs. words, then elicit the
spelling from some
4. Write sentences on the board to show both present and past forms, e.g.
pupils so that others
I go to school at 8 o’clock every day. can listen and write on
the cards.
Yesterday, I went to school at 8 o’clock.
Pupils can use the
Hana doesn’t like cheese. Student’s Book (p.85
Ali didn’t like the film at the cinema last week. and p.87) to find the
past tense forms of
5. Ask pupils why we use go and went in these sentences. They needn’t use the verbs if they need
words like ‘past’ or ‘present’, but can say because it’s every day or because it to, or they could use
was yesterday. Explain that it’s in the past. this to check them.
6. Ask pupils in their pairs to write the past form of the verb on the back of each You could provide a
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help gapped text on a
each other if necessary and/or check the verbs with the whole class. worksheet to support
7. Pairs play a game with their cards. They spread the cards on the table with
the present form up. In turns, they should say a sentence using the past tense
 Primary Year 3 SK Scheme of Work
of a
verb they can see. Then they check the underside of the card – if they used the
 past tense correctly in a sentence, they keep the card. You can introduce other pupils when they are
rules if you wish, for example, they should alternate between positive and writing the sentences.
negative verbs.
You could give the
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). jumbled up questions
Then in their notebooks, pupils write at least two sentences about what they did on a worksheet if you
at the weekend. think pupils will work
better individually than
9. On the board, write some jumbled-up questions on the board. Ask pupils to as a whole class.
unjumble them to make questions. They could write them in their notebooks or
you could nominate pupils to come and write on the board, or do this orally. For You could offer pupils
example: a choice of these
activities or you could
did / Where / go / you / ? (Where did you go?) ask different pupils to
watch / you / a / film / Did / ? (Did you watch a film?) do different activities
depending on their
10. Elicit the difference between Yes/No questions and those with question words. individual needs,
Highlight the use of did and that the past tense is not used in the main verb. based on formative
Avoid using grammatical words, but show pupils what you mean. assessment in this
unit.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils Have pupils do more
can think of no more questions to ask. Each pupil takes a turn to read their activities and/or make
sentences. their own activities.

Monitor very carefully during this activity to make sure pupils are asking
appropriate questions. Give some corrective feedback and support with question
and past tense forms and make a note of common problems to feed back on.

