KURIKULUM STANDARD SEKOLAH RENDAH Year 3 SJK SOW.pdfPrimary Year 3 SJK Scheme of Work 8 Typical lesson cycles Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work

Primary Year 3 SJK (National-Type Schools)

Primary Year 3 SJK

(National-Type Schools)

Scheme of Work

Primary Year 3 SJK Scheme of Work

Contents

Content overview ............................................................................................................................................................................................................... 5

1. Content and organisation of the Primary Year 3 SJK 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 1–80 ............................................................................................................................................................................ 29

UNIT 1 ..................................................................................................................................................................................................................... 29

UNIT 2 ..................................................................................................................................................................................................................... 40

UNIT 3 ..................................................................................................................................................................................................................... 53

UNIT 4 ..................................................................................................................................................................................................................... 66

UNIT 5 ..................................................................................................................................................................................................................... 80

UNIT 6 ..................................................................................................................................................................................................................... 90

UNIT 7 ..................................................................................................................................................................................................................... 98

UNIT 8 ................................................................................................................................................................................................................... 108

UNIT 9 ................................................................................................................................................................................................................... 121

UNIT 10 ................................................................................................................................................................................................................. 135



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Primary Year 3 SJK (National-Type Schools) 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. 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).


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6. Scheme of Work (Lessons 1 – 80)

This is the main section of the scheme of work. It provides teachers with details for the textbook-based and non-textbook-based lessons.

7. Additional Materials for Year 3 SJK (National-Type Schools) Teachers

The SJK (National-Type school) teachers can plan lessons using the additional materials provided with the Scheme of Work to make the language

learning process more interesting, meaningful and engaging for pupils. They can also optimise the extensive resources in the additional materials if they

are able to complete the 80 lessons in the Scheme of Work earlier than expected within the stipulated time in the year. The materials provided can be

utilised to manage pupils who are fast finishers. Any suitable activities can be selected and adapted from these additional materials according to the

needs and levels of the pupils in the classroom.


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1. Content and organisation of the Primary Year 3 SJK Scheme of Work

What is the Primary Year 3 SJK 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 SJK Scheme of Work consist of?

The Scheme of Work consists of 80 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 80.

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 SJK 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.


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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


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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 40 and 80) 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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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


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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?)


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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.


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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 Scheme of Work

Meaning

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.


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Term in Year 3 Scheme of Work

Meaning

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 Framework Meaning

Listening

Listening 1.1.1 Recognise and reproduce with support a range of target language phonemes

a range of target language phonemes Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils should be able to hear and say most of the phonemes, including some of the less common ones.

Listening 1.2 Understand meaning in a variety of familiar contexts

a variety of familiar contexts Familiar contexts are ones which pupils know. Examples include contexts linked to topics covered in the 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 Understand with support the main idea of short simple texts See also:

Listening 1.2.2

Reading 3.2.1

Reading 3.2.2

short simple texts Short simple texts are those with two sentences and more. They do not usually contain more than one paragraph. They should be easy for pupils to understand.

Listening 1.2.3 Understand with support short simple narratives

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.


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Listening 1.2.4 Understand a wide range of short basic supported classroom instructions See also:

Listening 1.2.5

wide range The limit of the range is indicated in the schemes of work, where suggestions are made for classroom language. short basic supported classroom instructions Short and basic instructions at the Year 3 pupil age should contain a few clear words, and are repeated throughout the year. For example, Stand up in a circle. 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 Understand a wide range of short supported questions

short supported questions Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures and objects to visually support meaning.

Listening 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking

unfamiliar words These are words pupils do not already understand or produce in English.

Speaking

Speaking 2.1 Communicate simple information intelligibly

simple information 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 Ask about and express basic opinions

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 Give a short sequence of basic directions

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 Keep interaction going in short exchanges by repeating key words from the other speaker

short exchanges An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short 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 Narrate very short basic stories and events

short basic 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.


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Reading

Reading 3.2.4 Recognise and use with support key features of a simple monolingual dictionary

key features of a simple monolingual dictionary A monolingual dictionary is one which has only English (the words and the definitions). Various titles are available specifically for children learning English or for CEFR A1 level learners.

Reading 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest

A1 fiction/non-fiction print and digital texts These are reading texts for young learners of English at CEFR A1 level. Examples include stories, quizzes, emails, etc.

Writing

Writing 4.1.2 Begin to use cursive handwriting in a limited

range of written work

cursive writing This is where a writer joins letters together in a word (also known as joined-up writing or longhand). It makes the process of writing faster and is used by native writers of alphabetic scripts.

Writing 4.1.2 Begin to use cursive handwriting in a limited range of written work

a limited range of written work Pupils can be encouraged to use cursive writing where it is appropriate (i.e. where more than just a letter or 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 Communicate basic information intelligibly for a range of purposes in print and digital media

basic information Basic information means the same as simple information (see Speaking 2.1 above).

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 Express simple opinions

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 Use capital letters, full stops and question marks appropriately in guided writing at sentence level See also Writing 4.3.2

guided writing Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and language.

Writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing

familiar high frequency words High frequency words are words which pupils use often in Year 3 writing, such as colours, numbers, days of the week, and classroom objects. Please use your own judgement on familiar high frequency words, according to words pupils write often in your lessons.


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6. Scheme of Work: Lessons 1–80

UNIT 1 SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WE

EK

: _

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

TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language;

Values

LANGUAGE/GRAMMAR FOCUS:

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

CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

DIFFERENTIATION STRATEGIES

Main Skill

Listening 1.3 Use appropriate listening strategies in a variety of contexts Complementary Skill


Main Skill

Listening 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking Complementary Skill

Speaking 2.1.5 Describe people and objects using suitable words and phrases

Pre-lesson

1. Pupils sit in circle to introduce themselves My name’s [Amir].

2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves and the pupil to their right/left in the circle.

3. Play memory game in the circle to remember names.

Lesson delivery

4. Introduce/review adjectives (p.5) using flashcards, drawings and/or pupils as examples if appropriate.

5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s Book p.18: Vocabulary, Activity 1, TPR Activity.

Monitor pupils carefully as they listen to the song to evaluate their vocabulary and Listening skills. Review vocabulary next lesson as necessary.

Post-lesson

6. Use flashcards with the whole class to play a guessing game to review the adjectives again. 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.

Get Smart plus 3

Student’s Book p.5 Activity 1

Teacher’s Book p.18

Adjectives flashcards

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction. Please also consider the following:

Use a written model of language on the board to support less proficient pupils.

Ask pupils to write name cards if necessary to show during memory game.

For fast finishers or more proficient pupils you could extend introductions to include descriptions.


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SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1) W

EE

K:

LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

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

hour/half past the hour)

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Speaking 2.1 Communicate simple information intelligibly Complementary Skill


Main Skill

Speaking 2.1.2 Find out about and describe basic everyday routines Complementary Skill


Pre-lesson

1. Play a circle game (a whole class activity where pupils sit or stand in a large circle) to review numbers up to twelve. Teacher can choose another pre-lesson activity from the list provided in the introduction.

Lesson delivery

2. Introduce telling the time (on the hour and half past) using the board or toy clocks if available. See Teacher’s Book p.24, Warm up. Pupils can stay in a circle for this stage.

3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s Book p.24).

4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24). Monitor as pupils work on this activity. Depending on their performance, you could ask pupils to repeat Activity 1 with new partners.

5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending on pupils’ performance and interests.

Post-lesson

6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y

Get Smart plus 3


Teacher’s Book p.24–25

Toy clock(s)

YouTube game suggestion for post-lesson

Small pieces of paper scrunched up (pupils can make these for themselves)

Note: for next lesson, ask pupils to bring family photos. You will also need to bring your family photos.


It may be helpful for some pupils to have and use toy clocks instead of / as well as the pictures in the book (p.24).

For more proficient classes, you could introduce and practise more times (e.g. 3.15 / quarter past three)

https://www.youtube.com/watch?v=_63i8r_wW5Y


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EE

K:

LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

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

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Complementary Skill

Reading 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies

Main Skill

Reading 3.2.2 Understand specific information and details of short simple texts Complementary Skill

Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic

Pre-lesson

1. Review previous learning by playing a Guess who game as a whole class.

Lesson delivery

2. Follow with Warm up activity (See Teacher’s Book, p.20).

3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor closely to see whether pupils are comfortable with numbers up to 100. If some are having difficulty, build in extra practice in this lesson (see step 2) and in the next few lessons. Consider setting a homework task related to this.

4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they listen by

tracking the words on the page with their finger as they listen to the recording.

5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the pictures in the story to guess the meaning of the words they don’t know in Activity 2.

Post-lesson

6. Play a Stand up if it’s true – sit down if it’s false game using have/has got.

Get Smart plus 3

Student’s Book p.6 Activity 1, p.7 Activity 2


Numbers flashcards

For next lesson, make sure pupils bring their notebooks to create their learning diaries


Pupils may need more time to review numbers (see step 2).

Fast finishers could ask each other how many shells they have.


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EE

K:


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Reading 3.2.1 Understand the main idea of short simple texts Complementary Skill


Pre-lesson

1. Play an action or miming game to review key sports vocabulary.

Lesson delivery

2. Begin the main lesson by following Teacher’s Book p.22 Warm up

3. Hand out the sets of cut up pictures from copies of Student’s Book p.8 (one set per group). Follow with Vocabulary and Step 1 of Activity 1 (see Teacher’s Book p.22 – pupils talk about the pictures).

4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set per group). Ask pupils to read them and match to the correct pictures (which they already have).

5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22).

6. End the main lesson with Grammar box and Activity 2 (See Teacher’s Book p.22).

Post-lesson

7. Ask pupils to put up their hands if they can paint/do karate etc.

8. Monitor as pupils work on the activities in the lesson to assess their understanding of can. Use this to decide how much to review and extend the language focus in the next few lessons.

Get Smart plus 3

Student’s Book p.8 Activity 1; p.9 Activity 2


Sets of texts and pictures on Student’s Book p.8 cut up for matching


Step 4 could be group reading; or each pupil in a group could

have one or more of the texts to read or match; or some pupils could have a

text, others a picture to match.

You could ask various questions about the pictures of the children to extend the activity (e.g. what they look like or, to more proficient pupils, questions about how they feel when they do the activities).


33


EE

K:

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

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

Yes/No answer

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Complementary Skill


Main Skill

Writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing Complementary Skill

Listening 1.2.1 Understand with support the main idea of short simple texts

Pre-lesson

1. Use sports flashcards to play a vocabulary review game.

Lesson delivery

2. Play a miming/TPR game to review and practise can and can’t. Extend by asking pupils Can he/she X? Pupils reply Yes, he/she can or No, he/she can’t.

3. Follow on with Activity 3 (Teacher’s Book, p.23).

Monitor pupils’ use of vocabulary. You could introduce more vocabulary in this lesson, if your pupils are ready for it. This would be a chance to introduce some sports or hobbies that are popular with children at the moment in Malaysia.

4. Play a letter/word scramble game to check the written form of the Yes/No answer (mix up the letters/words and ask pupils to rearrange them correctly).

5. Follow on with Activity 4 (Teacher’s Book p.23).

Post-lesson

6. If time allows, play a spelling game with sports words and pictures.

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)

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.

Get Smart plus 3

Student’s Book p.9 Activity 3 & 4


Sports flashcards


Vary the type of activity to include movement and visuals to support understanding and help pupils remember language according to the needs of your own pupils.

If you have proficient pupils, you could focus on adverbs (e.g. very well) from Activity 4. Include an extension activity to practise these in writing.


34


EE

K:


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Writing 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main Skill

Writing 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level Complementary Skill

Writing 4.3.3 Plan, draft and write an increased range of simple sentences

Pre-lesson

1. Review the topic of families. You could play a vocabulary game based on Lesson 13.

Lesson delivery

2. Review the model text from the last lesson by playing the audio for the text (Student’s Book p.11) while pupils read along.

3. Pupils use the sentence beginnings to tell their partner about their family (two or more sentences). This is to review the language and help with oral planning.

4. Follow on with the Writing Tip (Teacher’s Book p.27).

5. Have pupils write two or more sentences about their family in their notebooks or for classroom display. They could add the family photos they brought if they are not too valuable to them.

6. Collect the writing and use it to informally assess learning in this unit. Give positive and constructive feedback to pupils using your notes on their performance during this unit. Use a basic marking key to show pupils where their mistakes are so that they can correct their own work. See this link for ideas on basic marking key: www.teacherspayteachers.com/Product/Free-Editing-Marks-3172480 This could be done in the next lesson(s) or as homework.

Post-lesson

7. (If time) Review key language by following Teacher’s Book p.27 Optional 2.

1. Learning diaries:

Ask pupils to think back on their learning so far this week. In their learning diary, they can write:





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 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.

