Beruflich Dokumente
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KURIKULUM STANDARD
SEKOLAH RENDAH
English Language
Scheme of Work
Primary Year 3
Primary Year 3
Scheme of Work
Contents
Content Overview
The purpose of this document is to provide teachers with support and information with
regards to 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 their non-textbook-based lessons.
Contained within this Scheme of Work document, teachers will find the following information:
This section provides teachers with an introduction to the Scheme of Work and an
explanation of how the textbook-based lessons 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 various details 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.
In this section, teachers will find some suggestions for pre-lesson and post-lesson tasks.
Pre-lesson tasks are short tasks to 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
help round off the lesson, review, summarise, personalise or talk about learning in the
lesson. Teachers are guided to choose from this list in some lessons in the Scheme of Work.
This section provides teachers with a number of suggested differentiation strategies which
teachers may wish to use in their planning to help meet the needs of the pupils in their class.
Teachers will need to 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 DSKP and the Curriculum Framework Document.
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 lessons,
mainly in the Lesson Outline section.
This section provides teachers with details for the textbook-based and non-textbook-based
lessons.
What is the Primary Year 3 Scheme of Work and how can it help teachers?
The Primary Year 3 Scheme of Work gives teachers an overview of the Content and
Learning Standards to be covered within each lesson. The Scheme of Work will provide
teachers with assistance in their daily, weekly and longer-term planning of lessons.
The Year 3 Scheme of Work consists of a total 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.
A. Textbook-Based Lessons: The materials for these lessons will include learning
activities from the selected Year 3 textbook. This textbook consists of Unit 1 to Unit
10.
Most lessons in Year 3 Scheme of Work will be textbook-based lessons, with the exception
of a few skill-based lessons (e.g. Writing, Speaking), some Language Arts lessons,
Language Awareness lessons and Project-Lessons.
Each unit (units 1-10) will provide teachers with materials sufficient for 16 lessons, including
three cycles of skills (Listening, Speaking, Reading, Writing) and Language Arts lessons and
one Language Awareness or Project-Based lesson:
Text-book based lessons will utilise material from the textbook as well as other
suggested activities to help prepare pupils for new learning, consolidate or extend
learning.
Pupils are expected to have their copy of the Student’s Book and bring their
notebooks to every lesson, including non-textbook lessons, which sometimes ask
them to refer to their textbook.
Teachers should be able to access the Teacher’s Book for every lesson, including
non-textbook lessons, which sometimes ask them to refer to their textbook. If
teachers do not have regular access to the Teacher’s Book they should prepare a
few lessons in advance as necessary. 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 teacher at their school. The Teacher’s
Book provides a lot of guidance and ideas and the listening script. Therefore, it would
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 can be printed or can
be drawn by the teacher) and prepare other materials and resources for most
lessons.
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.
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (e.g.
Lesson 1 Listening; Lesson 16 Language Awareness etc.).
3. Theme
4. Topic
Each cycle of lessons has been assigned a specific Cross Curricular Element. In the
Learning Outline for some lessons, suggestions are given for Teachers for how to connect
the lesson with the suggested Cross Curricular Element. Teachers will need to refer to
relevant documentation on the Cross Curricular Elements for further guidance. Other Cross
Curricular Elements may also be addressed in some lessons but are not given in the
Scheme of Work. Teachers are encouraged to link to other Cross Curricular Elements within
a lesson cycle, in addition to the suggestion given, if they identify opportunities for relevant
cross-curricular connections to be made.
6. Language/Grammar Focus
This is related to the grammatical structure/function (e.g. Present Simple and Present
Continuous) that is the focus of the lesson.
The given Content and Learning Standards are taken from the DSKP and the Curriculum
Framework Document.
Each lesson within the Scheme of Work aims focuses on one main skill and one
complementary skill. In order to ensure that pupils receive adequate exposure and practice
to every Learning Standard within the Curriculum Framework, it is necessary to ensure that
each Learning Standard appears within the Scheme of Work. Sometimes this Learning
Standard will appear as a main skill and sometimes as a complementary skill. Therefore, it is
critical that teachers ensure that both the main skill and the complementary skill are covered
Teachers should also be aware that the main skill and complementary skill should not 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 the complementary skill 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. Both main and
complementary skills must be covered in each lesson.