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

Post-lesson

13. Ask pupils to think about what they have learned in Unit 9 and how well they feel
they know the language now. They should complete the How did I do in Unit 9?
self-assessment worksheet (see below).
Collect the worksheets/notebooks from pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of these in
upcoming lessons.
Worksheet for Lesson 144
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:
 talk about last weekend Great! [ ] OK [ ] A little [ ]
 talk about my holiday Great! [ ] OK [ ] A little [ ]
 ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]
 ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 145 (Listening 28) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the needs of
1. Play a mime or guessing game to review animal vocabulary. Student’s Book, p.95
Understand Understand with your pupils and class.
meaning in a support specific Lesson delivery Teacher’s Book, p.144 Please see the seven
variety of familiar information and differentiation strategies
2. Use animal flashcards to further review animal words pupils know and Animal flashcards (enough listed in the introduction.
contexts details of short to then introduce new animal vocabulary. for one per pupil, to include
simple texts Please also consider the
all the animals in the song) following:
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask
Complementary pupils what they can tell you about the animals. You could try to elicit the
Skill comparative sentence from
4. Play a guessing game as a class.
Listening 1.1 Complementary some pupils in this lesson,
Recognise and Skill You say: This animal is tall/small/thin etc. although do not insist on it
reproduce target Listening 1.1.1 from all pupils.
language sounds Recognise and Pupils guess: It’s the giraffe/rat etc.
reproduce with Have pupils play the game in pairs. Monitor carefully as pupils do this
support a range of activity and note down any common problems to return to later on. You
target language could ask one or two pairs to present in front of the class.
phonemes
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
6. Give out the animal flashcards, one per pupil. Pupils listen to the song
again and identify their partner from the comparisons in the song (e.g.
Pupil with lion flashcard + pupil with tiger flashcard; horse + cheetah).
Partners join together and try to remember the adjective used to
compare the animals in the song, e.g. horse + cheetah: fast.
Feed back without insisting on a comparative sentence at this stage.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week, in both units 9
and 10. In their learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English.
Some pupils will be more able to do this than others. Support pupils
who may need some help and encourage everyone to complete their
diaries.
Ensure you allocate time for this activity in your lesson plan. It shouldn’t
be set for homework.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 146 (Speaking 28) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Communicate Describe people suits your pupils’ needs and interests and that will review animal vocabulary to p.95 your pupils and class. Please
simple information and objects using prepare pupils for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
Lesson delivery introduction. Please also
phrases p.144–145
2. Using the animal flashcards, play a game to review the adjectives that is suitable consider the following:
Complementary for your class, for example memory matching or listen and grab, where pupils Animal Ask different pupils to write
Skill have the cards spread around the room or on the table in front of a group. The flashcards different words/
Listening 1.2 Complementary teacher says a word and pupils race to grab the right card. phrases/sentences on their
Understand Skill 3. Re-introduce the comparative form using the animal flashcards and then pictures, ranging from a full
meaning in a Listening 1.2.2 follow instructions for Grammar Box on Teacher’s Book, p.144. comparative sentence for fast
variety of familiar Understand with 4. Using the flashcards again, elicit some more sentences about animals by finishers/ more proficient
contexts support specific showing a flashcard and asking pupils to tell their partner a sentence about the pupils to single animal words
information and animal using adjective + -er + than. and/or adjectives for others.
details of short
5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
simple texts
pictures. They should present their pictures in small groups before choosing
some pupils to present to the class.
Monitor as pupils work in groups to decide which pupils have made a particular
effort either with language or with their pictures to show the class. Offer plenty of
praise, especially for those who may normally be a bit shy.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).
Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to
the comparative sections of the song.

240
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 147 (Reading 28) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

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

24
Worksheet for Lesson 147

Sea animals

Guess and circle.

Which one is…?

Bigger? blue whale elephant

Pretty? dolphin dolphin orca shark
Scary?

Now read and check.

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

LESSON: 148 (Writing 28) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
Environmental Sustainability adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards of Differentiate learning

Writing 4.2 Writing 4.2.4 1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for Malaysian animals according to the
Communicate Describe people this, but you can help them to translate the words after the activity has finished or during the that are on the needs of your pupils
basic information and objects activity, depending on the kind of game they are playing. worksheet (see and class. Please see
intelligibly for a using suitable below) the seven
Lesson delivery differentiation
range of words and
purposes in print phrases 2. Show the Malaysian animals flashcards and put them on the board. You could play a Worksheet (see strategies listed in the
and digital media game with these if you have time, for example a miming game or a guessing game. Teach below) introduction. Please
the word endangered. also consider the
Complementary following:
3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered
Complementary Skill animal in Malaysia. They then draw a picture. More proficient pupils
Skill Writing 4.3.2 Key: turtle; pangolin; tiger; orangutan; rhino can write more than
Writing 4.3 Spell an others in their
Communicate increased range 4. Say some sentences about one of the animals. Pupils should listen and guess which
notebooks.
with appropriate of familiar high animal you are talking about. Talk a little about these animals being endangered including
language form frequency words the reasons for this and some of the ways we can help to protect them. This could be done
and style for a accurately in in first language. For example:
range of guided writing This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
purposes in print It is endangered. – (hawksbill) turtle
and digital media 5. Ask pupils to write in their notebooks at least two sentences about at least one animal from
the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about the
animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they
have made without correcting them.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
Worksheet for Lesson 148
Animals in danger in Malaysia!
What is this animal? Find and write the words, then draw.
1. t – l – r – t – e – u 2. l – p – n – a – n – g – i – o

3. r – t – g – e – i

4. r – o – g – n – g – u – n – a – t – a 5. o – n – h – i – r
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 149 (Language Arts 28) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal
vocabulary