Get Smart plus 3



Family photos


Provide individualised feedback on pupils’ Writing.

You could set different Writing targets for different pupils depending on your pupils’ levels.

If you have extra time, pupils could play a guessing game where they read each other’s work and guess whose family it is.


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LESSON: 7 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.2 Express personal responses to literary texts

Complementary Skill

Speaking 2.3 Communicate appropriately to a small or large group

Main Skill

Language Arts 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text Complementary Skill


Pre-lesson

1. Play the Who is it? game (see Teacher’s Book p.19, activity called Optional).

Lesson delivery

2. Introduce the characters of the story using the puppets you have prepared. Ask pupils questions about the puppets to review key language and predict the story.

3. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use puppets to

help them act out the story in pairs.

4. Pupils should practise before performing to the whole class. You could use this as an opportunity for peer feedback, by asking pupils to comment on each other’s performances. Make notes, too, on pupils’ performance related to pronunciation in particular. Give plenty of positive feedback to each pair/group and summarise areas to work on for the whole class after the activity.

Post-lesson

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.

Get Smart plus 3

Student’s Book p.12–13

Teacher’s Book p.19, p.28–29

See materials list on Teacher’s Book p.28

Stick puppets of characters from story (cut out a picture of each and glue it on to a stick/straw)

Sticks/straws, scissors for pairs/groups


If you have extra time, you could do the Optional activity (see Teacher’s Book p.29).

Give individualised constructive feedback to pupils by thinking about the progress each pupil has made over the unit. You can use your notes to help.


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SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1) W

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LESSON: 8 (Language Awareness 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Writing 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level

Use the notes you have made on pupils during this unit to adapt this plan so that your lesson reviews areas needed by your pupils. You might consider using some of the material as a homework task, if appropriate.

Plan a Language Awareness lesson which focuses on consolidating and extending the main language points in Unit 1 according to the needs of your pupils.

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will prepare the pupils for the lesson.

Lesson delivery

Have got:

2. Show flashcards of characters from the textbook. Elicit sentences 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 themselves I have got… Ask pupils questions about the form with I (have got).

4. Next pupils complete Sections A & B of the worksheet (see below).

5. Feed back on the answers as a whole class. Note any common problems or mistakes and review as necessary.

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.

Depending on your focus:

Worksheets (see below)

Flashcards of characters from Get Smart plus 3 (Greg & Anna, Student’s Book p.6)

Action cards

Toy clocks

Get Smart plus 3

Student’s Book p.14 Activities 1 and/or 2 and/or 3


Self-assessment worksheets


You could offer pupils a choice of these activities or you could ask different pupils to do different activities depending on their individual needs, based on formative assessment in this unit.

Have pupils do more activities and/or make their own activities.


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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.


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Worksheet for Lesson 8 (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

___________________________________________


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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 ____


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LESSON: 9 (Listening 2) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill

Listening 1.3 Use appropriate listening strategies in a variety of contexts

Main Skill

Listening 1.2.2 Understand with support specific information and details of short simple texts Complementary Skill


Pre-lesson

1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have pupils sit or stand in a circle from this stage of the lesson.

Lesson delivery

2. Introduce the flashcards and play a circle game to have pupils practise the phrases.

3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the class what is on their card.

4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up their card when they hear their action. Play the recording once.

5. Play the recording again. This time, all pupils should mime all the actions as they hear them.

6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the words before drawing a line to match the pictures, as shown in the example on p.15.

Watch pupils carefully during these activities to see how well they have understood the new vocabulary.

7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.

Post-lesson

8. Have pupils play a mime game in pairs or small groups. Alternatively, you could choose an appropriate post-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review the main areas covered in the lesson.

Get Smart plus 3

Student’s Book p.15


Flashcards of the new vocabulary (at least one card per pupil)


You could introduce one or two more daily routine expressions at this time, if you think your pupils may already know this vocabulary.

Do not insist that all pupils do every action as they listen to the song. Some pupils may just do one or two because it can be difficult to hear, understand and mime quickly. If this is too challenging, then ask pupils to mime just the action they have on their card.


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CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along.

Lesson delivery

2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing game (see, for example Pre-lesson task 4). Introduce the word cards as you do this.

3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to find a picture + a word that matches.

4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily routines.

5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15.

6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils

mingle (move around the classroom and choose who to speak to, not stay with their regular partner) to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to simply show each other their books. Monitor closely to see which pupils can use the full sentences here; support those who can’t.

Post-lesson

7. Play a word game to review the spelling of a few words the pupils have found challenging to remember. Alternatively, you could choose an appropriate post-lesson activity from the list in the introduction that suits your pupils’ needs and interests.

Get Smart plus 3 Student’s Book p.15 Activity 1 Teacher’s Book p. 32–33

Vocabulary flashcards and word cards (1 set per pair or small group)

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction. Please also consider the following: You could put large- size words cards on the board or leave sets with pupils so they can copy the spelling for the main activity if they need to. You could ask pupils to leave their books on their desks while they do the Speaking activity. They will need then to remember the details to write afterwards.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Review key vocabulary with an action/miming game, or you could choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language and prepare pupils for the lesson.

Lesson delivery

2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their partners about their parents (or another family member, as appropriate to your pupils).

3. Monitor as pupils do the pairwork activity and review the question-answer form if necessary after the activity.

4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask them to write a question (for example, Do you … to school? or Does your dad/mum … to work?)

5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they will interview. They should use the ‘Answers’ boxes on the worksheet to keep count of classmates’ answers then add up the total when they have finished.

6. Use a model on the board to show how to complete the chart on the worksheet. Each block represents one answer. Pupils should colour the number of squares for each answer, for example, if 7 pupils answer ‘Yes’ and 3 pupils answer ‘No’, then they colour 7 left-hand blocks and 3 right-hand blocks.

7. Pupils complete the worksheet in their pairs.

Post-lesson

8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are surprised by any of the findings.

Get Smart plus 3 Student’s Book p.17 Teacher’s Book p.35 Class survey worksheet (see below for example)


For extra practice, pupils can ask more classmates.

Fast finishers or more proficient pairs of pupils could ask more than one question. You will need extra worksheets for them.


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Worksheet for Lesson 11

Class survey

Names: __________________and____________________ Class: _________

Our question:

_________________________________________________________________

Answers:

Yes Total:

No Total:

Write Yes or No :

5

4

3

2

1


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Reading 3.2.4 Recognise and use with support key features of a simple monolingual dictionary Complementary Skill

Reading 3.2.2 Understand specific information and details of short simple texts

Pre-lesson

1. Play a word game to focus on the word teacher. You could choose an appropriate pre-

lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language and prepare the pupils for the lesson.

2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Tell pupils that today you will help them learn to use a dictionary. Show pupils a dictionary.

Lesson delivery

3. Elicit and write the alphabet on the board (or draw pupils’ attention to a copy on display if you have one).

4. Write the word cat on the board. Model using a dictionary to find the word and read the definition.

5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the word cards and put them randomly on the board too.

6. Have pupils work in at least seven groups. Assign one word to each group and ask them to find the word in the dictionary. Give them time to find the word and then ask them which picture on the board they think their word belongs with. Do not expect pupils to understand the dictionary definitions in full, but to try to get a rough meaning so they can decide which picture it belongs to.

7. For each of the seven words, ask one pupil to come out and move their word card next to the correct picture on the board.

8. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36

9. If you have time, do Activity 2 (Student’s Book p.19; Teacher’s Book p.37). You could do this at the beginning of the next lesson instead, if you do not have time.

Post-lesson

10. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.

Get Smart plus 3

Student’s Book, p.18


word cards: firefighter, fire, lifeguard, save, dentist, fix, teeth

Picture cards of the three people on Student’s Book p.18

Class set of monolingual dictionaries


Using a dictionary can be challenging. Try to pair/group more proficient pupils with less proficient pupils and encourage them to work together.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill

Speaking 2.2 Use appropriate communication strategies

Main Skill


Speaking 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions

Pre-lesson

1. Review the three occupations (jobs) from the previous lesson by choosing an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests.

Lesson delivery

2. Introduce the new occupations vocabulary using flashcards.

3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37. Remind pupils that they can ask for a classmate’s help if they can’t read a word by putting up their hand and saying I do not understand this word. Can you help me, please? You may want to pre-teach this phrase. They can also ask you this question

when they need to.

4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle. Model how to read the clue and write the answer in the crossword. Have pupils work on the crossword in pairs or small groups. Monitor and help pupils as necessary. Observe how they work together in their pairs and groups to see which pupils are able to support others. This will be useful information when pairing and grouping pupils in the future.

5. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as appropriate.

Post-lesson







Get Smart plus 3



Flashcards of occupations (including those in the worksheet)

Crossword worksheet (see below)


You could also encourage pupils to use a dictionary if necessary and appropriate if they need extra practice in this.

You could put the occupations words on the board for pupils to copy the spelling if necessary.


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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.


Down

1. She works in a police station.

2. He saves people.

3. He cooks in a restaurant.

4. She works in a school.

7. He works in a restaurant.

Across

5. He puts out fires.

6. She works in a hospital.

8. He plays the piano.

9. He works on TV.

10. He fixes teeth.


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CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill

Writing 4.1 Form letters and words in neat legible print using cursive writing

Main Skill


Writing 4.1.2 Begin to use cursive

handwriting in a

limited range of

written work*

Pre-lesson

1. Play Do not break the chain (See Teacher’s Book p.34)

Lesson delivery

2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play the recording. Ask

pupils to tick the activities they hear in Jim’s diary as they hear them. Watch pupils to see how well they keep up. If it is too fast, you could read the text again more slowly.

3. Play the recording again and have pupils read along as they listen. Ask some questions about the text, letting pupils find the answers in the text (see Teacher’s Book p.40 Activity 1 for example questions).

4. Show pupils the three questions on the page. Pupils work in pairs to ask and answer the questions. Monitor carefully as pupils do this to make sure they can answer them.

5. Follow the instructions for Writing Tip (Teacher’s Book, p.40), including some or all

of the gap fill sentences on the board.

6. Ask pupils to write sentences about their day in their notebooks. Encourage the use of cursive writing. Pupils then exchange notebooks to check each other’s work. Monitor carefully to check their work, with a focus on punctuation, use of capital letters and handwriting as well as comunication. Collect their notebooks in at the end of the activity to mark and give some feedback on their progress this unit.

7. (If time) Play Working Whispers (Teacher’s Book p.39)

Post-lesson




Get Smart plus 3


Teacher’s Book p.34, 39 & 40–41


You could set a time for the Writing task and ask pupils to write at least 2 (or at least 3) sentences so that more proficient pupils write more sentences.


48





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.


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LESSON: 15 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends

TOPIC: Every day CROSS-CURRICULAR ELEMENT: Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Present simple for routines

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.3 Express an imaginative response to literary texts

Complementary Skill

Language Arts 5.1 Demonstrate appreciation through non-verbal responses

Main Skill

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics Complementary Skill

Language Arts 5.1.1 Enjoy and appreciate rhymes, poems and songs

Pre-lesson

1. Ask pupils to show you their toothbrushes. Ask them questions and talk to them about the colour, size and type of toothbrush they have.

Lesson delivery

2. Have pupils work in pairs to compare their toothbrushes. They should try to make at least two sentences comparing them, e.g. their colour: My toothbrush is red; Izzi’s toothbrush is pink; their design: His toothbrush 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, draw some arrows to show up, down, left and right, round and round. Ask pupils to move their toothbrushes in the direction you tell them: Brush left; brush round and round etc.

4. Tell pupils they will hear a song and watch a cartoon about brushing your teeth. Play the video a first time and ask some questions while the song is playing, as you would with a story (e.g. What time is it? Where is he? What has he got? What colour is his toothbrush? etc).

5. Tell pupils they will hear the song again, and this time they should mime with their toothbrushes. Encourage them to sing along too if possible.

6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g.

‘This is the way we wash our hair, wash our hair, wash our hair. We do it in the morning/evening.’

Pupils work in groups of three or four to choose a daily routine action and make a new verse of the song. They should practise the actions together.

7. Have each group perform their verse twice. The rest of the class should join in the second time.

Post-lesson

8. Talk to pupils about the importance of keeping their teeth clean and healthy, the best ways to brush their teeth and, if appropriate for your context, visiting the dentist regularly.

Pupils’ toothbrushes (bring some spare ones in case pupils’ parents don’t want them to bring them). If this is not appropriate, pupils could use a pencil to pretend to brush their teeth (miming only).