9. Learning Outline
The Learning Outline provides guidance for the delivery of a lesson. Three main aspects 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 further detailed information for teachers
about the delivery of the textbook activities.
The activity names given in the Teacher’s Book are given in italics in the Learning Outline.
The relevant page is also given each time. The relevant page numbers for both Student’s
Book and Teacher’s Book are given for textbook-based lessons.
Each lesson includes a suggestion for pre-lesson and post-lesson tasks. Some of these are
outlined in the Learning Outline or 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.
Below can be found 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 basically 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 is noted in the task description.
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.
1. Write questions on the board for a listening or reading text that the 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?”
a. played football
b. watched TV
c. went shopping (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils then listen to or read the text to check their predictions.
1. Choose some flashcards of important topic vocabulary the 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 the 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 the pupils have guessed all the words.
NB: 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).
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.
1. Choose about 7 or 8 topic words which 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.
NB: 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.
NB: 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.
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 /ɒ/:
cat : dog : fish : tiger OR cat : dog : monkey : snake (the second
example is more difficult because of the o in monkey, which is not /ɒ/)
3. Ask pupils to guess which word has an /ɒ/ 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.
NB: This 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.
1. Review with the whole class the word or picture cards 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 the pupils to be much faster.
6. After the words have all been passed around, you might want to review them again.
NB: You can use this activity to support vocabulary learning or reading. You could use
short sentences for more proficient groups of pupils.
Below can be found 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 to 3. The language and
vocabulary focus will be different, however, and some tasks can be modified for slightly
more proficient pupils, as is noted in the task description.
1. Before the lesson, identify 3 or 4 factual changes you could make to a listening or
reading text which 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.
1. Before the lesson, choose or prepare between 3 and 6 flashcards which represent the
content of a text which 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 the 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.
1. During the lesson, identify 4 or 5 words or sentences with errors the 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.
1. After pupils have worked on a listening or reading text, choose a key sentence or
sentences you want the pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask the 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.
NB: 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.
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 to 5
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 need be.
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.
6. Each team gets one 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 students when teams do well.
1. Write target language on the board (e.g. seasons, I like/don’t 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 she 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 he or she 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.
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 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.
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.
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.
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.
Terms in Year 3
Meaning
Schemes of Work
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.
peer-assessment Involving pupils in the process of assessment by asking pupils to give feedback to a peer on specific
aspects of their learning, such as a specific aspect of the quality of a piece of work. For example, when a
pupil gives feedback to another pupil on an aspect of their learning, the feedback takes 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.
prior knowledge Knowledge and skills which pupils already have, possibly acquired from previous lessons or previous
years.
probing questions Questions that aim to dig deeper than the surface (e.g. Is there a different way to say the same thing? /
What would you say instead (of…)? / Does anyone agree/disagree with that? Why?)
self-assessment Involving pupils in the process of assessment by asking pupils to self-assess 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
wait time The time given between asking a question and collecting a response to it.
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 simple texts Short simple texts are those with two sentences and more. They do not usually contain more than one
See also: paragraph. They should be easy for pupils to understand.
Listening 1.2.2
Reading 3.2.1
Reading 3.2.2
Listening 1.2.3 short simple narratives
Understand with support short simple Short narratives are stories which are more than 10 lines long, up to around 10-12 pages if in story book
narratives form. The simple narratives contain language and ideas which pupils can understand and which are
familiar.
Please use your own judgment on very short simple narratives, based on the level, context and interest of
the pupils you teach.
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
supported classroom instructions language.
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 meaning and the thinking behind it,
for example I like/don’t 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, are 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 personal 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.
Writing
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: His / Her name’s…
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Has / Have got…
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Numbers up to 100 /
Have you got..? Yes, I have. / No, I haven’t
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Has / Have got
Develop a worksheet that gives space for pupils to draw a picture of themselves. Add lines under the picture so pupils can write sentences about themselves and their families.
For example:
A picture of me
About me:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
LESSON: 5 (Language Arts 1) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Have you got (and)
…? Yes, I have. / No, I haven’t.