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write and share puzzle sentences about animals for their Five pairs of sentences Differentiate
Main Skill Main Skill classmates to solve.
Language Arts Language Arts which describe an animal: learning according
5.3 5.3.1 Pre-lesson to the needs of your
1. They live in the sea. pupils and class.
Express an Respond 1. Choose an appropriate pre-lesson activity from the list in the introduction that They’re bigger than
imaginative imaginatively and suits your pupils’ needs and interests and that reviews animals and adjectives. Please see the
dolphins. seven differentiation
response to intelligibly through 2. They’ve got four legs.
Lesson delivery strategies listed in
literary creating simple They’re faster than dogs.
2. Read out the first pair of your five pairs of animal description sentences. Ask pupils the introduction.
texts action songs on 3. They like cheese. They
in groups to suggest possible animals, and elicit their suggestions. Sometimes
familiar topics. are smaller than rats.
more than one answer is possible. Accept different answers.
Other imaginative 4. They are black and
3. Repeat step 2 for your other four pairs of animal sentences.
responses as white. They are bigger
4. Elicit from pupils that the first sentence is a fact about the animal, and the second
appropriate. than rats.
sentence compares it with another animal. Pupils may not use the word ‘compare’
but may find other ways to convey its meaning. 5. They are grey. They are
Complementary fatter than cats.
5. Choose an animal, and ask the whole class to suggest two possible sentences for
Skill
it (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter Possible answers include
Complementary Writing 4.2.4 than a giraffe.). Ask pupils to sing their sentences and mime.
Skill Describe people 1. Blue whales
6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs
Writing 4.2 and objects using 2. Lions, tigers, cheetahs
of sentences following the pattern identified. Write the patterns on the board to
Communicate suitable words help pupils if necessary. 3. Mice
basic information and phrases 4. Zebras
intelligibly for a Post-lesson 5. Hippos
range of purposes 7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for
in print and digital their classmates to guess.
media 8. If there is time, ask a few pairs to read out their sentences for the whole class
to guess.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.97
Understand Understand with your pupils and class.
suits your pupils’ needs and interests and that will review language to Please see the seven
meaning in a support specific Teacher’s Book, p.147
prepare pupils for the lesson. differentiation strategies
variety of familiar information and Animals flashcards
contexts details of short Lesson delivery listed in the introduction.
simple texts Blank cards (five or six Please also consider the
2. Review the comparative adjectives using the animals flashcards. following:
per pair/small group)
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on You could have pupils
Skill Complementary your class or individuals in the class, you could give them five or six cards make more or fewer
Speaking 2.1 Skill (or more). Ask pupils to write different animals on each card (in plural cards. This would give
Communicate Speaking 2.1.5 form as they will use them to compare). more/fewer words to spell
simple information Describe people and write, and also make
intelligibly and objects using Monitor and check spelling as pupils write. You could encourage them to use
the ordering task
suitable words and the Student’s Book, worksheets from previous lessons, or a dictionary to
more/less challenging.
phrases check spelling.
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.
Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a
whole class.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Encourage pupils to reflect more deeply and using more English. Some pupils
will be more able to do this than others. Support pupils who may need some
help and encourage everyone to complete their diaries. Ensure you allocate
time for this activity in your lesson plan. It shouldn’t be set for homework.
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short
adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable differentiation strategies
Lesson delivery Teacher’s Book, listed in the introduction.
intelligibly words and
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to p.147 Please also consider the
compare them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. following:
Complementary Then ask pupils to do different actions, e.g. Prepare 5–6
sentences to Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa you could have pupils work
Skill compare pupils
Listening 1.2 Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than in pairs for the quiz. It
in the class
Understand Listening 1.2.4 Saha’s. might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions
contexts short basic and note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.
 LESSON: 152 (Reading 29) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology adjectives; Statements & questions with which