A song about brushing your teeth – This is the way…

You can use this video or something similar about brushing teeth: https://www.youtube.com/watch? v=4XLQpRI_wOQ

You can download the video by typing in ss before YouTube i.e.

https://www.ssyoutube.com/watch? v=4XLQpRI_wOQ

If these links are unavailable, try asking Google or YouTube for ‘This is the way I brush my teeth song’

Flashcards for daily routine

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction.

https://www.ssyoutube.com/watch?v=4XLQpRI_wOQ




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LESSON: 16 (Language Awareness 2) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Writing 4.2.4 Describe people and objects using suitable words and phrases

Use your notes made on pupils during this unit to adapt this plan so your lesson consolidates and extends language areas needed by your pupils. You might consider using some of the material as a homework task, if appropriate.

Note: You could also make use of the review activities in Revision (Student’s Book p.24 / Teacher’s Book p.44–45) and/or consider offering pupils a choice of activities

from the optional activities described on Teacher’s Book p.45.

Pre-lesson

1. Play a game to review vocabulary from the unit as needed for the lesson. For this, you could choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests.

Lesson delivery

2. Show pupils the picture and tell them the boy is Hamid and the girl is May. They are brother and sister. Ask pupils to look at and read silently the text on the worksheet. Ask a gist question, for example, Who wrote this? Hamid or May?

Ask questions about the language:

Which words tell you how often they do something? Where do we find it in the sentence?

Which sentences have an ‘s’ in the verb (or show them in an example)? Why?

What can we find at the beginning of the sentences? And at the end?

3. Show pupils how to unjumble a sentence by doing an example on the board.

Ask pupils to work in groups of three. Give one set of jumbled sentences (worksheet) to each pupil in the group. Each pupil works on a different set.

When they are finished, ask them to show each other their sets and to check each other’s answers.

4. Ask pupils to write in their notebooks:



Picture of a girl and a boy

Get Smart plus 3

Student’s Book, p.24 Activities 1 and/or 2

Teacher’s Book, p.44–45

Self-assessment worksheets





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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.


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Materials for Lesson 16

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 [ ]


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: LESSON: 17 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; Values

LANGUAGE/GRAMMAR FOCUS: Present continuous statements (be + -ing)

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Play a mime game using the flashcards for run jump and dance.

Lesson delivery

2. Introduce the new vocabulary (see Vocabulary, Teacher’s Book, p.46) using flashcards

3. Stick the flashcards around the room on the walls, (or do this before the lesson), then put pupils in a large circle around the room. They should listen to you say run, jump, dance and move around the room doing this action as you say it. Stop and say Go. Pupils move to the nearest flashcard, mime it and say I’m xxxing. Repeat as required.

4. Pupils return to their seats. Follow the instructions in Teacher’s Book, p.46 Activity 1

Watch as pupils sing to see which pupils are confident and which are less confident. You can also then see which words in the song are more difficult for your class. Note these so that you review them next lesson.

Post-lesson

5. Play the TPR Activity (See Teacher’s Book, p.46).

Get Smart plus 3 Student’s Book, p.25 Teacher’s Book, p.46 Flashcards of action verbs You can find sets of printable flashcards for this topic at: http://learnenglishkids.british council.org/en/flash cards/actions-flashcards


Depending on the level and knowledge of your class, you could introduce more verbs.

Some pupils may find it too challenging to sing along to all of the song. Remind them, if necessary, that they only need to sing as much or little as they want.

http://learnenglishkids.britishcouncil.org/en/flashcards/actions-flashcards




54


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LANGUAGE/GRAMMAR FOCUS: Present continuous statements (be + -ing)

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill

Listening 1.1 Recognise and reproduce target language sounds

Main Skill

Speaking 2.1.5 Describe people and objects using suitable words and phrases Complementary Skill


Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language and prepare pupils for the lesson.

Lesson delivery

2. Follow the instructions for Grammar Box (Teacher’s Book, p.46)

3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, we’re etc). Have

pupils repeat them together and individually.

4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus on giving feedback on pupils’ Speaking, rather than on which team wins.

5. Follow instructions for Activity 2 (Teacher’s Book, p.46). Monitor as pupils present

their pictures to each other and decide which pupils to ask to present to the class. Try to choose some pupils who have made progress in their Speaking.

Post-lesson

6. Play the song again and have pupils sing along. Or they could hold up their pictures as they hear them in the song, if appropriate.

Get Smart plus 3




Some pupils may take a lot of time drawing, while others will do it much faster. Set a time limit for drawing. You could ask fast finishers to write their sentence in their notebooks (but not next to the picture, as it is better they do not read it later).


55

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 3)

WE

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: LESSON: 19 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends


LANGUAGE/GRAMMAR FOCUS: Present continuous questions (be + -ing)

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play a game to review vocabulary from the previous lesson. This should focus on the written form of the words.

Lesson delivery

2. Have pupils work in small groups to play a game, where they have sets of cards (pairs of pictures of an action + written sentences). Pupils turn over two cards in turns to try to find a matching pair of cards.

3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).

4. Pupils play a game in small groups with their cards:

- In turns, the pupil turns over a card, look at it but keep it secret.

- The pupil gives a clue about the picture (e.g. He’s in the bedroom)

- The pupil asks ‘What do you think? What’s he doing?’

- The group guesses what’s in the picture.

Monitor as pupils work on this, helping with language as necessary to extend pupils’ language resource. Encourage them to ask for your help when they need it by reviewing phrases for this (e.g. Can you help me, please? How do I say xxx in English?) Note common mistakes as you monitor.

Post-lesson

5. Write a sentence on the board that contains a common mistake you heard pupils make. Ask pupils to correct the sentence with you.

Get Smart plus 3


Teacher’s Book, p.49

Sets of cards (pictures + sentences)


The second card game (step 4) could be extended so that pupils give more clues about the flashcard, using more language that they know.

Other pupils may not be able to give clues, so the group can simply guess what is on the card from memory.


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LANGUAGE/GRAMMAR FOCUS: Present continuous negative statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Reading 3..2.1 Understand the main idea of short simple texts Complementary Skill


Pre-lesson

1. Tell pupils that you like to exercise and show them what this word means.

Give pupils 2–3 minutes to do some exercise in the classroom. You could

suggest aerobics or Zumba, for example. Watch pupils to see which vocabulary you can teach them afterwards to say what they are doing (if any) – e.g. Zumba, aerobics, dancing, jogging.

Lesson delivery

2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce new vocabulary. Comment on the pupils’ exercise in the pre-lesson stage if you can teach them vocabulary for what they were doing.

3. Show pupils the pictures of the four children from the textbook. Ask them what they are doing. Put them on the board.

4. Give each pupil a text. Ask them to read the text and decide which picture it matches. Feed back by asking a pupil to come out and label each picture with the name of the child.

5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3).

6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book,

p.50–51).

You may wish to note pupils who have difficulty with Activity 2 and those who complete it easily. This will help you later in the week to decide how much to review and how to group pupils.

7. (If time) Play a True/False quiz. Talk about what each child isn’t doing in the pictures (including a false statement, which includes what they are actually doing). Pupils should call out True/False or Yes/No.

Post-lesson


Ask pupils to think back on their learning so far this week. In their learning

Get Smart plus 3

Student’s Book, p.28–

29

Teacher’s Book, p.50–

51

Copies of pictures of four children on Student’s Book p.28 (1 copy of each)

Copies of the texts from Student’s Book p.28 (one text per pupil)


Fast finishers could do an additional Writing task at the end of this lesson, where they write a sentence about each child to say one more action they are not doing.

Ask different pupils different/more/fewer questions to guide their understanding of the text (see Teacher’s Book).


57

diary, they can write:






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.


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LANGUAGE/GRAMMAR FOCUS: Present continuous negative statements (be + -ing)

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Writing 4.2.4 Describe people and objects using suitable words and phrases Complementary Skill


Pre-lesson

1. Play a True/False game, where you/pupils mime an action. They should say what they are not doing as well as what they are doing. Encourage, but don’t insist on full sentences at this stage, but use this as a way to assess pupils’ language at the beginning of the lesson.

Lesson delivery

2. Tell pupils they will make sentences. Pupils work in pairs. Give each pair one set of words for a cut-up sentence (see sentences below). There are several different sets. Ask pupils to arrange the words into a sentence. They should keep the sentences tidy on their desk during the next step. Don’t feed back on this activity at this stage.

3. Ask pupils to look at the picture on Student’s Book, p.29, Activity 3, to find which

child their sentence is about. They can circle the child in the picture if they don’t know the characters’ names.

4. Feed back on each sentence as a whole class, so pairs can check their answers.

5. Tell pupils they are going to make a game. There are several steps to making the game:

Put a model on the board, which describes children in Student’s Book, p.29. e.g.

They’re not doing gymnastics. They’re not skateboarding. Who are they?

Ask pupils to look at Student’s Book, p.29 and tell you which children these sentences are about.

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 paper.You could have pupils write one, two or three negative sentences, depending on time. Support weaker pupils carefully.

Get Smart plus 3


Small pieces of paper for Writing activity, one per pupil


You could ask pupils to write at least one/two sentences on their cards.

Consider having pupils write in pairs so that they can support each other if necessary.


59

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.


60


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Writing 4.3.3 Plan, draft and write an increased range of simple sentences Complementary Skill


Pre-lesson

1. Play a game using the cards from Lesson 44. You could look at the pre-lesson tasks list for ideas.

Lesson delivery

2. Review the cards as a whole class, by following the instructions in Warm up (Teacher’s Book, p.54).

3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read the instructions silently before you read them aloud. Have them look at the pictures. Ask questions to check their understanding, e.g. What is she cutting? What is she drawing? Is she writing now?

4. When pupils have finished, ask them to write about their pictures on the back of their picture.

5. Follow instructions for Activity 2 (Teacher’s Book, p.54).

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).

Get Smart plus 3



Sets of cards from Lesson 44

Poster paper, scissors, colour pens/pencils per pupil

Small papers for labelling pictures, glue


Pupils will take different times to draw and colour their pictures. Set a time limit.

With large classes, try Activity 2 in groups.


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LESSON: 23 (Language Arts 3) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

TOPIC: Right Now CROSS-CURRICULAR ELEMENT: Creativity and

Innovation; Values

LANGUAGE/GRAMMAR FOCUS Present continuous for activities

happening now, sports vocabulary

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.3 Express an imaginative response to literary texts Complementary Skill


Main Skill

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate. Complementary Skill


In this lesson, pupils will create a song in small groups.

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce the topic of the lesson (sports vocabulary).

Lesson delivery

2. Ask pupils to work in pairs. One pupil says the name of a sport, and the other pupil mimes doing

3. the sport. Pupils then swap roles and continue in this way, taking turns to name and mime sports.

4. Sing the first two verses of the song One finger one thumb keep 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 sports in any way they choose.

5. Write verses 3 and 4 on the board, or give pupils a handout. 6. Put pupils into groups of 4–5 and ask them to choose new words and actions for

verses 3 and 4, and to practise their song (see worksheet below).

Post-lesson

7. Pupils perform their songs with actions for their classmates.

Words and music to the song One finger, one thumb, keep moving (see below)

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies: listed in the introduction.


62

One finger one thumb keep moving – music sheet (Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )

Image from http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm Dany Rosevear.

One finger one thumb keep moving – words

One finger, one thumb, keep moving



We’re catching the ball

One finger, one thumb, one arm, keep moving



We’re doing gymnastics

One finger, one thumb, one arm, one leg, keep moving



We’re _______________________________

One finger, one thumb, one arm, one leg, one nod of the head, keep moving



We’re _______________________________

http://www.singinggamesforchildren.com/A%20Cluster%202.2%20Awaywego/16%20more%20action%20songs%203.htm


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LESSON: 24 (Language Awareness 3) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends


LANGUAGE/GRAMMAR FOCUS: Present continuous (be + -ing)

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Writing 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Complementary Skill


Main Skill



Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates and extends language areas needed by your pupils. You might consider using some of the material as a homework task, if appropriate.

Note: You could also make use of the review activities in Revision (Student’s Book p.34 / Teacher’s Book p.58–59) and/or consider

offering pupils a choice of activities.

Pre-lesson


Lesson delivery

2. Play the chant or song and have pupils mime the action. You can choose or write your own chant or song, or use one of: https://www.youtube.com/watch?v=OYimASoZ6oI

https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en https://www.youtube.com/watch?v=Dl8g2pZ82ME .

You can change the words to these chants to suit your pupils’ needs and the focus of the lesson.

3. Encourage pupils to sing/chant along on the second listening. Drawing attention to the contractions that the chant uses/doesn’t use and review these. You could review these on the board if necessary. Pay close attention to pupils’ pronunciation of these.

4. Ask pupils to look at Part A on the worksheet (see below). They should read the sentences and write Yes if they are correct and No if they are not. Answers:

A chant or song focusing on present continuous. You can choose something suitable for your pupils that they will enjoy and find useful.

Get Smart plus 3


Teacher’s Book p.58–

59



You could add some activities from Student’s Book, p.34 to provide extra practice with problematic language or for fast finishers.