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: have got… / have
you got…?
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: He/She can +verb
LESSON: 9 (Writing 2) MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Can he/she + verb?
Yes, he/she can. // No, he/she can’t.
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)
LESSON: 10 (Language Arts 2) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Creativity & LANGUAGE/GRAMMAR FOCUS: I/He/She can…
Imagination
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 (picture or words) according to the needs of
you? using action cards. Make sure to include the verbs from the your pupils and class. Please
5.3 5.3.1 Online song (see
Express an Respond song: run, jump, swim, hop, skip. You may need to pre-teach some of see the seven differentiation
these words if your pupils are not familiar with them so check first. Learning Outline) strategies listed in the
imaginative imaginatively and
response to intelligibly through 2. Give each pupil a card. They look at the card and mime the action, Lines of the song introduction. Please also
literary texts creating simple either as I can or I can’t (E.g. play chess – pupil mimes someone cut up (in verses) consider the following:
trying to play but looking confused). Other pupils should say either
action songs on Plan how to group pupils for
familiar topics. She/He can … or He/She can’t … (Same example: 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 there is a range of proficiency
Complementary Complementary cards (from pre-lesson stage). If they hear their word, they should in each group. However,
Skill Skill hold up their card. Play the song: encourage all pupils to
Language Arts Language Arts http://learnenglishkids.britishcouncil.org/en/songs/i-can-run participate equally by sharing
5.1 5.1.1 4. Ask the pupils to listen to the song again and copy the actions they out the lines of the song at
Enjoy and In addition to Year 2 hear. Play the song again. the performance stage, if
appreciate text types: simple 5. Put pupils into groups of five. Give each group a verse of the cut up appropriate.
rhymes, poems poems lines of the song. They should divide the lines between them, one
and songs each. Play the song again. Pupils order the lines as they hear them. For fast finishing groups, ask
6. Feed back by having groups sing the song in the order of verses (with them to write a second verse.
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.
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Can you + verb?
Yes, I can // No, I can’t
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: What’s the time? It’s
X o’clock / It’s half past X.
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1
forms
LESSON: 14 (Writing 3) MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1
forms
LESSON: 15 (Language Arts 3) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Review: What’s your
name?, Have got/have, time
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1
forms
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so Depending on your Differentiate learning
Reading Reading your lesson reviews areas needed by your pupils. You might focus: according to the needs of
3.2 3.2.2 consider using some of the material as a homework task, if your pupils and class. Please
appropriate. Worksheets (see see the seven differentiation
Understand a Understand specific below)
variety of linear information and strategies listed in the
Plan a language awareness lesson which focusses on consolidating introduction. Please also
and non-linear details of short and extending the main language points in Unit 1 according to the Flashcards of
print and digital simple texts characters from (Greg consider the following:
needs of your pupils:
texts by using & Anna, Student’s Book You could offer pupils a
appropriate have got p.6) choice of these activities or
reading strategies can you could ask different pupils
be (+ adjective) (+time expression) Action cards
to do different activities
Complementary Within the topic of Welcome! Toy clocks depending on their individual
Skill Complementary needs, based on formative
Pre-lesson GS p.14 Activities 1
Writing Skill assessment in this unit.
1. Choose an appropriate pre-lesson activity from the list in the and/or 2 and/or 3
4.3 Writing
Communicate 4.3.1 introduction that suits your pupils’ needs and interests and that will Self-assessment Have pupils do more activities
with appropriate Use capital letters, prepare the pupils for the lesson. worksheets and/or make their own
language form full stops and activities.
Lesson delivery
and style for a question marks
range of purposes appropriately in Have got:
in print and digital guided writing at 2. Show flashcards of characters from the textbook. Elicit sentences
media sentence level about the characters He/She has got. Write the sentences on the
board and put the pictures next to them. Ask pupils why we use
he or she. Ask the pupils if we use has got or have got with he
and she.
3. Next elicit sentences from pupils about themselves. Ask pupils to
come to the board, write their name and write a sentence about
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.
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2. can / dive / he /
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he / no / can’t
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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 ____