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs
pupils’ needs and interests and that will introduce the topic of the Solar System to prepare Student’s Book, of your pupils and class.
Understand a Understand p.98
variety of linear specific pupils for the lesson. Please see the seven
and non-linear information and Teacher’s Book, differentiation strategies
Lesson delivery
print and digital details of short p.148–9 listed in the
2. Using the picture of the Solar System, find out what pupils know about it already. Some introduction. Please
texts by using simple texts pupils may know a lot but others may not, or they may know it in their first language, but not Picture of the
appropriate also consider the
in English. Solar System following:
reading (e.g. Student’s
strategies Complementary 3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils If you have pupils who
Book, p.98)
Skill which ofder they think they come in (in terms of their position from the sun or in terms od their know a lot about the
Reading 3.2.3 sizes). They write their idea in their notebooks, starting with the un. If you have pupils who topic, you could ask
Complementary Guess the know a lot about this topic, ask them to let the others in the class give their ideas. You could them to tell the class
Skill meaning of set them a task to prepare an interesting fact about the Solar System or planets to tell the more about the Solar
Reading 3.2 unfamiliar words class later. System and/or the
Understand a from clues 4. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.148. different planets.
variety of linear provided by
and non-linear visuals and the 5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s
print and digital topic Book, p.98 or other Solar System picture) and to guess what Solar System means.
texts by using
6. Ask pupils to read the text to find out whether their answers were correct about the order.
appropriate
Note that the answer is in the first paragraph. You could have them race to find the
reading
answer perhaps.
strategies
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
8. If you have pupils who have prepared something to teach the class, they can do this at this
point. Help those pupils say it in English as far as possible, but let them talk in their first
language too so that everyone understands the facts.
Post-lesson
9. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.
 LESSON: 153 (Writing 29) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology adjectives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits according to the needs
Communicate with draft and write an your pupils’ needs and interests and that will review the topic of the Solar System to Student’s Book, of your pupils and
appropriate increased range of prepare pupils for the lesson. p.99 class. Please see the
language form and simple sentences seven differentiation
Lesson delivery Teacher’s Book, strategies listed in the
style for a range of
2. Introduce the superlative adjectives using pupils as examples in a similar way p.149 introduction. Please
purposes in print
and digital media Complementary (and with similar caution) as Lesson 151. also consider the
Skill Worksheet (see following:
3. Follow instructions for Grammar Box on Teacher’s Book p.149.
Writing 4.3.1 below)
4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to Consider using a model
Complementary Use capital letters, answer using a short answer (usually one word) from memory and knowledge, for writing, for one of
Skill full stops and without looking at the text on p.98. Ask pupils to do this in pairs. the planets. This could
Writing 4.3 question marks be added to the
Communicate with appropriately in 5. Pupils now read the text on p.98 again to check their answers and extend them into
worksheet or you could
appropriate guided writing at full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals,
write it on the board. Or
language form and sentence level spelling etc. Check the answers and focus on language accuracy as well as the
you could elicit some
style for a range of content of the answers.
model sentences from
purposes in print 6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see pupils about the
and digital media below). They can use the information in the text or they can find out more information different planets before
using computers, by asking you or by asking other pupils if appropriate. the final Writing activity.
Monitor to help with ideas, support language and to check pupils’ progress in Writing.
Fast writers could write
Post-lesson about more than one
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give planet and/or could find
some (positive) comments on it. Note that you will use this work again in Lesson 155. out extra information
about the planet.

250
 Primary Year 3 SK Scheme of Work
Worksheet for Lesson 153

Name:
The Solar System.

This is
.

25
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 154 (Language Arts 29) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Superlative questions
Sustainability