You could ask some pupils to create some review activities for the class.

https://www.youtube.com/watch?v=OYimASoZ6oI

https://www.youtube.com/watch?v=Dl8g2pZ82ME


64

1. Yes; 2. No; 3. Yes; 4. No; 5. No

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




65


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:



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 [ ]


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WE

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: LESSON: 25 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Knowledge

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Environmental Sustainability

LANGUAGE/GRAMMAR FOCUS: Present simple for describing weather, seasons, favourites

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Listening 1.2.1 Understand with support the main idea of short simple texts Complementary Skill


Pre-lesson

1. Ask pupils what the weather is like today. Review or teach the necessary vocabulary.

Lesson delivery

2. Put the four seasons flashcards on the board. Follow the instructions for Warm up (Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in a cold country in winter?; Have you seen snow before?

3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1. Use this as a chance to see how much vocabulary pupils know on the topic of weather. Do an extra review activity if necessary.

4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils

to tell each other what their favourite season is.

5. Have pupils stand in lines or in a circle. They should play a chain game:

Pupil A: My favourite season is x.

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).

Get Smart plus 3 Student’s Book, p.35 Teacher’s Book, p.60 Flashcards of seasons

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction. Please also consider the following: If the final circle activity is difficult to manage with your class, or you have pupils who prefer not to speak in front of the whole class, you could try this in small groups. Try nominating one pupil in each group to come to you for instructions and returning to the group to explain what to do. Review more weather vocabulary at the beginning of the lesson with some or all of your pupils if you think this is necessary.


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

EE

K:

LESSON: 26 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Environmental Sustainability

LANGUAGE/GRAMMAR FOCUS: Present simple for describing weather, seasons, favourites

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Speaking 2.1.1 Ask about and express basic opinions Complementary Skill

Listening 1.2.2 Understand with support specific information and details of short simple texts

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review weather and seasons vocabulary.

Lesson delivery

2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch and listen as they do this to see how well they remember the key vocabulary.

3. Explain to pupils that in many countries in the world, the seasons have weather as described in the song. You can also explain that in some countries, the school year starts in September (e.g. European countries), which is autumn. In other countries (e.g. Japan), it starts in the spring, April. Ask pupils to tell you when the school year starts in Malaysia and if they know when it starts in any other countries. Ask pupils to look at the song words and think about how it might be different for Malaysia.

4. Put pupils in groups of four. Give each group four pieces of paper. Check that all pupils know the names of the seasons. Ask pupils to write the name of a season on each one. Pupils then brainstorm vocabulary and ideas for each of the different seasons. They write one word/phrase/idea on the paper and then pass it to their neighbour, who writes another idea, and so on. They needn’t focus on accuracy here, just to get their ideas. Offer help where you can or suggest they write in their first language if necessary and you can supply the English later.

5. Have groups tell you their ideas and build a mind map on the board.

6. Ask pupils what their favourite season is again, and why they like it. Follow the instructions for Activity 2 (Teacher’s Book,

Get Smart plus 3



Plain paper, 4 pieces per group of 4


Pupils may have different and unexpected ideas when brainstorming. Encourage these and support them with the necessary language. Stretch more proficient pupils by encouraging them to then use it in the Speaking activity.


68

p.60).

Post-lesson








Encourage pupils to begin to reflect more deeply and using more English as the year goes on. Some pupils will be more able to do this than others. Support pupils who may need some help and encourage everyone to complete their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.


69


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Play a word game that focuses on the current month. You could choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests.

Lesson delivery

2. Give each pupil a month word card. Ask all the pupils with January to raise their hand/card, then February and so on. Elicit the order of the months as you go.

3. Have pupils stand up and say the months on their cards in order, without modelling. Repeat, but a little faster and continue as necessary, making this a fun drill.

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.

Get Smart plus 3



Month word cards (one per pupil)

A wrapped-up present

Card and coloured pends & pencils for birthday cards, if time.


If you have a more proficient class, you could introduce giving the date of their birthday, which uses on. Explain why it is on and not in (it is a precise day).

Some pupils may say a full sentence in Activity 5, while others may give a short answer. However, encourage them all to use in.


70

Post-lesson








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.


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LESSON: 28 (Reading 5) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions: in + month/season

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that focuses on familiar foreign countries.

Lesson delivery

2. Put the world map on the board/wall and ask pupils to gather around it. Ask pupils to show you various countries, first Malaysia, then Singapore and Thailand. Talk about major world countries and include Australia and Canada, asking pupils to show you where they are, if they can.

3. Introduce and practise the vocabulary using the flashcards. Using the map, ask pupils in which countries they might find these things. Accept different suitable answers. Ask pupils if we find these things in Malaysia.

4. Follow the Teacher’s Book (p.64) for Vocabulary.

5. *Make sure the texts are stuck on the wall for this stage of the lesson. Show pupils the pictures on Student’s Book, p.38. Ask them which country they think each is. Tell pupils they will read about the three countries. They will work in teams of four to read together. Assign roles – three of the pupils are runners, they will read about one of the countries each; the fourth pupil is the manager. The manager stays at the desk with the worksheet (see below). The manager reads the sentences 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).

Get Smart plus 3


39


65

A large world map

Vocabulary flashcards

Texts from Student’s Book p.38 cut up (and stuck on the walls around the room before the lesson). Two or three copies of each text.

Worksheet (see below, one per group)


Consider the roles carefully, so that the manager is a capable pupil in the group. Provide visual or oral prompts if your class is mainly low proficiency to help them carry out step 5.

Review expressions for asking for help or clarification and leave them on the board if necessary. Support pupils with different questions as they read the texts on the wall.


72

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.


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


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LESSON: 29 (Writing 7) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Prepositions review

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson


Lesson delivery

2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, common activities and clothes related to Malaysia and/or your own local area.

3. Ask questions and talk to pupils about these aspects of their own country. Remember to use different questions for different pupils.

4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will make posters about Malaysia. First have pupils work together to write three or four sentences about Malaysia on a piece of paper or in a notebook. They can use the texts on Student’s Book, p.38 as models.

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. While they are working in their groups, monitor and check on progress. Check their sentences and work with each group to help them improve the sentences by asking questions and eliciting language so that they can write it in the final 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.

Get Smart plus 3

Student’s Book, p.38 Poster paper per group Flashcards for common activities, weather, clothes etc. Pictures from magazines/internet etc. Glue, colour pens, paper


Consider assigning roles for different pupils in each group, e.g. writer, designer, artist etc. which will let each pupil work to their strength and abilities.

Take care that any questions you ask support and stretch pupils.


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TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & Innovation; ICT

LANGUAGE/GRAMMAR FOCUS: Prepositions

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language and prepare pupils for the lesson by reviewing the names of the six countries.

Lesson delivery

Note: This lesson is based on the project on Student’s Book, p.41.

2. Divide pupils into five or six groups, depending on the size of your class. There

should be 4–6 pupils in each group.

3. Tell pupils they will find out about a country and make a collage. You can show pupils the example of Student’s Book, p.41 Activity 2 so they know what to do.

4. Assign roles to pupils in the group or have pupils decide between themselves. At least one:

researcher (to look on the computer for information about the country*)

designer (to decide which pictures go where)

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. www.kiddle.co or www.kidzsearch.com

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.

Get Smart plus 3



Computers

Magazines and/or a printer


Set a specific number of pictures or information to find on the country so that there is enough time in the lesson.

At the writing stage, you could either have a more proficient pupil in the group be the main writer (and others contribute) or, preferably, you could ask each pupil to write one/two sentences each, so they share the writing.

https://www.kiddle.co/

https://www.kidzsearch.com/


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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.


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LESSON: 31 (Language Arts 4) MAIN SKILL FOCUS: Language Arts THEME: World of Stories

TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Creativity & Imagination

LANGUAGE/GRAMMAR FOCUS: Review of present simple; prepositions

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate Complementary Skill

Writing 4.2.1 Express simple opinions

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that focuses on climate and weather.

Lesson delivery

2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or use a picture of a snow globe. Ask pupils if they have seen something like this before.

3. Ask pupils to tell you what they think the story will be about. Put some of the ideas in note form on the board.

4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell you about the picture. Let pupils read the texts on p.42. Choose some pupils to read different characters’ parts. Ask pupils what they think will happen next.

5. Have pupils read the second page of the story silently before playing the CD. Follow

While reading and after reading suggestions (Teacher’s Book, p.70–71) for talking to

pupils about the story. Elicit as much as possible. Ask pupils if they liked the story.

6. Ask pupils where they would like to go if they found a magic globe. Give pupils the worksheet (below) and ask them to draw their ideas and to write at least one 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.

Get Smart plus 3 Student’s Book, p.42–43

Teacher’s Book, p. 70–71

A snow globe or large clear ball if available Magic globe worksheet (see below)


If pupils have a lot of difficulty writing freely, you could provide some models of different kinds of sentences on the board to give them some ideas. They can also look in the Student’s Book (p.43) for ideas.

Let more proficient pupils write as much as they can, too.


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Name: _____________ Class: ______

________________________________

________________

_____________

_


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LESSON: 32 (Language Awareness 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill


Speaking 2.1.2 Find out about and describe basic everyday routines

Use your notes made during this unit to adapt this plan so that your lesson consolidates and extends language areas needed by your pupils. You might consider using some of the material as a homework task, if appropriate.

Note: You could also make use of the review activities in Revision (Student’s Book p.44 / Teacher’s Book p.72–73) and/or consider offering pupils a choice of activities.

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will prepare pupils for the lesson.

Lesson delivery

2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in and on the other side on.

3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show that side of their card, if on they should show the other side. Say some sentences which practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find this game difficult. Example sentences:

I like to play tennis ___ spring.

It’s my birthday ___ March.

Hassan and Zikri have football ___ Saturday afternoon.

4. Ask pupils questions to elicit the rules for when we use in and on.

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.


Get Smart plus 3



Card, if possible, or plain paper

Picture of a girl

Worksheet (see below)

Bell


There is space on the worksheet for another question. More proficient pupils can write their own question here. They can also ask more than one friend.

Choose among these and other available practice materials for this Language Awareness lesson, based on the needs and interests of your class.


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If you have extra time, you could ask pupils to write sentences about their partner in their workbook.

Post-lesson




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 summer? I wear a dress.

What kind of w__________ do you like? I like sun.

What’s your favourite d__________? I like Friday.

Self-assessment:



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 [ ]


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LESSON: 33 (Listening 5) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill


Listening 1.2.1 Understand with support the main idea of short simple texts

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that focuses on the word house.

Lesson delivery

2. Play Run and touch, where you say Touch the (window) and pupils run (or walk) and touch the place. Use parts of the room vocabulary (door, floor etc.) and then introduce prepositions behind and in front of. Extend to a game like Simon Says, where they only run and touch if you say please.

3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well pupils already know the prepositions and modify your lesson plan accordingly.

4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time pupils listen,

they should point to the correct room in the house as they hear it.

5. Review the key prepositions and vocabulary that you have noticed is new or difficult for pupils by playing a group or whole class game.

Post-lesson


Get Smart plus 3



Flashcards of key vocabulary


You could ask some more confident pupils to become teacher in the first stage of the lesson (Run and Touch game).

Now you know your pupils a little better, choose how best they will work in a review game (in pairs, small groups or as a whole class).


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LESSON: 34 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: World of Self, family & friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Play the song from Lesson 65 and encourage pupils to join in.

Lesson delivery

2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? to review and check understanding of the prepositions. If you notice that your pupils are finding these difficult at this stage, include another stage to review them further, such as a ‘listen and draw’ in their notebooks.


4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the flashcards. Play a game to practise the new vocabulary.

5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that the pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and some socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to draw a dress and some trousers in the house.

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


Get Smart plus 3 Student’s Book, p.45, p.47 Teacher’s Book, p.74 Clothes flashcards


While reviewing prepositions, ask questions and use some mime to different pupils to help them at their level of understanding. These might be closed questions, e.g Is it behind the door (mime behind)? or What can you find under your bed at home?


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LESSON: 35 (Reading 6) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Global Sustainability; Values

LANGUAGE/GRAMMAR FOCUS: Present tense There is/are: Singular & plural; Prepositions of place

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic Complementary Skill

Reading 3.2.1 Understand the main idea of short simple texts

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review key language to prepare pupils for the lesson.

Lesson delivery

2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs /

small groups what they know about Japan. They will probably use first language for this. When feeding back, help pupils translate some of their ideas into English and/or provide them with some key vocabulary. Ask them what they know about houses in Japan.

3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what they can see.

4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct pupils to the pictures to try to guess the meaning of the new words.

5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book,

p.78).

6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in

Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity 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


Get Smart plus 3

Student’s Book, p.48–49


Map of Japan (optional)

Cut up pictures from Student’s Book, p.48


There may be some first language used in this lesson. You can encourage and support different pupils to use as much English as they can by helping them with vocabulary and language that you think each pupil is capable of.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Reading 3.2.1 understand the main idea of short simple texts

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce key vocabulary from this lesson. Write and leave the words on the board.

Lesson delivery

2. Tell pupils about your house (this can be real or something from a magazine) using the pictures. Use some of the words from the pre-lesson activity you left on the board. Have pupils listen and then tell you which words you used.

3. Tell them they will read about Sue’s house. They should read silently and tell you what they think of Sue’s house using an adjective.

4. Next ask them to read again and to find some differences between Sue’s house and your house (as described).

5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.

6. Ask pupils to make a note of their answers to the questions (in note form, not full sentences) in their notebooks.

7. After checking the answers with a partner, ask pupils to expand their answers into full sentences in their notebooks.

Collect pupils’ notebooks and check them for spelling and content in particular. Note down words you have taught them for this activity that pupils have difficulty spelling correctly.

Post-lesson


Get Smart plus 3



Some pictures of your house, if appropriate, or a house from a magazine


Think about your pupils and where they live. You may need to teach more vocabulary to help them describe their own bedrooms or houses.

Some pupils may find it challenging to expand their answers into full sentences. You may need to repeat the question or provide gapped sentences on the board. Less proficient pupils could write up just two or three sentences.


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LESSON: 37 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

TOPIC: My new house CROSS-CURRICULAR ELEMENT: Environmental Sustainability; Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Present tense There is/are: Singular & plural

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review key language to prepare pupils for the lesson on the topic of homes and houses. Include key words such as wood, water, light.

Lesson delivery

2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences between this and pupils’ own homes.

3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses are traditionally built to respect the natural environment. (this may be in first language) (For an interesting article see: http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf) Note that you will need to choose and simplify the information given here.

4. Ask pupils what key features make an environmentally friendly home (e.g. natural building materials, use of natural energy and resources – water, light etc).

5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a poster or a model (if possible). They should design a house and then each pupil writes 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.

Pictures of traditional style local/national houses Poster paper, pens, rulers etc. If possible a template for design of a traditional house card for each group for making houses


Pupils can write sentences according to their own level. Encourage them to try and write something a little above their level and support them in this.

http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf


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LESSON: 38 (Writing 10) MAIN SKILL FOCUS: Writing & Speaking THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Play a spelling game (e.g. a letter jumble) to review some of the common words (including those spelt incorrectly in the previous lesson) from this topic.

Lesson delivery

2. Play the CD to review the text on Student’s Book, p.51. Review the differences between Sue’s house and pupils’ own homes.

3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82.

4. Have pupils write about their bedroom on a worksheet. After writing they can furnish their bedroom using the template and cut up furniture OR they can draw the furniture into the room.

5. Pupils tell their partner about their bedroom using the pictures and the text. Encourage partners to ask each other questions about their bedroom or make comments about it.

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


Get Smart plus 3

Student’s Book, p.51 Teacher’s Book, p.82 Template of a beroom on a worksheet Optional: pictures of bedroom furniture to cut out


Set a minimum number of sentences for pupils to write (e.g. write at least two sentences) so that more proficient pupils can write more.


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LESSON: 39 (Language Arts 5) MAIN SKILL FOCUS: Language Arts & Listening

THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.2 Express personal responses to literary texts Complementary Skill


Main Skill


Listening 1.2.3 Understand with support short simple narratives

Pre-lesson

1. Follow instructions for Warm up (Teacher’s Book, p.52).

Lesson delivery

2. Follow instructions for Activity 1, Before reading, using just the pictures from

the story.

3. Play the CD and have pupils listen and look at the pictures. Pause very briefly at the end of each picture, check basic understanding very briefly, and ask a question to predict what will happen next.

Ask pupils one or two comprehension questions and review the story in their books if necessary. Ask pupils what they think the moral of the story is (see Value on p.53, Student’s Book). Discuss 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).


Get Smart plus 3



Self-assessment worksheet


If the topic of ghosts is not appropriate in your context, you can choose a different story and follow a similar lesson outline.

You can discuss the story and the values in a mixture of pupils’ first language and English, expecting more English from more proficient pupils than others.


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Self-assessment worksheet for Lesson 39



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 [ ]


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LESSON: 40 (Project-Based Learning 1) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language to prepare pupils for the lesson.

Lesson delivery

2. Ask pupils to close their eyes and imagine their own house. Ask some hands-up questions that relate to the questions on the question cards (see below), e.g. Hands up if you have three rooms in your house. / Hands up if your bedroom walls are pink. etc.

3. Put pupils in groups of four. Hand out the cards and put them in the middle, face down. Pupils pick a card, in turn, and answer the question on the card.

4. Feed back on this activity, but leave the cards with the pupils.

5. Tell pupils they will create a survey about the class houses. First each group should write four questions (one per pupil) in their notebooks. Monitor and help as necessary. Note that pupils can copy the questions on the cards or use them as models if they need to. Make sure that each pupil has all four questions in their notebook.

6. Pupils should now ask others their questions – one question each. Set a number of pupils (minimum and/or maximum, depending on time) they should ask. They 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.

Question cards (see below – 1 set per group)

Computers


Make sure you leave the question cards with the groups so they can use them as support when writing the questions.

Depending on pupils’ ICT skills and software availability, they could use Word, Excel or Open Office.


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Template for suggested question cards for Lesson 40

How many rooms are

there in your house?

How many people live

in your house?

Do you have a

garden?

What’s your favourite

room?

Do you have your

own bedroom?

What colour are the

walls in your

bedroom?

Is there an upstairs in

your house?

How many TVs are

there in your house?


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: LESSON: 41 (Listening 6) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language to prepare pupils for the lesson. Focus on food words pupils already know. Ask pupils which of those foods they like.

Lesson delivery

2. Follow the instructions for Warmer on Teacher’s Book, p.88. You could build a mind map rather than a table or have pupils brainstorm their ideas in groups first. Make sure pupils have a copy of this, so they can use it in the next lesson.

3. Introduce the new vocabulary as explained in Teacher’s Book, p.88, Vocabulary.

4. Tell pupils they will hear a song. They should listen and point to the vocabulary words at the top of the page when they hear them.

5. Follow the instructions for Activity 1, Teacher’s Book, p.88.

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.

Post-lesson

Learning diaries:

7. Ask pupils to think back on their learning so far this week (this will include Unit 5 and the beginning of Unit 6). In their learning diary, they can write:





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.

Get Smart plus 3



Food flashcards


Encourage pupils to draw food they really like, even if they don’t know what it is in English. You can help them find the English word for the food. If you are not sure, you could use an online dictionary (on the computer or on a mobile phone).


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LESSON: 42 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play the TPR game (see TPR activity, Teacher’s Book, p.88).

Lesson delivery

2. Ask pupils to read the words of the song. Ask them to find and underline with a colour pencil There’s and, in a different colour, There are.

3. Ask pupils to tell you some example sentences from the song using There is/are and write them on the board. Using the food realia (real food), ask questions like How many carrots are there? How many sugars? to show that words like sugar are uncountable. Elicit examples of each from the song. Avoid using words like countable and uncountable as they may be confusing. Show how each goes together with some and plural/singular noun.

4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88–9) as necessary.

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. 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).

Get Smart plus 3

Student’s Book, p.55 Teacher’s Book, p.88–89

Food flashcards + copies of one per pupil Some countable and uncountable food/drink if appropriate (e.g. some sugar, two carrots) Colour pencils


If you think it may be difficult for some of your pupils to form full sentences in Activity 2, put some model sentences on the board. You can begin to erase these during the activity if you think pupils don’t need it any more.


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LESSON: 43 (Reading 8) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Any: countable and uncountable nouns in questions

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what you could make with these. Elicit or teach omelette. Ask if pupils have ever had an omelette. If

so, what was inside it?

Lesson delivery

2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90.

3. Introduce the text and ask pupils to read it and tell you which omelette they’d prefer.

Monitor carefully as pupils read and see how they are progressing. Some pupils may read much more slowly than others. Note down which pupils finish quickly and which take longer.

4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave out the performance stage. Ask pupils what they think Yummy and Yuck mean and why they think that.

5. To follow on from the reading, follow instruction for Activity 2. Have pupils do this individually before checking their answers with a partner. Then feed back, and elicit language from pupils in full sentences.

Post-lesson


Get Smart plus 3


57


Food flashcards


Some more proficient pupils should be able to tell you in English their strategy for understanding unknown words. You could ask them to translate for other pupils after helping them say it in English.

Reading the whole text may be difficult for some pupils. Give them plenty of time to try to read it. If necessary, ask faster finishers to think about what they would have in their omelette.


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TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global Sustainability

LANGUAGE/GRAMMAR FOCUS: Present simple for description; prepositions of place: from + country

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson


Lesson delivery

2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92)

3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask pupils about the kinds of food, where it might be from.

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.

Divide the texts between the pupils in the group. Ask pupils to highlight/underline the name of the food in one colour, the ingredients in another colour and the country in another.

Note that souvlaki (pronounced soovlakey) is a kind of meat wrap.

5. Have all pupils with the same texts check their answers together before returning to their groups.

6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask pupils to work together to write vocabulary from the texts into the mind map they have copied into their notebooks. You could do this as a table if you prefer.

7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask some of the suggested questions on Teacher’s Book, p.92. Follow instructions for Activity 2,

Teacher’s Book, p.93.

Monitor as pupils work on the activities in this lesson. You may want to review some of the vocabulary and concepts in the next lesson.

Post-lesson


Get Smart plus 3



Texts and pictures cut up, one set per group


Monitor as groups work with the texts so that more proficient pupils work with the challenging texts and less proficient pupils work with the less challenging texts.


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SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

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: LESSON: 45 (Writing 11) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language; Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Modal verb would + like

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson

1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their favourite food/restaurant is. Ask them what they like to drink, too.

Lesson delivery

2. Follow the instructions for Warm up, Vocabulary and Grammar Box on Teacher’s Book, p.94.

3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few role plays in

groups, as suggested in the Teacher’s Book.

4. Then ask pupils to write their scripts for one role play. Each pupil should write their own lines of the role play but encourage pupils to work together and help each other.

5. Pupils practise the role play using the scripts. Monitor closely and help pupils with their writing and practicing. Remind pupils to make changes to their writing if they find mistakes or something they would like to improve.

6. Set up a table and chairs at the front of the classroom. Use a tablecloth and cutlery, and any other props, if possible, to make it realistic. Have pupils perform their role plays to the class, this time without their scripts.

Post-lesson

7. Ask pupils which restaurant they’d like to go to and why.

Get Smart plus 3



If possible, some tablecloths and/or cutlery for acting

Scissors


Encourage pupils to be creative when writing their scripts. Some pupils will follow the model and use the given vocabulary and structure, but allow others to try out new or different language or vocabulary, helping them to say what they want to say in the role play.


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LESSON: 46 (Language Arts 6) MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends

TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Imperatives

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics Other imaginative responses as appropriate Complementary Skill


Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review the recipe topic to prepare pupils for the lesson.

Lesson delivery

2. Play a mime game to review the cooking vocabulary from Lesson 84.

3. Introduce the new vocabulary using the pictures on Student’s Book, p.117.

4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they think about the dish.

5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present their recipes in groups. Each group should choose a winner for the ‘best’ recipe – this might be a yummy one or a strange one, they can decide. Have the winners of each group present their recipes to the class. Ask for opinions on the recipes.

Post-lesson








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.

Get Smart plus 3

Student’s Book, p.117*


*Optional: replace with a recipe for a Malaysian dish


Think about which pupils will work best together in pairs / small groups in your class, so that more proficient pupils can help less proficient pupils. Be careful that all pupils contribute to the activity, however.

You could find or write a simple recipe for a Malaysian dish to replace the Rainbow Risotto recipe in the Student’s Book if you think this will be more relevant to pupils’ interests and experience. In this case, check it for key vocabulary that is new and known to the pupils.


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LESSON: 47 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill





Pre-lesson


Lesson delivery

2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to mingle (walk around talking to different pupils) to find a partner to match the question + answer.

3. Write the questions on the board or show a large copy of them all. Ask questions to help pupils see the relationship between the form of the questions and the answers (e.g. use of do/there + be / the repetition of the verbs, including contracted form of would). Carefully explain the contraction form of would to ensure pupils understand how I’d is constructed.

4. Model the worksheet activity on the board using an example. Explain the example if you think it is necessary in addition to Stage 3. Ask pupils to work individually on the worksheet (see below) before checking their answers with a partner.

5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to

give reasons.

Post-lesson

6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they know the language now. They should complete the How did I do in Unit 6? self-

assessment section of the worksheet.



Question and answers – cut up, one per pupil



Get Smart plus 3




You could offer pupils a choice of these activities or you could ask different pupils to do different activities depending on their individual needs, based on formative assessment in this unit

Have pupils do more activities and/or make their own activities


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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.