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
In this lesson, pupils will write questions about Malaysia using superlatives. Copy of the About Differentiate learning
Main Skill Main Skill
Language Arts Language Arts Pre-lesson Malaysia according to the needs of
5.2 5.2.1 1. Divide pupils into groups of four and ask them to think of two superlatives they learnt worksheet on the your pupils and class.
Express Ask and answer during ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the next page Please see the seven
personal simple questions ones needed below – tallest, longest, highest, etc. differentiation strategies
If you think that
responses to about listed in the introduction.
Lesson delivery other pupils in
literary texts characters, your school would For step 5, provide
2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the
actions and worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they enjoy answering weaker pupils if
events of can see in the pictures (e.g. a river, a mountain). questions about necessary with a writing
interest in a text 3. Explain that their task is to make superlative questions. Do the example for picture 1 the world, you can frame:
together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange ask pupils to
Complementary compile their Which is the est
106 Building, Kuala Lumpur). in Malaysia?’
Skill Complementary questions into a
4. Ask pupils to write the questions individually and to check their questions with a partner.
Writing 4.3 Skill quiz. Your pupils Fast finishers can use
5. Ask four pupils to come to the front of the class, and to write the questions for pictures the
Communicate Writing 4.3.3 could share the their own ideas to make
on the board. Check their questions with the whole class and the answer to each
with appropriate Plan, draft and quiz with pupils in extra superlatives
questions
language form write an other classes. questions.
and style for a increased range Example questions:
range of of simple Which is the longest river in Malaysia? [ the Rajang River] For step 8, weaker pupils
purposes in print sentences Which is the highest mountain in Malaysia? [ Mount Kinabalu] can use ideas on p.98
and digital media from the Student’s Book
Which is the fastest train in Malaysia? [the Electric Train Service (ETS)] if necessary
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in
the pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own
general knowledge about Malaysia or the world (e.g. Which is the biggest country/animal
in the world?).
8. Ask pupils to share questions and answers with the whole class.
1. Image of Exchange 106 Building Kuala Lumpur from [Link] Commons 106
2. Image of Rajang River from Watchsmart
[Link] Creative Commons 2.0
3. Image of Mount Kinabalu from [Link] Creative Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia [Link]
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout [Link]
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 155 (Listening 30) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
Technology adjectives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.5 according to the needs of
1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.99 your pupils and class. Please
Understand Understand a wide that suits your pupils’ needs and interests and that will review adjectives to
meaning in a range of short Teacher’s Book, see the seven differentiation
prepare pupils for the lesson. strategies listed in the
variety of familiar supported questions p.149
contexts Lesson delivery introduction. Please also
Pupils’ worksheets consider the following:
Complementary 2. Ask pupils what they have learned about in the unit so far. Follow from Lesson 153
Skill instructions for Activity 3, Teacher’s Book, p.149. If you have pupils who have
Complementary Reading 3.2.2 a lot of knowledge on this
Skill Understand specific 3. Show some of the worksheets from Lesson 153 and ask pupils to remember topic, you could group these
Reading 3.2 information and what they wrote, then give them back to pupils. pupils together so that they
Understand a details of short challenge each other with
4. Ask pupils to write one question in their notebooks about the planet that they
variety of linear simple texts the information they know.
will ask other pupils. They can use the questions on Student’s Book, p.99 as
and non-linear models and for ideas.
print and digital
texts by using 5. Pupils work in groups. In turns, they ask the group their question. The
appropriate others in the group have to try to guess the answer. They should write it in
reading strategies their notebooks.
6. To check the answers, have pupils show each other their worksheets
from Lesson 153. They should read the sentences to find the answers.
Feed back by asking pupils what they learned today about the planets.
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
  A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
8. This is the last time pupils will write in their Learning Diaries. Ask them to look
back over the year’s entries in their diary. Ask them to think about and
answer the following questions (on the board or on a worksheet):
What kind of activities did you enjoy most this year? Do you still enjoy
them?
Which skills did you do well in this year?
Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. 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.
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short
adjectives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
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
1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, your pupils and class. Please
Communicate Describe people suits your pupils’ needs and interests and that will review adjectives to prepare p.100
simple information and objects using see the seven differentiation
pupils for the lesson. strategies listed in the
intelligibly suitable words and Teacher’s Book,
phrases Lesson delivery p.150–151 introduction. Please also
consider the following:
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as consider providing a written
Self-assessment
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. model on the board.
worksheet (see
print and digital details of short
4. Tell pupils they are going to play a game. They will need dice and a counter below) If you have groups that finish
texts by using simple texts
(they can use some paper, a rubber, pencil sharpener etc). Follow instructions the game quickly, they could
appropriate
for Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about write some new questions to
reading strategies
four pupils. make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.
Worksheet for Lesson 156