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:



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 [ ]


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Listening 1.2 Understand meaning in a variety of familiar contexts Complementary Skill


Main Skill



Pre-lesson


Lesson delivery

1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Book, p.102).

2. Ask pupils to close their eyes and imagine. Give directions from school to a place in your local area that pupils will know (e.g. a mosque or a shop), but do not tell them where they are going. Have pupils listen and follow your directions in their mind. They should tell you where they are, where you took them. If/when pupils get confused, ask them to open their eyes and watch you mime as you speak. Repeat once or twice, making it simpler or more complicated according to the reactions and level of understanding of your pupils.

3. Follow instructions for Activity 1, Teacher’s Book, p.102.

Post-lesson

4. Use some phrases from the song to play a mime game.

Get Smart plus 3




Depending on the level of your class, you can make the directions Listening activity more or less challenging by adding in detail or making it longer/shorter.

Some pupils may prefer to trace/draw the directions on paper as they hear them in order to help them follow. Allow this.


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CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Speaking 2.1.3 Give a short sequence of basic directions Complementary Skill

Listening 1.2.4 Understand a wide range of short basic supported classroom instructions

Pre-lesson

1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the pupils do the action only if you say please. You could ask some pupils to take the role the teacher. Review vocabulary from Student’s Book, p.65 in this activity.

Lesson delivery

2. Play the song from Activity 1 and have pupils mime as they listen to the song. They might want to sing as well but avoid having them look in their textbooks.

3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three

or four teams. Pupils take it in turns to race the instructions, with one pupil in the maze and one pupil giving directions. Exchange roles each time. For each turn, write the basic instructions on the board as prompts, so the teams have the same number of steps. For example:

Team 1: right / straight / left / stop

Team 2: straight / right / straight / stop

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


Get Smart plus 3 Student’s Book, p.65 Teacher’s Book, p.102–103

Cloth for team blindfolds


Encourage pupils to help each other during the directions activity, but let each pupil have a turn at both directing and being directed. You could make directions more simple or complicated for different pupils.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Speaking 2.1.2 Find out about and describe everyday routines Complementary Skill


Pre-lesson

1. Choose an appropriate pre-lesson flashcard or word-based activity from the list in the introduction that suits your pupils’ needs and interests and that will review places vocabulary to prepare pupils for the lesson.

Lesson delivery

2. Draw a clock on the board and ask pupils what it is (or you could use a toy clock). Draw various times on the board (on the hour and half past) to review time taught so far.


4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of Snap in pairs – pupils each put their cards in a pile face down. At the same time, they turn over the top card and say what it is. If the cards match, they also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. Continue until one pupil has no more

cards.

5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong pair to model the activity for the class.

Monitor and support pupils as they play these games. You may want to write some of the language on the board to support them, especially quarter past…and quarter to.. If there are persistent or common problems, note them down and return to them later for whole class feedback.

Make sure that pupils keep the cards safe, or collect them in so that they can be used in later lessons.

Post-lesson

6. Play the Optional game on Teacher’s Book, p.109.


Toy clock (optional) Scissors


Avoid pairing more talkative pupils with quieter ones. Instead, try to pair quieter/shier pupils with those who will support them, especially at stage 3.

If you have very high proficiency pupils in your class, you could pair them together. Then at stage 4, encourage them to ask more questions, e.g. What are you doing?

Pupils could imagine an answer and mime.


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TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive & negative)

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Reading 3.2 Guess the meaning of unfamiliar words from clues provided by visuals and the topic Complementary Skill

Reading 3.2 Guess the meaning of unfamiliar words from clues provided by visuals and the topic

Main Skill



Pre-lesson

1. Play Stop! Tell pupils an action to mime. When you say Stop! they have to freeze in position. If they do not stop immediately, then they are out of the game and should sit down.

Lesson delivery

2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the words that will be used in this lesson.

3. Ask pupils questions about what they can and can’t do in those places to introduce the idea of rules. Use some of the vocabulary that will be used in this lesson, miming to show the meaning.

4. Put the four texts from Student’s Book p.68 (your enlarged copy) around the room (you might want to do this before the lesson). Hand out the pictures, one per pupil. Ask pupils to get up and to move around the room, reading the four texts. They should read all four texts, then decide which set of rules goes together with their picture. Before beginning the activity, check that all the pupils know what their picture represents.

5. Follow instructions for Activity 1, Teacher’s Book, p.106.

6. Follow instructions for Grammar Box, Teacher’s Book, p.106.

Post-lesson

7. Play the mime game again, but change the rules a little. Instead of saying Stop, you will say Do not… and include some of the verbs from the lesson vocabulary.

Get Smart plus 3 Student’s Book, p.68 Teacher’s Book, p.106 Cut up texts (p.68) one copy, enlarged Copies of the pictures of the places cut up, one picture per pupil


You could change the main activity so pupils have the texts with them and they find the correct picture. This will mean they only read one text, but may be more suitable for lower proficiency classes.

You could have pupils work in groups for the matching activity, giving each group a set of texts. This may be suitable for more noisy or difficult to manage classes.


102


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TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Imperative statements (positive & negative)

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Writing 4.2.3 Give simple directions Complementary Skill


Pre-lesson

Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce the topic of rules by having pupils think of rules for different places they know.

Lesson delivery

1. Follow instructions for Grammar Box (Teacher’s Book, p.106).

2. Play the Do not mime game again (see Lesson 104), this time having pupils play in small

groups, taking turns with the teacher’s role.

3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game to help pupils remember the vocabulary.


5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils then work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about punctuation, including the apostrophe in Do not contraction Don’t.

Monitor and support pupils working in pairs and assist with language and punctuation. Talk to pupils about any unusual rules they have written.

Post-lesson

6. Learning diaries: Ask pupils to think back on their learning so far this week. In their learning diary, they can write:





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.

Get Smart plus 3



Flashcards from pictures in Activity 3, p.69


You could pair pupils of different proficiencies for Activity 4, so that the more proficient pupils can support the less proficient ones. Monitor carefully to make sure both pupils are contributing, however.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Tell pupils you have one sister (for example). Ask pupils some questions to elicit plural nouns (e.g. How many sisters do you have?) Ask pupils if it should be, for example, 3 sisters or 3 sister.

3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5.

4. Play the CD to review the story on Student’s Book, p.66, then pupils do Activity 2 (Teacher’s Book, p.105) individually. Pupils check their answers with a partner before checking as a whole class. Monitor closely to see how pupils manage with this activity. Encourage use of cursive writing and remind pupils to take care with spelling, using the text as a model.

5. Give pupils 10 blank cards per pair. They write the singular and plural of five irregular nouns, one word on each card. Focus on handwriting as well as spelling in this activity.

6. Pupils play a game with their own cards (they place the cards face down, then turn over two cards to try to find a pair). Collect the cards at the end of the game so pupils can use them again.

7. (If time) Play a plurals quiz where you say a word and pupils have to think about the plural form. You could stick a paper on the wall that says ‘S’ and another that says ‘Not S’ on the opposite side of the classroom. Pupils listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for sheep.)

Post-lesson



Get Smart plus 3

Student’s Book, p.66-67


105

Sets of 10 blank cards/pieces of card-sized paper, one per pair


You could introduce two or three more irregular plural nouns in this lesson if you feel your pupils are ready for this, for example, nouns that add an e (class – classes)


104








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LESSON: 54 (Language Arts 7) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.3 Express an imaginative response to literary texts Complementary Skill


Main Skill

Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate. Complementary Skill


In this lesson, pupils will make a folded book of rules.

Pre-lesson

1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the board. 2. Ask pupils to guess the topic : Rules, Rules, Rules!

Lesson delivery 3. Write Classroom rules on one side of board and Rules outside the classroom on the other side. 4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures to represent

their suggestions (e.g.

for Don’t shout.) 5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil says the rule.

Then another pupil says a number and another pupil says the rule. Continue in this way until they have said all of the rules.

6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half so that they have a book of four pages.

7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture on each page. 8. Tell pupils to swap their folded books with a partner and write the rules below each picture. If

necessary, they can use their coursebook to check spelling, or can ask each other or you for help.

Post-lesson

9. Pupils present their rules to each other and talk about the reasons for these rules. Pupils may use simple words and phrases here.

Small pieces of paper (about 12 cm long and 10 cm wide)

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction.


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LESSON: 55 (Language Awareness 6) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends


CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Writing 4.2.3 Give simple directions Complementary Skill



Pre-lesson


Lesson delivery

2. Prepare a map for familiar places. Provide pupils with simple written directions to read. Put the pupils and groups and get them to read and try to match directions to places on the map. Pupils can trace on the map the directions from A to B.

3. Prepare a worksheet for the pupils with correct and incorrect directions according to the map. Ask pupils to look at the sentences on the worksheet and say if they are True or False.

4. Using flashcards of signs, review the directions, including Do not (go / turn)… As you review them, put them on the board in two columns, positives and negatives. Elicit from pupils what the difference is and when to use do not.

5. As pupils to write the direction between two new places on the map. Remind them to use positive and negative sentences. Give them time to write up to three sentences.

Monitor and support pupils as required.

Post-lesson


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.

Simple map with familiar places (e.g. school, home, shop, etc.) Places cards cut up from Student’s Book p.131 (Lesson 108) Self-assessment worksheet


You could offer pupils a choice of these activities or you could ask different pupils to do different activities depending on their individual needs, based on formative assessment in this unit



107




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 [ ]


108


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play a word game to elicit what yesterday’s day was (and date if pupils are familiar with this). Use this to teach the word yesterday. Check pupils’ understanding with some Yes/No questions about yesterday (where they were, what happened, what the day/date was).

Lesson delivery

2. Introduce the new vocabulary by following the instructions for Warm up and Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, randomly.

3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the song to tell you which order the flashcards should go in (first the place visited in the morning, then the afternoon, then the evening). You could do this as a matching activity with the times of day flashcards if it is simpler.

4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s

Book, p.116).

5. Ask pupils to tell you where they were yesterday at different times of day. Pupils needn’t use full sentences – they can just answer with the place name. Give pupils vocabulary as they need it.

Post-lesson


Get Smart plus 3 Student’s Book, p.75 Teacher’s Book, p.116 Vocabulary flashcards (places and time-of-day expressions)


You could encourage more proficient pupils to use longer phrases or full sentences when asking about where pupils were yesterday, but do not insist on it.


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LESSON: 57 (Listening 9) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review language to prepare them for the lesson.

Lesson delivery

2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one of these and ask them how it was. Review some adjectives at this point and introduce/review interesting. Ask pupils for examples of something they find interesting.

3. Follow the instructions for Vocabulary on Teacher’s Book, p.122.

4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters.

5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line to an adjective each in pencil. They should tell their partner their guesses. Model the exchange, e.g.

Pupil A: I think the circus was noisy.

Pupil B: Noisy? Me too. / I do not think so. I think it was boring.

6. Tell pupils what the children did and how it was. You can make up your own sentences here, or can use:

In the afternoon, Dora was at the shopping centre. It was noisy.

In the morning, Kevin and Sandra were at the circus. It was funny.

In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was very quiet.

In the evening, Tim was at home. It was boring.

7. Have pupils check their predictions.

8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the information they heard to ask and answer. Pupils work in pairs on this dialogue.

Post-lesson


Get Smart plus 3 Student’s Book, p.80 Teacher’s Book, p.122

Flashcards of lesson vocabulary


You can use more proficient or confident pupils to model the dialogue with you in step 5 You could write it on the board to support some pupils, perhaps erasing it after some time.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Speaking 2.3 Communicate appropriately to a small or large group Complementary Skill


Main Skill

Speaking 2.3.1 Narrate very short basic stories and events Complementary Skill


Pre-lesson

1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116).

Lesson delivery

2. Put the places cards on the board. Point to a place, ask pupils to raise their hand if they were there yesterday. Give support to pupils as you elicit full past simple sentences e.g. I was at the shopping centre. Ask pupils Where was he/she

yesterday? to elicit He/She was… Repeat a few times with different places,

choosing different pupils.

3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7.

4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give

real (not imagined) answers, and should ask for your help in English. Remind them how to ask for help, e.g. Can you help me, please? How do I say xxx in English?

Monitor carefully as pupils do Activity 2. Support pupils where necessary and

note what kinds of problems pupils have. Do whole class feedback and return to any problem areas at the end of the activity. You could also note useful vocabulary that comes up in the Speaking activity and teach it to the whole class at the end.

Post-lesson

5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).


Places cards from Lesson 112


Choose more proficient or confident pupils first for the beginning stage of the lesson delivery.

Some pupils may be able to say more than one place they were at yesterday.