Self-Assessment worksheet
How did I do in Unit 10?
In English, I know how to:
 talk about different animals Great! [ ] OK [ ] A little [ ]

 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]

 compare different animals Great! [ ] OK [ ] A little [ ]

 compare people Great! [ ] OK [ ] A little [ ]

 talk about the Solar System Great! [ ] OK [ ] A little [ ]
 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 157 (Reading 30) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Technology & superlatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Reading 3.2 Reading 3.2.3 Student’s Book, according to the needs of
7. Choose an appropriate pre-lesson activity from the list in the introduction that your pupils and class.
Understand a Guess the meaning suits your pupils’ needs and interests and that will review planet names to prepare p.101
variety of linear of unfamiliar words Please see the seven
pupils for the lesson. differentiation strategies
and non-linear from clues provided Teacher’s Book,
print and digital by visuals and the Lesson delivery p.152-153 listed in the introduction.
texts by using topic Please also consider the
1. Tell pupils they will make models of the Solar System and talk about them in this
appropriate Cut-up copies of following:
lesson, but first they need to know how to do it. Give each pair a set of cut-up
reading strategies pictures and texts from Student’s Book, p.101. Tell them these are the instructions the pictures and Pupils may need support in
Complementary for making the model of the Solar System. With their partner, they should read texts 1–4 preparing for the show and
Skill and match the text to the correct picture, then put the texts + pictures in order to (Student’s Book, tell activity (step 4). You
Complementary Listening 1.2.4 make the model instructions. Remind them they can use clues from the pictures to p.101), one copy could provide a model and
Skill Understand a wide help them. per pair let pupils prepare their
Listening 1.2 range of short basic 2. Read the instructions in order and pupils listen to check their answers. Check presentation by writing it
Understand supported the instructions by having one or two pupils say them again. Ask questions to Various first if you think they will
meaning in a classroom check pupils’ understanding of the instructions. resources (see need this support.
variety of familiar instructions Teacher’s Book,
contexts 3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity. p.152)
Monitor carefully to make sure pupils are working well together and are able to
follow the instructions.
4. Follow instructions for Activity 2 on Teacher’s Book, p.152.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.
 SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 10)

LESSON: 158 (Writing 30) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & LANGUAGE/GRAMMAR FOCUS: Review of superlatives
Imagination & comparatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
1. Play Missing Planets (see Teacher’s Book, p.153). according to the needs of
Writing 4.3 Writing 4.3.3 Plan,
Teacher’s Book, p.153 your pupils and class.
Communicate with draft and write an Lesson delivery
appropriate increased range of Please see the seven
2. Talk to pupils about the universe, telling them that there are many solar Poster paper differentiation strategies
language form and simple sentences
style for a range of systems in the universe, but we don’t know very much about the other listed in the introduction.
solar systems. Tell pupils they will imagine a solar system. You could give Colour pens and Please also consider the
purposes in print
an example of another solar system, an imaginary one, or even have pupils pencils following:
and digital media
Complementary research this, if you have time. More proficient
Skill 3. Ask pupils to work in groups of three or four. First they note in their groups/pupils can include
Complementary Writing 4.2.4 notebooks the basic information about the planets in their imaginary different information about
Skill Describe people solar system, e.g. how many planets there are, what they are called, how their solar system, for
Writing 4.2 and objects using big/hot/cold they are etc. Monitor carefully and help pupils with ideas and example whether the
Communicate suitable words and language at this planning stage. planets have life on them,
basic information phrases 4. Each group makes a poster. They should decide who will write, who will moons around them etc.
intelligibly for a draw and who will manage the group. The writer(s) should draft the text that
range of purposes will go on the poster, the artist(s) should plan and draw the solar system on
in print and digital the poster, the manager should make sure that the information is correct
media between the artwork and the text.
5. When the writer(s) has finished the first draft, all the group members
should help review it and check the language and content. Monitor and
help as pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give
some feedback on the content, design and on how well groups have worked
together as a team to produce the posters.

260
 Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 159 (Language Arts 30) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Review of comparatives
& superlatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Language Arts 5.2 Language Arts 1. Choose an appropriate pre-lesson activity from the list in the introduction that according to the needs of
Express personal 5.2.1 suits your pupils’ needs and interests and that will review adjectives to Student’s Book, p.102– your pupils and class.
responses to Ask and answer prepare pupils for the lesson. 103 Please see the seven
literary texts simple questions differentiation strategies
Lesson delivery Teacher’s Book, p.154– listed in the introduction.
about characters,
Complementary actions and events 2. Tell pupils they are going to read a fairy story. Ask them whether they know 155 Please also consider the
Skill of interest in a text any other fairy stories (e.g. Sleeping Beauty). Note that many have been following:
Reading 3.3 Read made into films by Disney, so pupils may know them. Copies of cut-outs of the
sets of characters in the Ask different kinds of
independently for Complementary 3. Show pupils the picture of the princess. Elicit some adjectives to describe her. questions to different
information and Skill story (one per pair/small
Tell pupils that many men in the land want to marry the princess, so they pupils so that you are
enjoyment group)
Reading 3.3.1 have some competitions. Hand out the character sets (the three strong men challenging them to a
Read and enjoy in picture 2, the three jokers in picture 3, the three running men in picture 4) level where they can still
A1 fiction/non- Picture of the princess
and elicit some adjectives to describe them. Ask pupils to put them in order of reply. This may be
fiction print and from the story
how strong/funny/fast they are. related to the type of
digital texts of 4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see question (higher/lower-
(You could choose a
interest whether they were right. Remind them that they do not need to understand level thinking) or the
different story if it is more
every word and can use the pictures to help them understand the appropriate to your local language.
storyline. culture)
5. Play the CD and have pupils follow along. Follow the instructions for
While reading on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
7. Elicit and discuss the Value in the story (see Post-story activity, Teacher’s
Book, p.155).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction
that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

26
 LESSON: 160 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge
WEEK:

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Review of comparatives
Sustainability & superlatives

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Writing 4.3 Writing 4.3.3 Plan, according to the
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, needs of your pupils
Communicate draft and write an pupils’ needs and interests and that will introduce the word camel and review p.119
with appropriate increased range of and class. Please see
Malaysian animals from Lesson 148. the seven
language form simple sentences Teacher’s Book,
and style for a Lesson delivery p.182 differentiation
range of purposes strategies listed in the
2. Show the pictures of the two types of camel and elicit some differences between them. Pictures of introduction. Please
in print and digital camels from
media 3. Follow instructions for Vocabulary on Teacher’s Book, p.182. also consider the
Student’s Book, following:
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182. p.119
If you have little time
Complementary Complementary 5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson Malaysian in this lesson, focus
Skill Skill 148. Return their sentences to them from that lesson, having pupils work in the same pairs animals on the second part of
Reading 3.2 Reading 3.2.2 if possible. Ask pupils to look at their sentences, to check them and to develop the flashcards the lesson, which is
Understand a Understand information further, using some superlative adjectives if possible. This will depend on the about Malaysian
Pupils’
variety of linear specific animal itself. Encourage pupils to add some information anyway. animals.
sentences from
and non-linear information and
6. Ask pupils to draw their animal in large size on paper and cut it out. Lesson 148
print and digital details of short
texts by using simple texts 7. At the same time, have different pupils in the group write the sentences on separate Paper, scissors,
appropriate pieces of paper. glue,
reading strategies string/thread
8. Organise the class so that they all stick their pictures on the display board/very large
paper. They also stick the sentences, separately, away from the pictures. Ask one or two Very large
pupils to supervise this and to write a title for the display (e.g. Malaysian animals in poster paper /
danger! or Endangered animals around us). display board

9. Pairs could connect their sentences to their pictures using the string/thread themselves, or
you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson
10. Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world.
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
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