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TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Science & Technology

LANGUAGE/GRAMMAR FOCUS: Past simple (was/were) statements (positive & negative)

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Writing 4.2.2 Make and give reasons for simple predictions

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review vocabulary from the previous lesson, leaving the words on the board for later in this lesson.

Lesson delivery

2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city is in Malaysia [No]. Ask them where they think it might be [USA, New York City]. Find out if pupils know this city or have been there, as appropriate. Ask them when they think the pictures were taken [in the past, 1900].

3. Write key words in a list on the board, and ask pupils to read them as you write (if not already there from pre-lesson stage): cinemas / theatres / shopping centres. Add cars / horses / carriages (show flashcards to explain) / quiet / noisy. Use the words to elicit some sentences from more proficient pupils, introduce negative wasn’t/weren’t.

4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with these words). Ask pupils which of these things were found in New York City in 1900 – they should tick what was and cross what wasn’t found (in their opinion). Pupils work in pairs to make predictions and write their answers in full sentences, e.g. There weren’t any cars in New York City in 1900 or No, there weren’t.

5. Have pupils read the texts and check their predictions. Pupils check their answers with their partner. Check answers as a class.

6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could use this as a classroom-based informal assessment of Reading. Collect the books after the activity to review and make a note of pupils’ performance.

Post-lesson




Get Smart plus 3


79


Vocabulary flashcards


Consider pairing more and less proficient pupils together, so the more proficient pupil can support the less proficient one in the prediction activity.

Some pupils may write full prediction sentences, others shorter ones (see example). Some may not write anything, just put a tick or a cross.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Introduce the vocabulary using the adjective flashcards; also, mime your reaction to the things in the flashcards to show the meaning of the adjective. Take care that the pupils understand the subject of the sentence (i.e. the clown is funny, not the person laughing). You could use the suggestions in Warm up (Teacher’s Book, p.118). Ask pupils for more things they find boring/funny/scary etc. to check understanding).

3. Tell pupils they will read a story about going to the cinema. Elicit the words film and popcorn if possible, and put the word/flashcards on the board. Ask pupils which words (adjectives) they think will go with film & popcorn. You could take a vote and

put the most popular answer on the board.

4. Ask pupils to read the story quietly to themselves (Student’s Book, p.76) to see if they were right.

5. Follow instructions for Activity 1, asking pupils questions to check understanding. Do

the final acting and performance stages if you have time.

6. Draw pupils’ attention to the grammar section on Student’s Book, p.77 and follow instructions for Grammar Box on Teacher’s Book, p.119.

Post-lesson





Get Smart plus 3


77


119

Adjectives flashcards: something that is: scary (e.g. an old house), funny (e.g. a clown), delicious (e.g. a cake), boring (e.g. a person looking bored in front of the TV – note it is the TV that is boring)

Flashcards or word cards of film and popcorn


If you think the key vocabulary is familiar to pupils, you could use word cards. If it is new, then use picture flashcards. If pupils are not familiar with popcorn, you may need to explain that people often eat this at the cinema in some countries.

Ask different pupils different questions to check understanding. Try to ask all pupils at least one question, if possible with your class size.


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Something I feel proud (about my English)



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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review the adjectives from the previous lesson.

Lesson delivery

2. Divide pupils into small groups. Give each group a paper, so that you have about the same number of papers for each adjective. Tell pupils they should write or draw something (one word or picture) that they think about when they hear the word (adjective). They can use the picture dictionary at the back of the Student’s Book to help them if necessary or they can ask for your help. Set a short time limit, then the groups pass the paper to the next group, receiving a new paper from another group with a different adjective (the other group’s word). Pupils should think of something new to put on each paper. Continue with the new adjective for at least four rounds.

Monitor and provide support as pupils work and check they are working as a team.

3. Feed back on the final papers and provide any relevant new vocabulary in English. Note down this vocabulary so that you can return to it in later lessons. These are words that are important to the pupils and have been thought up by them.

4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s Book, p.119). Remind pupils to take care with spelling and handwriting.

5. Pupils choose words from the papers from step 2 to write sentences in their notebooks starting with I think…. They could draw a picture to go with their writing if they finish quickly.

Post-lesson

6. Play Hot card pantomime (See Optional activity, Teacher’s Book, p.119).

Get Smart plus 3 Student’s Book, p.77 (and 76 to remind of story) Teacher’s Book, p.119 Papers with one of the headings: scary, delicious, boring, funny (one paper per group)


If some pupils dominate group work, then tell them they each get to write/draw one word/picture. Then make sure they change papers at least once for the number of pupils in the groups so that they all have a turn to write.

Note that this task becomes more difficult as more words are on the paper. Try to have more proficient pupils go last. Pupils should help each other with ideas in the groups.


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TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Past simple (was/were/n’t: questions and statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play a word game that focuses on the spelling of the words which will be used later in the lesson.

Lesson delivery

2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday.

3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step).

4. Draw attention to the Writing Tip on Student’s Book, p.81.

5. In their notebooks, pupils write short answers to the questions in the blue box on Student’s Book, p.81. Monitor and help pupils with ideas and vocabulary.

Pupils then draft full sentences for these answers in their notebooks.

6. Ask pupils to exchange their work with a partner, who should read and check their writing (spelling, language, punctuation, etc). They should also find one thing they like about their partner’s writing. Monitor closely to make sure this peer feedback is productive, kind and that the corrections that pupils suggest are correct.

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

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

Post-lesson


Get Smart plus 3



A diary



Remind pupils that they can use Kelly’s diary (Student’s Book, p.81) as a model.

Fast finishers could answer the questions about more than one day of the week.


117


My Diary

My name: ____________________

Day: _________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for the topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / fast food / cheeseburger / chips / delicious / film / popcorn / boring.

3. Tell pupils they will read a story. Ask them to read the story and to tell you whose weekend sounds best. Take a vote on the answer. Encourage pupils to guess the meaning of the word hospital from the pictures and the context.

4. Ask pupils to read the story again and to check to see which words from step 2 of the lesson are in the story. You could have them listen to the story on the CD at this stage. Consider asking the While reading questions (see Teacher’s Book, p.126).

5. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value (See Post-story activity, Teacher’s Book, p.126).

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

Post-lesson

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




Ask different pupils different questions about the story, and ask for volunteers for other questions. Ask some pupils for their opinions of the story, and ask comprehension questions using some of the language from the unit, or different language for more proficient pupils.


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LESSON: 64 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill





Pre-lesson


Lesson delivery

2. Pre-teach key vocabulary for the texts about homework (see below).

3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to tell you which one they have, to check they know whether they are A or B.

4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils should fill in the texts with the correct form of be. Model an example on the board to show pupils

what to do.

5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not show each other the answers.

6. With their new partner, pupils write at least two questions about the texts. Review question forms before they begin as necessary, e.g.

Was there internet?

Were there any computers?

Were there any books?

Are children at the library often?

Are there any computers?

How is it at home?

You could focus on the past text only if it is less confusing for your pupils, but more proficient pupils may be able to work on questions for the present text too.

7. Pairs ask another pair their questions.

Depending on your focus: Get Smart plus 3 Student’s Book p.84 Teacher’s Book p.128–129

Texts (see below), colour pencils/pens Self-assessment worksheets





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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).


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.



In English, I know how to: (teacher to design questions, see examples from previous units)


121


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Listening 1.2.1 Understand with support the main idea of short simple texts Complementary Skill


Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce the topic of holidays to prepare pupils for the lesson.

Lesson delivery

2. Use a set of the pictures from Activity 1 (See Student’s Book, p.85) to elicit language about the topic. Show the pictures and ask pupils what they can see, about their experiences. Use the key vocabulary in your questions and encourage pupils to guess what it means, based on the pictures you are showing them.

3. Follow instructions for Vocabulary on Teacher’s Book, p.130.

4. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to one another for the next stage of the lesson). Tell pupils they will listen to a song. When they hear the part about their picture, they should hold it up. Play the CD.

5. Put pupils in groups of four so there is one pupil with each picture in a group. Ask pupils to try to remember the song (they should have their books closed), and to put their pictures in the order they appear in the song.

6. Play the song again so pupils can check their answers. Encourage pupils to sing along to some or all of the song if they want. Watch pupils to see which pupils are confident at this stage, and which are less confident.

7. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85).

Post-lesson

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

Get Smart plus 3 Student’s Book, p.85 Teacher’s Book, p.130 Copies of the pictures from Activity 1, one

picture per pupil


Some pupils will be better able to sing along than others, some pupils may want to sing, but others may not want to. Don’t insist that all pupils sing. Focus on enjoyment rather than accuracy.

Encourage as much language as possible at stage 2 and the post-lesson stage, but do not insist on full or accurate sentences – different pupils will be able to produce different amounts of language. Ask different questions and/or give different prompts to different pupils to push them within their ability.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Speaking 2.2 Use appropriate communication strategies Complementary Skill


Main Skill

Speaking 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker Complementary Skill


Pre-lesson


Lesson delivery

2. Using the verb flashcards, model the question and answer:

Question: What did you do at the weekend?

Answer: At the weekend? I xxx.

3. Use the verb flashcards to have pupils practise the question and answers. Note that pupils are repeating the time expression in the answer as a way to practise discourse and interaction skills (see Learning Standard, Main Skill).

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

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

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

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

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

Post-lesson

Get Smart plus 3



Verb flashcards

Worksheet (see below, optional)


Depending on your class and/or individual pupils, you could extend the dialogue so pupils ask a second question: How was it? This would review language from lessons in Unit 8.


123










124

Alternative worksheet for Lesson 66

At the weekend

1. Ask about the weekend and note or draw.

Me My friend:

__________________

My friend:

__________________

My friend:

__________________

2. Now write.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose one of the games in Revision (See Teacher’s Book, p.136).

Lesson delivery

2. Based on the stories pupils wrote together in the previous lessons, or on their real experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ answers from Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards for this.

3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136.

4. Follow instructions for Activity 1 on Teacher’s Book, p.136.

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.

Post-lesson










Verb flashcards Scissors


If you have extra time in this lesson, or if you have fast finishers, you could extend step 2 (or repeat it later) into a guessing game in pairs, also based on the stories pupils wrote before.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests. Ask pupils if they keep a diary.

Lesson delivery

2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they might hear. In pairs, they write three or four words on paper or in their notebooks (do not worry about spelling at this stage, and allow pupils to ask you for English vocabulary for words they want to include.

3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134).

4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the CD. They should check to see if their predictions were correct. Give feedback.

5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard / museum (if they are new to your pupils).

6. Ask pupils to tell a partner what they think these words mean, based on the content of the text (they can use their first language if necessary). Then ask them to check all the words in the dictionary to see if they were correct. Feed back by asking if they had guessed correctly.

7. Follow instructions for Grammar Box in Teacher’s Book, p.134.

8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this activity and help as necessary. Some pupils may find this activity difficult as there are a lot of pictures and they need to understand a lot of details in the text to decide if they are right or not.

Post-lesson





If your pupils need extra support, you could give a sentence for each picture in Activity 2, and ask them to decide Yes or No for each one as you say them.


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TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language; Environmental Sustainability

LANGUAGE/GRAMMAR FOCUS: Past simple (irregular verbs): Questions & statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest and elicit some differences between the forest and forests/jungles in your local area. Ask pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the board.

3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the children in the story did any of the same things.

4. Give pairs of pupils the A or B worksheets (see below). Ask them to look at the words on their worksheet. Hand out dictionaries and ask pupils to check the meaning of the words in the dictionary. They should draw a picture to show what each one means. Pupils can work in pairs for this activity.

5. For the second part of the worksheet, pupils read the story to find the words on their worksheet. Then they work in their pairs to guess the meaning and draw a picture to show their understanding. Ask them to cover the vocabulary section at the top of the page.

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

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

Post-lesson


Get Smart plus 3

Student’s Book, p.86 Teacher’s Book, p.132 Pictures of forest Worksheets A & B (see below) Dictionaries Colour pens and pencils (optional)


Some pupils may know the vocabulary already. If that is the case, plan a different activity for them so they can work towards the Learning Standards of this lesson.


128

Worksheets for Lesson 69

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


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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


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Writing 4.2.5 Connect sentences using basic coordinating conjunctions Complementary Skill


Pre-lesson


Lesson delivery

2. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer.

3. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday in Australia, and ask them to re-read the text on Student’s Book, p.91 to check.

4. Introduce any vocabulary that you think will be useful to pupils talking about their holidays.

5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils to write their answers to these questions in their notebooks. Short answers are ok at this stage. Note that it can be any holiday, not just a summer one! Monitor closely and help with extra vocabulary as necessary.

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

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

set up, pupils could use computers for this activity.

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

Post-lesson


Get Smart plus 3




Pupils can add information about their holidays, with more proficient pupils adding more than less proficient pupils.

You may need to focus attention on features of the model email before pupils begin to write.


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LESSON: 71 (Language Arts 9) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs Complementary Skill


Main Skill

Language Arts 5.1.2 In addition to Year 2 text types: simple poems. Complementary Skill


In this lesson, pupils will learn a poem, suggest an ending, and share their finished poem with classmates.

Pre-lesson

1. Show a flashcard of Sasha and Jason (use different names for the characters if preferred) and tell pupils that they went on holiday in a big forest. Put the flashcard/drawing of the forest on the board.

Lesson delivery

2. Ask pupils to guess things which Sasha and Jason saw in the forest. Elicit their suggestions, and then tell them that they saw a castle. Add your picture of the castle to the board.

3. Show pupils the picture of the castle. Ask them to guess what was in the castle, and again, elicit their suggestions. Don’t tell pupils what was really in the castle.

4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the castle.

5. Start by saying the first two lines of the poem, pointing to the pictures on the board as you do so.

6. Put the picture of a room on the board, elicit what Sasha and Jason saw next, and say the next line of the poem.

7. Continue to build up the poem in this way for each new line until the end. 8. Now say the whole poem again, this time getting pupils to join in. Point to

the pictures to help pupils remember. 9. Repeat step 8, this time staying silent as pupils say the poem, Continue

until pupils can say the poem with confidence 10. Give pupils a copy of the poem or write a copy on the board. Put pupils

into pairs and ask them to agree what Sasha and Jason saw behind the door. Tell them to practise saying their poem together.

Post-lesson

11. Put pupils into groups of 6 or 8 and ask them to perform their poems to each other. Pupils can mime and use body language as they perform their poems, if they want to.

12. Ask the class to tell you their ideas about what Sasha and Jason saw.

Flashcards or drawings of a boy and a girl, a forest, castle, room, box, key, door.

Copy of Sasha and Jason went on holiday poem

Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the introduction


132

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 ….


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LESSON: 72 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill





Pre-lesson


Lesson delivery

2. Use the flashcards to review key verbs in present form.

3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, to write the verb on a blank card (present tense). Repeat for all verbs.

4. Write sentences on the board to show both present and past forms, e.g.

I go to school at 8 o’clock every day.

Yesterday, I went to school at 8 o’clock.

Hana doesn’t like cheese.

Ali didn’t like the film at the cinema last week.

5. Ask pupils why we use go and went in these sentences. They needn’t use words like ‘past’ or ‘present’, but can say because it’s every day or because it was yesterday. Explain that it’s in the past.

6. Ask pupils in their pairs to write the past form of the verb on the back of each card. Monitor and help pupils, making sure they are accurate. Ask pairs to help each other if necessary and/or check the verbs with the whole class.

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

they check the underside of the card – if they used the past tense correctly in a sentence,

they keep the card. You can introduce other rules if you wish, for example, they should


Get Smart plus 3

Student’s Book p.85, p.87, p.91, p.94


Blank cards

Verb flashcards from this unit



When pupils are making the word cards, you could provide the verbs on the board to copy. Or you could say the words, then elicit the spelling from some pupils so that others can listen and write on the cards.

Pupils can use the Student’s Book (p.85 and p.87) to find the past tense forms of the verbs if they need to, or they could use this to check them.

You could provide a gapped text on a worksheet to support pupils when they are writing the sentences.

You could give the jumbled up questions on a worksheet if you think


134

alternate between positive and negative verbs.

8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then in their notebooks, pupils write at least two sentences about what they did at the weekend.

9. On the board, write some jumbled-up questions on the board. Ask pupils to 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 example:

did / Where / go / you / ? (Where did you go?)

watch / you / a / film / Did / ? (Did you watch a film?)

10. Elicit the difference between Yes/No questions and those with question words. Highlight the use of did and that the past tense is not used in the main verb. Avoid using grammatical

words, but show pupils what you mean.

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 can think of no more questions to ask. Each pupil takes a turn to read their sentences.

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.

pupils will work better individually than as a whole class.







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 [ ]


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: LESSON: 73 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Knowledge

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play a mime or guessing game to review animal vocabulary.

Lesson delivery

2. Use animal flashcards to further review animal words pupils know and to then introduce new animal vocabulary.

3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask pupils what they can tell you about the animals.

4. Play a guessing game as a class.

You say: This animal is tall/small/thin etc.

Pupils guess: It’s the giraffe/rat etc.

Have pupils play the game in pairs. Monitor carefully as pupils do this activity and note down any common problems to return to later on. You could ask one or two pairs to present in front of the class.

5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.

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

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

Post-lesson


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:


Get Smart plus 3



Animal flashcards (enough for one per pupil, to include all the animals in the song)


You could try to elicit the comparative sentence from some pupils in this lesson, although do not insist on it from all pupils.


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CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review animal vocabulary to prepare pupils for the lesson.

Lesson delivery

2. Using the animal flashcards, play a game to review the adjectives that is suitable for your class, for example memory matching or listen and grab, where pupils have the cards spread around the room or on the table in front of a group. The teacher says a word and pupils race to grab the right card.

3. Re-introduce the comparative form using the animal flashcards and then follow instructions for Grammar Box on Teacher’s Book, p.144.

4. Using the flashcards again, elicit some more sentences about animals by showing a flashcard and asking pupils to tell their partner a sentence about the animal using adjective + -er + than.

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

Monitor as pupils work in groups to decide which pupils have made a particular effort either with language or with their pictures to show the class. Offer plenty of praise, especially for those who may normally be a bit shy.

6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).

Post-lesson

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


Animal flashcards


Ask different pupils to write different words/ phrases/sentences on their pictures, ranging from a full comparative sentence for fast finishers/ more proficient pupils to single animal words and/or adjectives for others.


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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & Technology

LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives; Statements & questions with which

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce the topic of the Solar System to prepare pupils for the lesson.

Lesson delivery

2. Using the picture of the Solar System, find out what pupils know about it already. Some pupils may know a lot but others may not, or they may know it in their first language, but not in English.

3. Introduce the names of the planets. Write them in a random order on the board. Ask pupils which ofder they think they come in (in terms of their position from the sun or in terms od their sizes). They write their idea in their notebooks, starting with the un. If you have pupils who

know a lot about this topic, ask them to let the others in the class give their ideas. You could set them a task to prepare an interesting fact about the Solar System or planets to tell the class later.


5. Tell pupils they will read about the Solar System. Ask them to look at the picture (Student’s Book, p.98 or other Solar System picture) and to guess what Solar System means.

6. Ask pupils to read the text to find out whether their answers were correct about the order. Note that the answer is in the first paragraph. You could have them race to find the answer perhaps.

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


Get Smart plus 3



Picture of the Solar System (e.g. Student’s Book, p.98)


If you have pupils who know a lot about the topic, you could ask them to tell the class more about the Solar System and/or the different planets.


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CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if they have seen a shark. Ask them what they think of sharks. Elicit or teach scary. Ask if they think sharks are scary. Do the same with the other sea animals and elicit adjectives for each.

3. Show pupils the worksheet (see below) and ask them to guess which animal by circling it. They may not know the answer, but they can guess.

4. Play the CD and have pupils read along silently. They check their answers to the worksheet.

5. Ask pupils to circle the words science and project. Encourage pupils to try to work out what the words mean from the context and from the pictures, especially picture 6. They should tell their partner before checking as a whole class.

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

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

Post-lesson


Get Smart plus 3



Sea animals flashcards



If some pupils read much faster than others, avoid rushing the slower readers. You could ask faster pupils to make a note in their notebooks of what they know about sharks / blue whales / dolphins, and then ask them to tell the class when suitable.


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Sea animals

Guess and circle.

Which one is…?

Bigger? blue whale elephant

Pretty? dolphin orca

Scary? dolphin shark

Now read and check.


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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Science & Technology

LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review the topic of the Solar System to prepare pupils for the lesson.

Lesson delivery

2. Introduce the superlative adjectives using pupils as examples in a similar way (and with similar caution) as Lesson 151.

3. Follow instructions for Grammar Box on Teacher’s Book p.149.

4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer using a short answer (usually one word) from memory and knowledge, without looking at the text on p.98. Ask pupils to do this in pairs.

5. Pupils now read the text on p.98 again to check their answers and extend them into full answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, spelling etc. Check the answers and focus on language accuracy as well as the content of the answers.

6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see below). They can use the information in the text or they can find out more information using computers, by asking you or by asking other pupils if appropriate.

Monitor to help with ideas, support language and to check pupils’ progress in Writing.

Post-lesson

7. Collect the worksheets and have pupils look at each other’s work. Ask them to give some (positive) comments on it. Note that you will use this work again in Lesson 155.

Get Smart plus 3

Student’s Book, p.99 Teacher’s Book, p.149 Worksheet (see below)


Consider using a model for writing, for one of the planets. This could be added to the worksheet or you could write it on the board. Or you could elicit some model sentences from pupils about the different planets before the final Writing activity.

Fast writers could write about more than one planet and/or could find out extra information about the planet.


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Name: _____________________

The Solar System.

This is ____________________________.

___________________________________

___________________________________

___________________________________

___________________________________


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TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Creativity & Imagination

LANGUAGE/GRAMMAR FOCUS: Review of superlatives & comparatives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Writing 4.2.4 Describe people and objects using suitable words and phrases

Pre-lesson

1. Play Missing Planets (see Teacher’s Book, p.153).

Lesson delivery

2. Talk to pupils about the universe, telling them that there are many solar systems in the universe, but we don’t know very much about the other solar systems. Tell pupils they will imagine a solar system. You could give an example of another solar system, an imaginary one, or even have pupils research this, if you have time.

3. Ask pupils to work in groups of three or four. First they note in their notebooks the basic information about the planets in their imaginary solar system, e.g. how many planets there are, what they are called, how big/hot/cold they are etc. Monitor carefully and help pupils with ideas and language at this planning stage.

4. Each group makes a poster. They should decide who will write, who will draw and who will manage the group. The writer(s) should draft the text that will go on the poster, the artist(s) should plan and draw the solar system on the poster, the manager should make sure that the information is correct 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.

Get Smart plus 3

Teacher’s Book, p.153 Poster paper Colour pens and pencils


More proficient groups/pupils can include different information about their solar system, for example whether the planets have life on them, moons around them etc.


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Reading 3.3 Read independently for information and enjoyment

Main Skill


Reading 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will review adjectives to prepare pupils for the lesson.

Lesson delivery

2. Tell pupils they are going to read a fairy story. Ask them whether they know any other fairy stories (e.g. Sleeping Beauty). Note that many have been made

into films by Disney, so pupils may know them.

3. Show pupils the picture of the princess. Elicit some adjectives to describe her. Tell pupils that many men in the land want to marry the princess, so they have some competitions. Hand out the character sets (the three strong men in picture 2, the three jokers in picture 3, the three running men in picture 4) and elicit some adjectives to describe them. Ask pupils to put them in order of how strong/funny/fast they are.

4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see

whether they were right. Remind them that they do not need to understand every word and can use the pictures to help them understand the storyline.

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


Get Smart plus 3 Student’s Book, p.102–

103 Teacher’s Book, p.154–

155 Copies of cut-outs of the sets of characters in the story (one per pair/small group) Picture of the princess from the story (You could choose a different story if it is more appropriate to your local culture)


Ask different kinds of questions to different pupils so that you are challenging them to a level where they can still reply. This may be related to the type of question (higher/lower-level thinking) or the language.


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LESSON: 80 (Project-Based Learning 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Global Sustainability

LANGUAGE/GRAMMAR FOCUS: Review of comparatives & superlatives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that will introduce the word camel and review Malaysian animals from Lesson 148.

Lesson delivery

2. Show the pictures of the two types of camel and elicit some differences between them.

3. Follow instructions for Vocabulary on Teacher’s Book, p.182.

4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182.

5. Ask pupils if they remember finding out about endangered Malaysian animals in Lesson 148. Return their sentences to them from that lesson, having pupils work in the same pairs if possible. Ask pupils to look at their sentences, to check them and to develop the information further, using some superlative adjectives if possible. This will depend on the animal itself. Encourage pupils to add some information anyway.

6. Ask pupils to draw their animal in large size on paper and cut it out.

7. At the same time, have different pupils in the group write the sentences on separate pieces of paper.

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 pupils to supervise this and to write a title for the display (e.g. Malaysian animals in danger! or Endangered animals around us).

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.

Get Smart plus 3



Pictures of camels from Student’s Book, p.119

Malaysian animals flashcards

Pupils’ sentences from Lesson 148

Paper, scissors, glue, string/thread

Very large poster paper / display board


If you have little time in this lesson, focus on the second part of the lesson, which is about Malaysian animals.

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

http://bpk.moe.gov.my/

Documents

KURIKULUM STANDARD SEKOLAH RENDAH Year 3 SJK SOW.pdfPrimary Year 3 SJK Scheme of Work 8 Typical lesson cycles Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough