kurikulum standard sekolah rendah year 3 sjk additional...primary year 3 sjk additional materials...

Primary Year 3 SJK Additional Materials

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

English Language

Scheme of Work

Primary Year 3 SJK (National-Type Schools)


Primary Year 3

Additional Materials for SJK

(National-Type Schools)


5

ADDITIONAL MATERIALS

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

TOPIC: Welcome! MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

have got (1st & 3rd person statements)

CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES

DIFFERENTIATION STRATEGIES

Main Skill

Speaking 2.1 Communicate simple information intelligibly Complementary Skill

Listening 1.2 Understand meaning in a variety of familiar contexts

Main Skill

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

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

Pre-lesson

1. Play a game to review vocabulary and language from previous lesson.

Lesson delivery

2. Use flashcards of characters from the textbook to introduce language, e.g. He/She has got brown hair / I have got brown hair. See also Teacher’s Book p.18: Grammar Box

3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind pupils of the importance of being sensitive when describing people (e.g. for the adjective ugly).

Continue to monitor pupils as they work in pairs. Note which pupils are having difficulties or seem to find the activity easy. This will be useful for pairing and grouping pupils in future lessons.

Post-lesson

4. See Before leaving activity (Teacher’s Book p.18).

Get Smart plus 3

Student’s Book p.5 Activity 2

Teacher’s Book p.18–19

Textbook character 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:

Ask some pupils for complete sentences, while others may form incomplete sentences at this stage.

Set different targets for the number of pupils they describe.

For more proficient pupils/classes, you could introduce a few more adjectives for describing people’s appearance or ask pupils to give longer descriptions to include be (+ very) + adjective (e.g. She’s (very) pretty.).


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

EE

K:

TOPIC: Welcome! MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends

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

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

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

Main Skill

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

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

Pre-lesson

1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin).

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/or vocabulary and prepare the pupils for the lesson.

Lesson delivery

2. Build model sentences on the board about pupils’ families/your own family: My name’s Hana. I’ve got three sisters and two brothers. Try to elicit as much language

from pupils as possible rather than giving them the language directly.

3. Pupils complete worksheet by drawing a picture of their family and writing about it under the picture. Tell pupils that the work will be displayed so they should take care with handwriting and neatness. Go around the classroom and check the pupils’ writing. If some pupils are finding writing certain letters within a word challenging, either show on the whiteboard how to write it, or show them on a blank page how you would write it. If they are still finding it challenging, you could write that word in dotted line and ask the pupil to trach them. Display the pictures in the classroom.

4. Review questions Has he/she got a brother? How many has he/she got? by asking some pupils. You could also follow Teacher’s Book p.20 Grammar Box here.

5. Pupils move to the classroom display. Play a guessing game using the worksheets displayed:

P1: Has she got one brother? P2: No, she hasn’t. P1: Has she got two brothers? P2: Yes, she has. P1: Is she Nur? P2: Yes, she is. / Yes, that’s right.

Post-lesson

6. Ask pupils some general questions about the display of their work, for example to find a well-drawn picture or some neat handwriting.

7. Learning diaries:

Tell pupils that they are going to create their own diaries to write their thoughts in.

Get Smart plus 3

Teacher’s Book p.20

Family flashcards

Worksheet for drawing and writing (see suggestion below)


Provide a gapped text (‘fill in the blanks’) on the worksheet for pupils to complete, or provide/hide model sentences on the board. For example, pupils need only write family description words and phrases to complete the sentences provided on the worksheet/board.

Some pupils could write more detail about themselves on the worksheet or ask more questions in the guessing game, e.g. about appearance.


7

The diary can be a small section in their notebooks. Ask pupils to think back on their learning so far this week. In their learning diary, they can write:

New words I remember

Activities I enjoyed

A skill I did well in (L/S/R/W)

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

Something I feel proud of (about my English)

Pupils may begin the year reflecting in their first language and at a very basic level (simple words). Encourage pupils to begin to reflect more deeply and using more English as the year goes on. Some pupils will be more able to do this than others. Support pupils who may need some help and encourage everyone to complete their diaries. Ensure you allocate time for this activity in your lesson plan.

Suggested material for lesson:

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

Name: _______________ Class: ________ Date: __________

A picture of my family

About my family:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


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

TOPIC: Welcome! MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

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

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

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

In this lesson, pupils will make a class year book in groups. This can either be put together as a book, which can be copied for each pupil to take home, or it could be an open book, displayed on the wall. Pupils will describe something interesting about their peers appearance, therefore responding creatively in writing.

Pre-lesson

1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to guess who it is about. They should find that pupil and check. Feed back by asking pupils to read the sentence to the class.

Lesson delivery

2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.

Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can write their sentences in their notebook. For example, Amir has a green hat. He likes green colour.

Monitor as pupils write and support them as necessary. Encourage pupils to support each other in their groups. As you monitor, you could take a photo of each group. When groups are finished, they can help you to upload and print out the photo of their group.

3. Ask each group to check each other’s sentences and to discuss any changes that are needed before writing a final version.

For a wall display: Pupils write on a small piece of paper. They then put up the photo on the display with the papers around it and a piece of string connecting it to the picture of the pupil it describes. For a class book: Pupils stick the photo in the middle of the page and write the descriptions around it, connecting them to the pupil in the photo with a line.

Post-lesson

4. Encourage pupils to look at the display/book by asking them questions. You could ask them to tell you what they like about the description of the pupils in each group. Alternatively, you could play a Find someone who... game (e.g. Find someone who has curly hair / Which group has two pupils who have long hair, etc).

Prepare and write a sentence (using the lesson grammar focus) about each pupil on a strip of paper

A digital camera and computer to upload and print out photos

Plain paper, string and scissors (if making a wall display)

Plain paper, glue and ruler (if making a class book)


Ask pupils to write two or more sentences about the pupil in the group.

You could ask more proficient pupils or groups to write some questions for their classmates about the photos.


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TOPIC: Welcome! MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

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


Main Skill

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

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

Pre-lesson

1. Using flashcards, review key vocabulary and questions. Alternatively, choose to deliver an appropriate pre-lesson activity that suits your pupils’ needs/interests and that will review language and/or vocabulary and prepare the pupils for the lesson.

Lesson delivery

2. Follow the steps in Teacher’s Book p.21 for Activity 3.

3. Using the word and punctuation cards, work with pupils to build a model sentence on the board.

4. In their notebooks, pupils write a sentence about one of the people in Activity 3.

5. Partners read each other’s sentences to guess who it is. Encourage them to check their partner’s work for correct punctuation (use of capitals, full stops and apostrophes).

6. Pupils rewrite their sentence based on their partner’s feedback.

7. Review and give feedback on pupils’ written work for both first and second drafts as well as the peer’s feedback. Make a note of common problems to review next lesson.

Post-lesson

8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up sentence on the board and pupils put the words and punctuation in the correct order to make a sentence. Play as a whole class and then in groups if time allows.

Get Smart plus 3



Vocabulary flashcards

Word & punctuation cards


Pupils can write about one, or more than one, of the people in Activity 3.

Fast finishers could talk or write about something that they collect or that someone they know collects.


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TOPIC: Welcome! MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Listening 1.2.5 Understand a wide range of short supported questions

Pre-lesson

1. Play a game to review key vocabulary. Alternatively, you could choose to deliver another appropriate pre-lesson activity that better suits your pupils’ needs/interests and that will review language and/or vocabulary and prepare the pupils for the lesson.

Lesson delivery

2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking pupils about the people and what they have got.

3. Follow the guidelines in Teacher’s Book p.21 for Activity 4

4. Give pupils a strip of paper. Ask them to write something they have got lots of and how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s for third person.

5. Put pupils in large groups. One pupil collects the papers, mixes them and redistributes them.

6. Pupils read the strips and take turns to ask the group members Have you got…? to find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 books.

Post-lesson

7. Ask pupils to tell you something interesting they found out about a friend.

8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you spoke clearly …if you understood your friends well… if you want to speak more loudly… You could do this in their first language if necessary.

Get Smart plus 3



Strips of paper for pupils to write a phrase on


You could offer the choice of writing a full sentence, a phrase or drawing a picture + a number.

Pupils may need extra support in changing the form from 3rd to 1st person.

You could ask more proficient pupils to try to find something they have got in common with a classmate at the post-lesson stage.


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TOPIC: Welcome! MAIN SKILL FOCUS: Language Arts THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Creativity &

Imagination

LANGUAGE/GRAMMAR FOCUS: Modal can statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs

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

Language Arts 5.1.1 In addition to Year 2 text types: simple poems

Pre-lesson

1. Play a game to review vocabulary and the form I can/can’t… Can you? using action cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip. You may need to pre-teach some of these words if your pupils are not familiar with them so check first.

2. Give each pupil a card. They look at the card and mime the action, either as I can or I can’t (E.g. play chess – pupil mimes someone trying to play but looking confused). Other pupils should say either She/He can … or He/She can’t … (Same example: She can’t play chess.). Pupils keep the cards.

Lesson delivery

3. Ask pupils to watch the video of the song. They should check their cards (from pre-lesson stage). If they hear their word, they should hold up their card. Play the song: http://learnenglishkids.britishcouncil.org/en/songs/i-can-run

4. Ask pupils to listen to the song again and copy the actions they hear. Play the song again.

5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song. They divide the lines between them, one each. Play the song again. Pupils order the lines as they hear them.

6. Feed back by having groups sing the song in the order of verses (with or without the video playing).

7. Use two action cards to show pupils how to create new verses of the song. Give each group time to create a new verse using different action words.

8. Groups perform their verses. Provide plenty of positive feedback on their efforts.

Post-lesson

9. Play the song video again and encourage pupils to sing along and mime.

Action flash cards (picture or words)

Online song (see Learning Outline)

Lines of the song cut up (in verses)


Plan how to group pupils for this task. If your class has mixed levels of proficiency, then try to group pupils so there is a range of proficiency in each group. However, encourage all pupils to participate equally by sharing out the lines of the song at the performance stage.

For fast finishing groups, ask them to write a second verse.

http://learnenglishkids.britishcouncil.org/en/songs/i-can-run


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TOPIC: Welcome! MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

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

answer

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Speaking 2.2 Use appropriate communication strategies

Main Skill

Listening 1.2.5 Understand a wide range of short supported questions Complementary Skill

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

Pre-lesson

1. Play a word game such as Word Ladder (you can create it online: www.edu-games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming activity in groups. Pupils write vocabulary related to the activities topic.

Lesson delivery

2. Return to some difficult or new words from the pre-lesson activity and check spellings/vocabulary as a whole class. Introduce new words according to the needs and personal interests of your pupils.

3. Ask questions to pupils, moving from Can he/she..? to Can you…?

Tell pupils to ask for help if they need it when they are working in pairs. Pre-teach some phrases for this such as Can you help me/us, please?

4. Follow the Teacher’s Book p.22 instructions for Activity 5.

Monitor as pupils do Activity 5 and make notes on individuals if possible. Use the notes to help plan upcoming lessons.

Post-lesson

5. Design a closing Listening activity to review and evaluate learning. This may involve TPR (listen and mime), e.g.

- Teacher/another pupil says Can you xx?

- Pupils say Yes, I can and mime the action if they can do it, or they sit down if they can’t do the action. Those who sit down, ask them another Can you xx?

Get Smart plus 3



Action flashcards from last lesson

Word Ladder game


Extend vocabulary according to the needs and interests of your class.

If you have extra time, pupils could write about themselves and/or their partner in their notebooks, based on their findings.

https://www.edu-games.org/word-games/word-ladder/word-ladder-download.php

https://www.edu-games.org/word-games/word-ladder/word-ladder-download.php


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TOPIC: Welcome! MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

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

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

Speaking 2.1 Communicate simple information intelligibly

Main Skill

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

Speaking 2.1.5 Describe people and objects using suitable words and phrases

Pre-lesson

1. Follow instructions for Teacher’s Book p.26 Warm up.

Lesson delivery

2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book p.11. Ask pupils to show you who Fay is. Ask questions to help pupils predict what they will read.

3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one for each pupil, or on a worksheet). Ask pupils to read their question.

4. Ask pupils to read the text on Student’s Book p.11 and find the answer to their question. They could write their answer on the paper or in their notebook.

5. Monitor as pupils work on the Reading activity to get an idea of individuals’ Reading skills. Use questions to support or extend their understanding. Make notes on pupils as necessary.

6. Feed back as a whole class. Ask pupils to read their question then give the answer. Pupils can then check each other’s answers as they listen.

7. Follow instructions for Optional 1 activity (Teacher’s Book p.27).

Post-lesson

8. Play a True/False game based on the information in the text. Ask pupils to explain why something is False. Repeat correct answers in complete short sentences. Do not ask pupils to answer in full short sentences; at this point, just let them register in their memories the correct complete answers from you.

Get Smart plus 3


Teacher’s Book p.26–7

Family photos (from you and your pupils)

Questions worksheet/strips, from Teacher’s Book p.26


Ask different prediction questions to different pupils, depending on their level of proficiency. Some may be closed questions, others open questions.

You could give more than one question to some pupils to answer.

Plan which pupils will answer questions during feedback to help showcase pupils who have worked hard.


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TOPIC: Every day MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

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

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


Main Skill

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

Reading

3.2.2

Understand specific information and details of short simple texts

Pre-lesson

1. Review vocabulary from previous lessons by playing the circle game described in Revision (Teacher’s Book p.34). If necessary, make two or three circles and/or have pupils standing instead of sitting if there is not much space.

Lesson delivery

2. Introduce and drill the new vocabulary using flashcards and continue the circle game using this as well.

3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. Ask questions about the pictures (see examples in Activity 1, Teacher’s Book p.34).

4. Pupils return to their desks. Ask them to read quietly the story on Student’s Book p.16 to tell you where the children are going (Answer: to school) and why Anna went in the car with Greg’s dad (Answer: because she missed the bus). Pupils may not have the language to fully answer the question but can be encouraged to communicate their meaning in basic English and mime, perhaps. Encourage pupils not to re-read the whole text or to find

particular lines in the text to give them the answer. Their answer is based on their overall understanding of the story. They could use the pictures to support their understanding if necessary.

5. When pupils have had a chance to read the text for themselves, ask some pupils different questions about the story. Allow them to re-read to find the answers. See Teacher’s Book p.34 Activity 1 for some suggestions.

6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).

Post-lesson

7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the train to school. Count the responses for each and write them on the board.

Get Smart plus 3 Student’s Book p.16–17

Teacher’s Book p34 Routine flashcards of vocabulary from this and previous lesson


You could let pupils have a card to use as a prompt in the circle game if they need one.

Vary your questions by asking more difficult or complex questions to higher proficiency pupils, and simpler questions to lower proficiency pupils so that they each have a chance to succeed.


15


TOPIC: Welcome MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Writing 4.3.3 Plan, draft and write an increased range of simple sentences 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 related to routines and prepare the pupils for the lesson.

Lesson delivery

2. Review the flashcards by putting them on the board and eliciting sentences I xxx every day and I always/sometimes/never xxx from the pupils.

3. Put pupils in groups (one group for each flashcard). Each group should draft a sentence for their picture, I always/never/sometimes xxx. Ask one pupil from

each group to come to the board and write their sentence. Supervise and assist as necessary.

4. Review with pupils how to change the sentence to He/She and adding the third person -s by giving example sentences (talk about yourself and then about male

and female pupils). You might want to write the sentences on the board if you feel it is necessary for your pupils.

5. Show pupils your completed worksheet and talk to them about what you do every day. Tell them they will do a similar worksheet. They can write about themselves or about someone in their family. First, they should write three or four sentences in their notebooks.

Give pupils time to draft their sentences. Monitor carefully and give corrective feedback as necessary. Ask pupils to exchange their notebooks with their partner to check each other’s work for mistakes (if you could not check everybody’s sentences).

6. Hand out the worksheets and ask pupils to write their sentences. When they have finished writing, they can draw a picture in the larger boxes for each one. Fast finishers can then write more sentences.

7. Some pupils can come to the front and present their work to the class. Try to choose a range of pupils, not only the more proficient ones.

Flashcards for daily routine

Worksheets, one per pupil + one completed by you (see below)

Ask pupils to bring a toothbrush from home for the next lesson. Bring a few extra ones in case some pupils do not bring their own.


You can offer pupils the choice of how many sentences to write, or ask them to write more/fewer than 3–4.

Depending on the level of support your pupils need at this stage, you could keep / partially keep / delete the model sentences on the board.

If changing or having a choice between 1st person (I) and 3rd person (he/she) is too complicated for pupils, you can limit it to 1st person only.


16

Post-lesson


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






Pupils may begin the year reflecting in their first language and at a very basic level (simple words). Encourage pupils to begin to reflect more deeply and using more English as the year goes on. Some pupils will be more able to do this than others. Support pupils who may need some help and encourage everyone to complete their diaries. Ensure you allocate time for this activity in your lesson plan. It shouldn’t be set for homework.


17

Suggested worksheet for lesson

Name: ___________________________ Class: ________________

Every day….

Draw and write


18


TOPIC: Every day MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

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 some of the vocabulary that pupils found challenging in recent lessons by choosing an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests. Include key vocabulary from this lesson as necessary.

Lesson delivery

2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. The set includes the words from the main vocabulary, all cut up and mixed up (e.g. take / the / bus / walk / take / the train / drive). Pupils should work together to try to arrange them to make the vocabulary phrases or words. Consider including some of the vocabulary from Student’s Book p.15 as well.

3. To check the answers, say the expressions in question form (e.g. Does Ali always take the bus to school? and have pupils touch the words as they hear them.

4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening

(Teacher’s Book p.35).

5. You could collect the books from pupils to check their progress.

Post-lesson

6. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if they are True or False from memory (see post-lesson task 10).

Get Smart plus 3

Student’s Book p.17 (and 15 in step 2)


Sets of cut up word cards


You could include more phrases in the word puzzle activity. Be careful not to include too many, though, as it can be very challenging to sort a large number of cards.


19


TOPIC: Every day MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

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

transport

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.1 Enjoy and appreciate rhymes, poems and songs Complementary skill


Main Skill Language Arts

Language Arts 5.1.2 In addition to Year 2 text types: simple poems. Complementary skill

Listening 1.2.3 Understand with support short simple narratives

In this lesson, pupils will say and perform a rhyme in groups about coming to school.

Pre-lesson

1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. Draw a child next to the car, bike and bus.

2. Ask pupils to give the children names: 2 children should be girls and 2 children boys. 3. Tell pupils that the four children will be the characters in the rhyme.

Lesson delivery

4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest actions to mime the means of transport.

5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the words and actions.

6. Repeat step 5 until pupils can say the rhyme confidently 7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and

add the correct means of transport

Post-lesson

8. Ask pupils to close their books and divide them into four groups, one group for each picture. 9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the

complete rhyme.

Flashcards or pictures of :

a child walking

a car and a child standing next to it

a bike and a child standing next to it

a bus and a child standing next to it

The Going to school rhyme

(see below) written on the board or as a handout

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

In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils . Going to school rhyme

W walks to school Walking’s very cool

X comes by car Her mum drives very far

Y rides her bike Riding’s what she likes

Z takes the bus Z comes with us *Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15


20


TOPIC: Every day MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill

Speaking 2.3 Communicate appropriately to a small or large group

Main Skill

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

Speaking 2.3.1 Narrate very short basic stories and events

Pre-lesson

1. Review the occupations flashcards as necessary for your pupils with a game chosen from the list in the introduction that suits your pupils’ needs and interests.

2. Ask pupils what they would like to be when they grow up. Use this as an opportunity to review some more challenging occupations vocabulary from previous lessons.

Lesson delivery

3. Show pupils the worksheet (see below) and ask them to choose an occupation and draw it on the worksheet. They should write the occupation word under their picture. They should NOT write their name on the worksheet at this point.

4. Tell pupils they will talk about the person on their picture. They should plan what they are going to say. They could write notes in their notebooks. See Activity 4 in Student’s

Book p.19 and Teacher’s Book p.37 for more detail on this, although lesson delivery does not follow the book.

5. Ask pupils to work in groups of 6–8. Try not to group pupils who sit next to or near

each other. They put their pictures together. Each pupil in turn talks about their picture. The other pupils listen carefully and guess which picture is the pupil’s. Ask pupils to note their guesses/answers in their notebooks so that feedback can be done as a group after each pupil has had a turn speaking.

Monitor carefully as pupils do this activity and choose two or three pupils for the post-lesson activity. They may be more proficient pupils, or pupils who have made a particular effort to the best of their ability and who are (more) confident.

Post-lesson

6. Repeat the activity as a whole class with the pupils you have chosen, providing plenty of praise.

Get Smart plus 3

Student’s Book p.19


Occupations flashcards

Worksheet (see below)

Colour pencils/pens


Provide more or less support to help pupils plan what to say about their pictures. It is better to have them write notes than to write full sentences so they practise fluency, but some pupils may need more support.

Pupils can write more or fewer sentences depending on their proficiency level.


21

Worksheet for lesson

Name: __________________ Class: _________

Draw, write and say.

_A______________________


22


TOPIC: Every day MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

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


Pre-lesson

1. Play Guess the occupation game (see Teacher’s Book p.38, Revision)

Lesson delivery

2. Introduce the new vocabulary following the instructions in Warm up and Vocabulary (see Teacher’s Book p.38–39).

3. Play a matching game with flashcards, where pupils in pairs or small groups match the occupation with what the person does (e.g. pilot + fly a helicopter).

4. Introduce/review the question and answer What do you want to be when you grow up? Drill the questions and then have pupils ask and answer their partner.

5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).

Monitor carefully as pupils work and support them in making sentences. Note down any particular problems pupils have and observe how different individuals perform.

Post-lesson

6. Give feedback on the activity including a focus on / review of common problems. Give extra praise to pupils who have tried hard at this activity.

Get Smart plus 3

Student’s Book, p.20

Teacher’s Book, p.38–39

Occupations & vocabulary flashcards


You could use word cards for some or all of the matching game if your pupils need extra reading practice, or could give some pairs pictures and other pairs words.

With more proficient classes, you could finish the lesson with the Optional activity (See

Teacher’s Book p.39)


23


TOPIC: Every day MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship

LANGUAGE/GRAMMAR FOCUS: Present simple for habits

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 3.2.2 Understand specific information and details of short simple texts

Pre-lesson

1. Put the names of some well-known Malaysian charity organisations on the board (e.g. CRC (Community Recycle for Charity); SPCA (Society for the Protection of Animals); WWF Malaysia (World Wildlife Fund); WorldVision; other local charities the pupils will know). Charitable offers during Ramadan may help explain the idea. Talk to pupils about what the organisations do, using some first language and providing English vocabulary where suitable.

Lesson delivery

2. Use the flashcards to pre-teach the vocabulary.

3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary might belong to each picture.

4. Follow the instructions for Activity 1 and 2 (Teacher’s Book p.178). Remind pupils to look at the pictures to help them with new vocabulary.

5. Elicit We can sentences from pupils about other charities you talked about in the pre-lesson activity.

Post-lesson

6. Talk to pupils about charity membership. See also Before Leaving (Teacher’s Book p.178)

Get Smart plus 3


Teacher’s Book, p.178

Vocabulary flashcards

Copies of pictures next to texts on Student’s Book p.115 to create their learning diaries.


Pupils who find reading difficult could read just one of the texts.

Monitor and support pupils by asking questions and drawing attention to difficult vocabulary in the texts and sentences.


24


TOPIC: Every day MAIN SKILL FOCUS: Language Arts THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.2 Express personal responses to literary texts Complementary Skill


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. 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, or follow the Warm up instructions (Teacher’s Book, p.42).

Lesson delivery

2. Explain the meaning of career to pupils. Ask them what they think a school career day is. Explain that they will read and listen to a story about a school career day.

3. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). Ask pupils what they

think of the story, which character they like and why.

4. Ask each pupil to draw a picture showing an occupation.

5. In groups of 6–8 pupils, ask them to share their pictures. They should write their

name under the picture of an occupation they want to be.

6. Feed back by asking pupils to tell the class who wants to be the same occupation as them, e.g. Hamid, Maitha and Yi Ling want to be a police officer.

7. Talk to pupils about the Value mentioned on Teacher’s Book, p.43 in Post-story activity.

Post-lesson

8. Ask pupils to tell you what new words they have learned today. Focus their attention on what they learned from the story, including the storyline, the characters and the message (value).

Get Smart plus 3

Student’s Book, p.22–

23



Monitor as pupils work and ask pupils (e.g. pupils who don’t like to speak in front of the class) to tell you about their pictures. This will help to give individuals different feedback.

If your class works fast or you have a group of fast finishers, you could try the Optional activity (see

Teacher’s Book, p43).


25


TOPIC: Right now MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language; Values

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


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

Pre-lesson

1. Play the song from Student’s Book, p.25. Have pupils sing along and/or do the actions.

Lesson delivery

2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, p.48).

3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures on the board.

4. Give each pupil a sentence card (there will be some the same). They should come out to the board to decide which picture to put it with. You could do this in groups if it is easier to manage.

Watch as pupils do this activity to get an idea of their reading ability. Support them as needed by encouraging them to sound out new or difficult words and/or referring to the pictures in the Student’s Book (p.26).

5. Ask pupils to read the picture story in Student’s Book, p.26 to check the answers.

6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the second point.

7. Use the questions from the language box (Student’s Book, p.27) to introduce the question and answer forms. Then follow the instructions for Grammar Box

(Teacher’s Book, p.49)

Post-lesson




Get Smart plus 3

Student’s Book, p. 26–7 (and 25 for pre-

lesson)

Teacher’s Book, p.48–

49

Copies of the pictures 1, 3, 5 & 6 from the story (blank/without text)

Sentence cards to match pictures 1, 3, 5 & 6 (one per pupil)


If you feel your class can follow the story well, you could reduce the number of times you play the recording.

If you have some less proficient pupils in the class, the sentence matching activity could be done in pairs, giving one sentence to a pair with one more + one less proficient pupils.


26





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.


27


TOPIC: Right now MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends



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


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. Play a spelling game to review some spellings of key vocabulary (for example, a word jumble with plastic letters or letters on cards).

3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils do this to see which words they are having problems spelling. Check the answers as a whole class and draw attention to more difficult spellings as necessary.

4. Play the CD to review the text on Student’s Book, p.26

5. Follow the instructions for Activity 2 (Teacher’s Book, p.49). If you noticed that pupils had problems in the crossword, and need more practice spelling the words, have them write the answer on the lines rather than circling ‘a’ or ‘b.

Post-lesson

6. Ask pupils what they do in their house to help their family. Talk to them about the importance of helping out and contributing to family life.

Get Smart plus 3

Student’s Book, p.26–

27


Worksheet for crossword puzzle (see below)


If pupils struggle with the crossword puzzle, have them first try to fill it in, and then go to the Student’s Book to look for the spellings.

Alternatively, you could pair pupils so they can support each other, or you could ask pupils to try the puzzle individually first before continuing with a partner.


28

Worksheet for Lesson

Crossword

1

2

3 6 - 4

5

1. [insert picture of to clean’]

2. [insert picture of flowers]

3. [insert picture of to wash up]

4. [insert picture of a park]

5. [insert picture of cake]

6. [insert picture of a sandwich]


29


TOPIC: Right Now MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Creativity and

Innovation; Values

LANGUAGE/GRAMMAR FOCUS: Present continuous, vocabulary of

household chores

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will make a circular book.

Pre-lesson


2. Ask pupils to remember the different activities Anna and Greg were doing on Student’s Book p.26.

3. Ask pupils to think of other household activities. Help them with vocabulary if needed.

Lesson delivery

4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so that their circle is divided into four sections. Pupils do not need a ruler for this: the lines do not need to be completely straight.

5. Tell pupils to draw four household activities, one in each section of the circle. 6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal line, as in

step 4. 7. Tell pupils to cut out one section of the second circle, so that this circle has three

sections. 8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of the first

circle through the middle. 9. Put pupils into small groups. Ask them to share and name the activities in their circular

books. They can do this quarter by quarter by moving the top circle round.

Post-lesson

10. Ask a few pupils to name some of the household activities they discussed in their groups. You can nominate pupils or get other pupils to do that.

Circles of paper, about 12cm in diameter, two circles for each pupil

A pin / end of a paper clip to pin the top circle onto the bottom circle



30


TOPIC: Right now MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends



CONTENT STANDARD

LEARNING STANDARD



Main Skill


Listening 1.3 Use appropriate listening strategies in a variety of contexts

Main Skill


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

Pre-lesson

1. Play a guessing game where you draw, on the board, a picture of a person doing an action. Draw it line-by-line/part-by-part and after each line/part ask pupils ‘what’s he/she doing?’ Pupils can have one guess each time until someone guesses the correct answer.

Lesson delivery

2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to their partners about the pictures. Feed back on this by eliciting details about all of the pictures, to check that all pupils have understood the pictures and remember the key vocabulary. You could introduce the characters’ names at this point, if you think the names will confuse pupils when they hear the recording.

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

4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’ lives (e.g. playing the guitar, throwing a ball, playing badminton).

5. Have pupils play a mime game in pairs or small groups. Student A mimes an action; Student B asks What are you doing?; Student A says I’m xxxing xxx.

Post-lesson

6. Ask pupils to tell you what new words they have learned today. Keep this informal, so you can see how much they remember and which pupils seem to remember most. Note any that are missing so that you can review these words in particular next time. Alternatively, you could design a short, fun speaking pair or small group activity to review the vocabulary from this lesson.

Get Smart plus 3



Flashcards for new vocabulary


Decide how many, and which, new words/phrases to introduce depending on your pupils’ performance in the lesson so far. It shouldn’t be more than four or five, even with more proficient pupils.


31


TOPIC: Right now MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends


LANGUAGE/GRAMMAR FOCUS: Present continuous + negative statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson


Lesson delivery

2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the children in the picture. They should stop you when they hear you make a mistake. Talk about the picture, making some mistakes in relation to content. Use language pupils know:

E.g.: There are eight children in the picture. They are all doing sports. I can see two girls playing table tennis [mistake]. I think they are having fun. Etc…

3. Follow instructions for Activity 3 (Teacher’s Book, p.51).

4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the mistakes you highlighted. They should try to correct their sentences by themselves.

Ask pupils to re-write their sentences in their notebooks. Remind them that they should pay attention to spelling, punctuation and neatness in this final version. If pupils made no mistakes, they could either focus on neatness or they could add one or more new sentences to their writing.

Monitor as pupils work, and make sure they understand their own corrections. Remind them to ask for your help in English.

5. Collect the notebooks to look at and make a note yourself of pupils’ performance and effort in the redrafting process.

Post-lesson

6. Talk to pupils about the purpose of re-drafting their work. Ask them what they improved in their writing from first to second draft.

Get Smart plus 3




Choose the example(s) you model on the board so that you are supporting the pupils who most need it. This will help them work more independently and get a greater sense of achievement.

Have more proficient pupils work with you to help less proficient pupils in the class with their redrafting.

Fast finishers can write more sentences or write about another person.


32


TOPIC: Right now MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play the mime game from Teacher’s Book, p.52, Warm up.

Lesson delivery

2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Teacher’s Book, p.51).

3. Tell pupils they will play another guessing game. Follow the instructions for Activity 1 on Teacher’s Book, p.52. Pupils cut out the cards and play the Speaking & Listening game in pairs.

Monitor carefully as pupils work to see how they communicate, how accurately they use and pronounce the sentences. Give feedback on some common errors at the end of activities without saying which pupils made the mistakes.

4. Collect the cards from pupils or ask them to keep them for use in later lessons.

Post-lesson

5. Play the Optional game on p.53 (Teacher’s Book) using the cards from previous

activity to show the pupil.

Get Smart plus 3

Student’s Book, p.29–30


Prepare a set of cards to demonstrate the activity (Student’s Book p.125)

Scissors for pupils


Choose pupils who are confident personalities to come to the front of the class for the Post-lesson activity. If they are less proficient in English, that will also help motivate them. They do not need to speak much in front of the class, just mime.


33


TOPIC: Right now MAIN SKILL FOCUS: Reading THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


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

Pre-lesson

1. Play Miming hopscotch game with flashcards from previous lesson(s) to review vocabulary (see Teacher’s Book, p. 57, Optional activity).

Lesson delivery

2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, including the word table tennis. Ask pupils if they play any of these sports, including table tennis, and/or if they think it is an easy or difficult sport.

3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7)

4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell you about a time when they have done/experienced this.








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

Post-lesson

6. Ask pupils about their favourite sports or choose a post-lesson task from the list to review sports vocabulary.

Get Smart plus 3 Student’s Book, p.32–33



You could ask some/a group(s) of pupils to write some questions about the story for each other to answer. Some examples are given on p.57 of the Teacher’s Book.


34


TOPIC: Right now MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

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

CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION

STRATEGIES

Main Skill



Main Skill



In this lesson, pupils will make and share a jigsaw.

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 and introduce sports vocabulary.

Lesson delivery

2. Divide pupils into four equal groups. Ask them to stand up, come to the front of the class, and make four lines facing the board. Tell them that they will take turns to write the names of sports, and that they will get a point if they spell the sport correctly.

3. Give the first pupil in each line a piece of chalk or board pen. Tell them to write the name of a sport: other pupils in the line can help with spelling if necessary, but only the pupil with the chalk/pen can write.

4. When that pupil has written a sport, they give the chalk/pen to the second pupil in the line, who writes a new sport. Continue in this way for 3 minutes or so.

5. Stop and check the spelling of the sports, and give points for correct spellings.

6. Give each pupil the jigsaw template. 7. Ask pupils to draw pictures of sports on the top row of the jigsaw

template, and to write the name of each sport underneath on the second row. They can use the words on the board to help if necessary.

8. Tell them to cut the jigsaw out.

Post-lesson

9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match sports with pictures.

Jigsaw template, either draw it or see available template at: www.timvandevall.com/templates/ make-your-own-jigsaw-puzzle-templates/

Scissors (one pair of scissors per 5 pupils in your class)


Fast finishers can create an extra jigsaw if time and resources allow.

http://www.timvandevall.com/templates/make-your-own-jigsaw-puzzle-templates/




35


TOPIC: Year in, year out MAIN SKILL FOCUS: Reading THEME: World of Knowledge

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

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 today’s day and month. Ask pupils what the day and month are today.

Lesson delivery

2. Write the day and month on the board. Ask pupils how well they remember the days and months in English. Ask one or two pupils if they can recall them for you.

3. Give groups of pupils a set of days or months to put in order. Set a short time limit and count down. Review the months and days and check their answers.

4. Follow the Teacher’s Book instructions for Activity 1 (p.62). You might need to explain how we know it’s autumn (leaves on the ground), including having some pupils perform to the class.

5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note any difficulty or confusion.

6. Feed back on their performance and review language by writing on the board:

in saturday and on may

Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).

Post-lesson

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

Get Smart plus 3 Student’s Book, p.36 Teacher’s Book, p.62 Cut up days of the week & months of the year


Group more proficient pupils in separate groups to less proficient pupils. Give months to the more proficient and days to the less proficient to put in order.


36


TOPIC: Year in, year out MAIN SKILL FOCUS: Writing THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions: on + day of the week

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill


Speaking 2.1.2 Find out about and describe basic everyday routines

Pre-lesson

1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs can remember and act it out for the class.

Lesson delivery

2. To review spelling of days of the week, play a team board game. Divide the class into four or five groups. One pupil from each group at a time should come to the board. Say a day of the week and the pupils at the board should arrange the magnetic letters to write the word. The fastest team to spell it accurately wins a point. Continue for each pupil in the team.

3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well

pupils can spell the days of the week. Review any problematic spellings after the activity.

When feeding back, insist on full sentences He has karate on Saturday.

4. Elicit from pupils other activities they may have during the week. Write these on the board. Talk to pupils about the activities they do.

5. Give out the worksheet (see below) and ask pupils to write two or more activities in My Diary. Monitor carefully and help with vocabulary and spelling.

6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this is in the 3rd person). Remind pupils how to ask about spelling in English.

Post-lesson

7. Ask pupils if their partner told them anything surprising about their week, or if they found out something they didn’t already know about their partner.

Get Smart plus 3



Magnetic letters

Worksheet for diaries (see below)


Remind pupils they can write two or more words. More proficient pupils could write full sentences.

You could ask fast finishers to help you monitor and check spellings.


37


A. My Diary

Write two or more activities in your week.

Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

B. My Friend’s Diary

Listen to your partner and write their diary.

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday


38


TOPIC: Year in, year out MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge


Innovation

LANGUAGE/GRAMMAR FOCUS: Adjectives and verbs about the seasons

CONTENT STANDARD

LEARNING STANDARD



Main 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 and perform an action song about seasons in 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 warm and cool seasons.

Lesson delivery 2. Teach pupils to sing the Seasons song words to the tune of Frère Jacques (see below). 3. Ask them to choose actions for the song and perform the song again with the actions. 4. Elicit the pattern of the song from pupils:

Name of season x2

Adjectives x2

-ing verbs x3

With our friends x2 5. Now put pupils into groups of 4–5 and ask them to choose new words and actions for

the song, and to practise their song. They can choose a song either about the warm season or the cool season if they prefer.

Post-lesson

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

A copy of the Seasons song (see

next page) and a copy of the words on the board or on a handout


You could ask more proficient pupils or groups to create a second set of actions for their song if they finish quickly.

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

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


39


TOPIC: Year in, year out MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time expression: on + days of the week; adverbs of frequency

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill


Speaking 2.1.2 Find out about and describe basic everyday routines

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 key vocabulary karate, computer games, tennis, cinema.

Lesson delivery

2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have karate on Monday; I never play computer games. Consider introducing more adverbs if appropriate/necessary for your class, e.g. occasionally / from time to time, often

3. Ask pupils to tell their partner how often and when they do the activities.


5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.

6. Pupils exchange the information in pairs so they have a complete worksheet. They should do this by speaking to each other to communicate the information, but they should not look at each other’s worksheets.

7. Collect the worksheets and review pupils’ work. See how well they have remembered to spell the words and how well they have achieved the Listening task. Make notes of common mistakes and of pupils’ progress.

Post-lesson


Get Smart plus 3





When pupils are exchanging information, encourage more proficient pupils to use full sentences. Expect less language from lower proficiency pupils.

If pupils lack confidence they can check each answer (sentence) with their partner‘s worksheet as they do the activity.


40


A. Sue’s Diary



B. Bob’s Diary




41


TOPIC: Year in, year out MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge


innovation

LANGUAGE/GRAMMAR FOCUS: Adjectives, nouns and verbs

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will create a diamond poem about the hot season in their area.

Pre-lesson


Lesson delivery 2. Show pupils the diamond poem (see below), check or teach the meaning of skating

and icy, and ask them to guess if the missing words at the top and bottom are Winter or Hot season.

3. Check the answer [Winter]. 4. Elicit the pattern of the diamond poem with pupils. This is:

Noun

Adjective Adjective Verb Verb Verb

Noun Noun Noun Noun Verb Verb Verb

Adjective Adjective Noun

5. Write Hot season on the board and the headings nouns, adjectives, verbs. 6. Ask pupils to brainstorm vocabulary about the hot season where they live, and write

their suggestions on the board under the appropriate heading. 7. Ask pupils to work in pairs. Give them the hot season diamond template as a handout,

or ask them to copy from the board. 8. Ask the pairs to make their own diamond poem about the hot season. They can use

words from the board and their own ideas.

Post-lesson

9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.

Diamond poem (see below) on the board or as a handout

Hot season diamond poem template (see below)



42

Diamond poem

_______ Snowy, cold.

Skiing, skating, making snowmen.

Snow, hats, coats, gloves.

Staying inside, keeping warm, sleeping

Icy, windy

_______

Hot season diamond poem template

Hot season

_______ _______

_______ _______ _______

_______ _______ _______ _______

_______ _______ _______

_______ _______

Hot season


43


TOPIC: Year in, year out MAIN SKILL FOCUS: Listening THEME: World of Knowledge


LANGUAGE/GRAMMAR FOCUS: Prepositions of place: in + country/city

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 review weather vocabulary.

Lesson delivery

2. Play a countries quiz using information that is familiar to pupils, e.g. where can you find the Pyramids; where is Hello Kitty from. Use the world map to show pupils where

the countries are. Try to include the six countries on Student’s Book, p.116. Write the names of the countries on the board and leave them there.

3. Introduce the concept of time zones using the time at the moment compared to another city pupils know of and some of the places from the previous activity.

4. Tell pupils the time in Malaysia (use the actual time of the lesson or use morning/afternoon/evening). Ask them to show you on the map where it is morning/afternoon/night. Review these words as necessary.

5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. Pupils listen carefully and repeat or raise their hand when they hear their label.

6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They should write the name of the country on the line on their label (using the words on the board as models).

7. Hand out tape/tack and ask pupils to stick their label onto the world map.

8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their answers with them.


Post-lesson

10. Ask pupils to tell you what time it is now with you and in another country.

Get Smart plus 3



World map (if you have a large class, have one map per large group of pupils)

Labels (see below, one per pupil)

Sticky tape/tack/pins


You could have some/all pupils work in pairs to read and guess the places on the labels.


44

Materials for Lesson

Labels:

_______________

It’s four in the morning. It’s

snowing.

_______________

It’s twelve noon. It’s raining.

_______________

It’s eight in the evening. It’s

cloudy.

_______________

It’s six in the morning. It’s

windy.

_______________

It’s two in the afternoon. It’s

sunny and hot.

_______________

It’s nine at night. It’s cold.


45


TOPIC: Year in, year out MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions with time expressions: in + season/period

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 introducing/reviewing the word holiday. Check their understanding of the word by asking them when the school holidays are in the year.

Lesson delivery

2. Review and introduce the sports and activities vocabulary from this and some previous lessons. Add any that you think pupils may do during the school holidays or other times of the year.

As you introduce them, ask pupils if they do these sports/activities in the holidays.

For sports they do not do (e.g. probably the three on Student’s Book, p.39), ask them if they have ever seen these sports, where people do them etc.


4. Follow the instructions for Activity 4 (Teacher’s Book, p.65). Note that it is a good

idea for pupils to ask each other what they do in the school holidays/rainy season/etc, rather than the summer, depending on your context.

5. Play the mime game in small groups sitting in circles:

Pupil 1: Mimes a sport/activity (e.g. swimming)

Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a sport/activity)

Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school holidays, and I… (Pupil 3 mimes a sport/activity)

And so on…

Monitor closely and help as pupils do the Speaking activities. Note any concerns

Get Smart plus 3



Sports flashcards (add sports that pupils may do in the holidays)


Think about the interests of the pupils in your class and include vocabulary relevant to them. Alternatively, you could introduce a stage in the lesson where you ask pupils to identify their favourite sport/activity for the holiday or a particular time of year.

For the final activity, ask pupils when their favourite time of year / season is and make that the focus of the circle activity.


46

you have about individual pupils as well as any common problems. Give feedback based on these notes at the end of the lesson and be ready to review language or vocabulary next lesson, as appropriate.

Post-lesson








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


47


TOPIC: Year in, year out MAIN SKILL FOCUS: Reading THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of prepositions

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. 3.3 Read independently for information and enjoyment

Main Skill

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

Reading. 3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest

Pre-lesson


Lesson delivery

2. Play a team game where pupils brainstorm vocabulary on the main topics in this lesson (months, days, seasons, clothes, weather, countries).

3. Review any key vocabulary that has not come up in the previous activity. Introduce the word boots (see Student’s Book, p.40).

4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can choose their own counters (e.g. a pen lid, a rubber, a small paper ball).

Monitor as pupils play the game, but allow them to relax and enjoy the activity so that they are reading for pleasure, without really noticing they are reading. This will also encourage pupils to work together and help each other.

5. Continue with the Optional activity on Teacher’s Book, p.67. You could do this for other topics.

Post-lesson


Get Smart plus 3 Student’s Book, p.40 Teacher’s Book, p.66–

67 Coins


Try to have a mix of proficiency in the groups so that pupils can support each other as they play the game.

Modify the Venn diagram Optional activity so that it suits seasons in your local context and your local culture.


48


TOPIC: My new house MAIN SKILL FOCUS: Reading THEME: World of Self, family and friends

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

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 relating to the furniture topic and prepare pupils for the lesson.

Lesson delivery

2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards to some pupils and ask them to put them on the left side of the classroom if they are clothes and the right if they are furniture.

3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76).

4. Draw the word clouds (see worksheet, below) on the board and show how the vocabulary in the box below go in each category (cloud). Hand out the worksheets and ask pupils to work in pairs to categorise the words. They should write the words into the correct cloud, taking care to copy the spelling accurately. If there are still some new words in the worksheet, you could ask pupils to use dictionaries to find the meanings of the new words. They can draw a small picture next to the word on their worksheet to show the meaning if it is helpful.

Note: there is a lot of vocabulary in this lesson. Some pupils may have difficulty remembering it all if it is new. Monitor and make a note of problem words so that you can return to them and focus on them next lesson and beyond.

Post-lesson

5. Choose an appropriate post-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that reviews at least one word pupils learned well and one they have difficulty with.

Get Smart plus 3



Furniture and clothes flashcards

Worksheets (see below)

You may need some dictionaries for this lesson


For the mini performance after the story, you could encourage some pupils to change the story a bit to include different vocabulary.


49


Clothes or furniture?

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

socks armchair trousers wardrobe

bookcase dress desk fridge

shirt cupboard coat trainers

Furniture

Clothes


50


TOPIC: My new house MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

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


Main Skill

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

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

Pre-lesson

1. Choose a confident pair of pupils who will come to the front of the class and try to act out the story from Lesson 67. The class can help if necessary.

Lesson delivery

2. Write the words on the board: headscarf, carpet, mirror (and choose one or two more clothes/furniture words that might be new but useful to your pupils)

Model using the dictionary and hand out to each pair/group. Assign each pair/group one of the words and ask them to check the meaning in the dictionary. They should draw the item in their notebook and write the word underneath it.

3. Have each pair/group present their word to the class. Return the worksheets from Lesson 67 and ask them to add the four words to it.

4. Have pupils read the story on Student’s Book, p.46 quietly.

5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77.

Remind pupils to use cursive writing. Monitor and check they are on task and do not have any problems.

Post-lesson

6. Choose a post-lesson task from the list in the introduction to review more and less challenging vocabulary from the lesson.

Get Smart plus 3 Student’s Book, p.46–47

Teacher’s Book, p. 76–77

Clothes and furniture flashcards from previous lesson + four new words Dictionaries


For higher proficiency pupils (or classes), you could extend the dictionary activity and/or have pupils brainstorm and share more clothes and furniture vocabulary.

If you have a pupil(s) who demands attention, you could have him/her/them read the story to the class.


51


TOPIC: My new house MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends


Innovation

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

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

In this lesson, pupils will make and label a simple paper house. You can use their work to make a class display of houses.

Pre-lesson

1. Write the letters ym and ohuse on the board. 2. Ask pupils to unscramble these letters to make two words. 3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and

that they will make a paper house in the lesson.

Lesson delivery

4. Give each pupil a square piece of paper. 5. Prepare step-by-step instructions for making a paper house in a jazz chant

style. Give out the instructions one by one. Ask pupils to sing with you the step before they apply it

6. Make sure that pupils have finished each step before you move on to sing the next step.

7. When the pupils finish their making their paper houses, ask them to sing the chant together.

8. Ask pupils to label two of the four rooms in the house and to draw two items of furniture in each of these two rooms.

Post-lesson

9. Put pupils in pairs or small groups. 10. Ask them to share their houses and to name the items of furniture their

classmates have drawn. 11. If you want to make a class display, ask pupils to label other rooms and to

draw other items of furniture at home. You could use their completed work to create a class display of houses.

Square pieces of plain paper, one piece for each pupil. (White paper is suitable – the paper does not need to have different colours on each side, as suggested by the video below.)

Simple child-friendly instructions to use in the lesson. (Check how to make a very simple origami house at:

www.youtube.com/watch? v=eEsx799dz8c)


http://www.youtube.com/watch?v=eEsx799dz8c

http://www.youtube.com/watch?v=eEsx799dz8c


52


TOPIC: My new house MAIN SKILL FOCUS: Listening THEME: World of self, family and friends


LANGUAGE/GRAMMAR FOCUS: Questions with possessive pronoun: Whose?

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 clothes vocabulary to prepare pupils for the lesson.

Lesson delivery

2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review the language Whose xxx is this/are these? and encourage pupils to ask the

questions, too. You could play a circle game.

3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again.


Monitor as pupils listen and see how well they do in getting the correct answers. Based on this, you could give more Listening practice by asking pupils about the clothes again or you could play a game to further review the key vocabulary.

5. Play Stop thief! where you nominate two or three pupils to be the thieves. The class closes their eyes and count to ten, and the thieves move around the room and ‘steal’ some of the pupils’ pens, pencils etc. On ten, pupils open their eyes and say Stop thief! The ‘thieves’ stop. Pupils ask and answer to find out whose things they have ‘stolen’, and to return them. E.g. Whose pen is this? / Whose books are these?

You could play this in small groups as well, if you have time and it is appropriate for your class.

Post-lesson




Get Smart plus 3




Choose pupils who are naturally outgoing to be the thieves, even if they are not as proficient. Sometimes an overly active pupil can be motivated by an activity like this.


53





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


54


TOPIC: My new house MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill

Speaking 2.1.1 Ask about and express basic opinions 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 clothes vocabulary to prepare pupils for the lesson.

Lesson delivery


3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t write their name, but should write a code name.

4. Collect the cards and redistribute them. Pupils should mingle around the classroom to try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils answer, encourage them to give a reason for their answer, for example:

I think it’s Hanifa’s because she likes red shoes.

I think they’re Ahmad’s because Ahmad is good at drawing.

or

I’m sorry, I do not know.

5. When they have found the artist, they should write that pupil’s name on the card, return the card to you and sit down. Monitor and help pupils. If there are difficulties finding the artist for some cards, ask those pupils to wait at the front of the classroom. At the end of the activity, have the others sit back down and these pupils can ask the whole class.

Post-lesson


Get Smart plus 3



Small pieces of paper/card, one per pupil


If giving a reason is too challenging for some/all of your pupils, then they can say I think… to give their opinions.


55


TOPIC: My new house MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositions of movement

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 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation In addition to Year 2 text types: simple poems Complementary Skill

Speaking2.3.1 Narrate very short basic stories and events

In this lesson, pupils will create an action story in groups.

Pre-lesson

1. Tell pupils that they are going on a long and difficult walk home. 2. Use pictures or flashcards to teach/review long grass, river, village.

Lesson delivery

3. Ask pupils to stand in a circle, or to stand at their desks if there is not enough space for a circle in your classroom.

4. Tell pupils the We’re going home story (see next page): use actions to make the meaning of over, under and through clear.

5. Retell the story and ask pupils to join in with the actions. 6. Tell the story again, with pupils doing the actions and saying the words. 7. Clarify with pupils that there is one more place to go through before they are home.

Ask pupils to suggest possible places to go through (e.g. forest, rice field, jungle, tunnel, school, shopping centre) .

8. Divide pupils into groups of 3–4. Tell them to finish the story with another verse and to practise their story and the actions. Write the story on the board or give them a handout of the story to help them.

Post-lesson

9. Choose groups to perform their story. Ask pupils who are not performing to identify the new place in the final verse.

Flashcards or pictures

Words for We’re going home action story

Write the story on the board, or put it on a handout


Fast finishers can create an extra verse for their story.


56

We’re going home

We’re going home. Oh, look, some long grass! We can’t go over it. We can’t go under it. Let’s go through it. We’re going home. Oh, look, some beautiful flowers! We can’t go over them. We can’t go under them. Let’s walk through them. We’re going home. Oh, look, a small village We can’t go over it. We can’t go under it. Let’s go through it. One more place before we get home…..

This is the final verse, for pupils to complete and add an action to

We’re going home. Oh, look _______________ We can’t go over it. We can’t go under it. Let’s go through it Hurray! Now, we’re home.


57


TOPIC: My new house MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Listening 1.1 Recognise and reproduce target language sounds

Complementary Skill


Main Skill

Listening 1.1.1 Recognise and reproduce with support a range of target language phonemes 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 names of rooms and furniture words to prepare the pupils for the lesson.

Lesson delivery

2. Show the flashcards and drill the four new words. Explain to pupils how these are words with two sounds (syllables). Show how each word is made up of the two sounds. Play a game where pupils have to listen and say the second syllable. Use picture flashcards. Introduce/review the written word at the end of this stage of the lesson only.


4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s Book, p.80).

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



Flashcards for cushion, slippers, table, flower

Scissors


Depending on the needs of your class, you could extend the pronunciation stage of the lesson to look at rhyming words or more words with two syllables.

For fast finishers or more proficient pupils, have them tell a partner about a room in their house.


58


TOPIC: My new house MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language; Creativity & Imagination

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

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. Ask pupils what they remember about the room in the Japanese house from Student’s Book, p.48.

2. Play a word game that will review and introduce furniture vocabulary if you think pupils need to review key vocabulary further. For example, put labels of the names of different rooms around the classroom. Say a piece of furniture and pupils have to decide which room it belongs in. Note that there may not be fixed answers for this.

Lesson delivery


4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them in a

pile in the middle of the group. In turns, pupils take a picture. Without showing it, they should describe it. Other pupils in the group should guess whose picture it is –

It’s hers/his/mine/yours.

Monitor carefully as pupils do these Speaking and Listening activities. They may need help with vocabulary, and should ask you for this in English. Focus, too, on their use of language. Note the words you give them and choose some to teach the whole class at the end.

Post-lesson

5. Teach the whole class two or three of the words you have given them individually as extra in this lesson

Get Smart plus 3

Student’s Book, p.48-49



Pupils can work at their own level in these activities. Encourage each pupil to do a little more than their ability by helping them individually and according to their level. Do not expect the same from all the pupils.


59


TOPIC: Food, please! MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Patriotism & Citizenship; Creativity & Innovation

LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking directions)

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Writing 4.2.3 Give simple directions 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 food vocabulary from the previous lesson.

Lesson delivery

2. Ask pupils what the children’s dad was doing in the story – he was cooking omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about cooking to find out what they know. Introduce cooking verbs using flashcards or mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board.

3. Play a mime game using the verbs + some of the foods from Lesson 83.

4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, one stage each. They should read their stage and together decide which order to stand in.

5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, potato, chicken, spices, rice etc. Pupils may work in their first language and you can supply the English translation. Explain that these are the ingredients.

6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let pupils work in pairs to complete it. An example is given below, but you may have a better or more appropriate recipe than this. This lesson may be challenging for some pupils, who may be unfamiliar with cooking processes. You could add some pictures to the recipe or mime each stage of the recipe and have pupils watch and complete the stage. Allow pupils to work with and help each other.

Post-lesson


Flashcards to show cooking verbs (optional) Cut-up stages of omelette recipe (one set per group of five – see below) A simplified recipe for a Malaysian dish with gaps for verbs and ingredients (see below)


When ordering the stages of the omelette recipe, you could have groups work together to order the stages, or give each pupil a stage so, without showing it to the others, they all contribute to group work. Consider adding pictures if you think this will support your pupils.

For the Writing activity, you can provide recipes with more or fewer gaps to support different levels of proficiency.


60

Materials for Lesson

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

Break the eggs and mix them with milk.

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

Stir it all together well.

Fry it all for 5 minutes.

Serve your omelette with some bread.

Suggestion for recipe gap fill: Chicken and egg curry

Ingredients:

12 chicken legs

6 eggs

1 onion

1 big tomato

2 potatoes

some coconut milk

some water

some spices

1. Fry the onion and some s_____.

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

3. Add the potatoes, tomato and e____.

4. Cook for 30 minutes.

5. Add the coconut m____ and stir.

6. S_____ your curry with rice.


61


TOPIC: Food, please! MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Listening 1.2 Understand meaning in a variety of familiar

contexts

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 focus attention on omelettes to prepare pupils for the lesson.

Lesson delivery

2. Play a version of Kim’s game with food flashcards – stick the flashcards on the board. As you stick them on, say There are/is some… and at the end, There isn’t/aren’t any…

3. Ask pupils to turn around while you remove one card. They should tell you what is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take

the role of the teacher.

4. Ask questions about the flashcards on the board to introduce and model the questions and answers: Are/Is there any…? Yes there is/are /No, there isn’t/aren’t.

5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow instructions for Grammar Box (Teacher’s Book, p.91)

6. Follow instructions for Activity 3 (Teacher’s Book, p.91)

Have pupils do this activity individually and then check with their partner. Monitor as they do this and note any particular problems and/or pupils who are having difficulties with this activity. Review the vocabulary and form as necessary after the activity.

Post-lesson


Get Smart plus 3



Food flashcards, magnets/tape/tack


For fast finishers, or if you have extra time, you could ask them to write one or more sentences about what they heard, e.g. 1. There’s some cheese in my sandwich.


62


TOPIC: Food, please! MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions & negatives

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 food vocabulary to prepare pupils for the lesson.

Lesson delivery


3. Have pupils draw their omelettes in their notebooks.

4. Using their drawings, they should mingle to find out if another pupil(s) has the same omelette as theirs. They should ask and answer questions to find this out, e.g. Are there any tomatoes in your omelette? If they find a partner, they should sit together. For those who do not, they should try to find someone with a similar omelette and sit together.

5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the same omelette. There are/is… on my omelette, and on her omelette too. // We have similar omelettes. There are/is… on my omelette, and on her omelette too / There is/are xxx on my omelette, but there isn’t/aren’t any… on hers.

Model the language and show the meaning of the same and similar before starting the feedback activity.

Post-lesson

6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the word Yummy.

Get Smart plus 3



Colour pens/pencils


Ask more proficient pupils to add more extra ingredients to their omelettes in Activity 4.

Lower proficiency pupils can use their pictures to show classmates when trying to find a suitable partner.


63


TOPIC: Food, please! MAIN SKILL FOCUS: Writing THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: ICT; Creativity & Innovation

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

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 what they remember about the dishes from different countries. You could ask groups to quickly present one of the dishes as a review for the whole class.

3. Brainstorm some different dishes from around the world and use the pictures to introduce the dishes on the worksheet (see below). Note that these are suggestions, which can be changed to suit your class.

4. Ask pupils to do the matching activity (worksheet part A) in pairs.

5. In small groups, pupils choose one dish. They should check online to find out what the ingredients are.

6. As a plan for writing, pupils complete the first sections of the worksheet part B. Then they should write about a dish. They can use the texts in the textbook (Student’s Book, p.58) as models or you could write a model on the board.

Monitor carefully and help pupils. Make sure they are working well as a group, that they are sharing the work and helping one another.

Post-lesson

7. Have some groups present their texts and/or display them in the classroom. Ask pupils which dishes sound yummy.

Get Smart plus 3

Student’s Book, p.58 Computers for internet research or magazines or selection of recipes Pictures of different dishes around the world (see worksheet) Worksheet (see below)


Offer different amounts of support and modelling for writing. Encourage pupils to help each other with the writing task. You could ask a lower proficiency pupil to write, so that they gain from the support of the higher proficiency pupil.

Encourage fast finishers to write more, and maybe give their opinion of the dish.


64


A. Look at the dishes. What are they? Which country do you think they come from?

Draw lines to match.

tacos

India

sushi

Italy

waffles

Japan

spaghetti

Mexico

samosa

Belgium


65

B. Find out and write about a dish

Name of dish: ___________________________________

Country: ___________________________________

Ingredients:

______________________________________________________________________

Our dish:


66


TOPIC: Food, please! MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends


Innovation

LANGUAGE/GRAMMAR FOCUS: Food vocabulary

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will create a chant about food.

Pre-lesson

1. Put food vocabulary flashcards on the board in this order i. Line 1: sugar ii. Line 2: peas and pineapple iii. Line 3: coconuts and chocolate biscuits iv. Line 4: milk and flour v. Line 5: cheese

2. Point to the cards and ask pupils to say vocabulary items.

Lesson delivery

3. Tell pupils that they are on a steam train which is carrying the food. Say that their train starts slowly, gets faster, and finally gives a whistle.

4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the rhythm of the train, and ask pupils to copy you. Finish with the noise of the whistle.

5. Now say the Food train chant (see below) to this rhythm, using the flashcards to help pupils remember the words if necessary. The stress on the words is very important for the rhythm, and is underlined to help you and the pupils. You can use hand or body gestures to emphasise the stress, movement such as jumping on a stressed sound or whispering & shouting. This can help less proficient pupils identify and practice the stress patterns. Practise two or three times until pupils can say the chant confidently.

6. Put pupils into groups of 3–4. Ask pupils to practise the chant.

Post-lesson

7. Ask groups to perform their chants for their classmates.

Flashcards of food vocabulary

Copies of the Food train chant (see below)



Worksheet for Lesson Food train chant (idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press Sugar, sugar

Peas and pineapple, peas and pineapple,

Coconuts and chocolate biscuits, Coconuts and chocolate biscuits,

Milk and flour, milk and flour,

CHEESE!

CH-E-E-E-E-E-E-SE!


67


TOPIC: Food, please! MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense question forms

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson


Lesson delivery 2. Talk to pupils about the food they can see in the Student’s Book for Activity 3, p.59, using

questions such as Are there any..?

3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full sentences when you feed back.

4. Write the questions on the board:

a) Imagine. What’s in your crepe?

b) What do you want for lunch today/tomorrow?

c) Mime. What are you eating?

5. Ask pupils to write short answers to the questions in their notebooks. They should imagine an answer for questions a and c.

6. Erase the questions from the board. Have pupils ask and answer the questions in pairs. Note that they should mime for question 3. Feed back by asking some pupils to tell the class about their partner.

Post-lesson









Get Smart plus 3




You could extend the questions and/or ask more complex questions. Consider including cooking vocabulary as a review here, if you think your pupils would benefit.

You may want to fully or partially erase the questions from the board before or during the speaking activity, depending on the proficiency of your pupils.


68


TOPIC: Food, please! MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of present tense statements & question forms

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Complementary Skill


Main Skill



Pre-lesson


Lesson delivery

2. Use flashcards to review questions by asking some higher then lower proficiency pupils about their food likes and dislikes.

3. Tell pupils you will ask some questions. They should write their answers in their notebooks. Answers – Yes, I do. / No, I do not.

Questions:

Do you have pancakes for breakfast?

Do you like cheeseburgers?

Do you like yoghurt?

Do you have soup for dinner?

Do you want a crepe for lunch? Do brief feed back at this point, to double check that pupils have understood the questions and the vocabulary.

4. Follow the instructions for Activity 4, Teacher’s Book, p.93.

Monitor closely as pupils work on the Speaking activity. Ask questions to extend pupils’ language or to support those who find this challenging. Note that pupils may not find a name to put in all of the squares.

Post-lesson


Get Smart plus 3 Student’s Book, p.59 Teacher’s Book, p.93 Food flashcards


For fast finishers, or pupils who rush the Speaking activity, ask them to find more than one pupil for each question.

You could ask pupils to write one or two more questions at the end of the questionnaire.

As you monitor, ask different questions to different pupils about their eating and food likes and dislikes, ranging from simple Yes/No questions to preference and routine questions.


69


TOPIC: Food, please! MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of some and any statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill


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

Main Skill


Writing 4.2.5 Connect sentences using basic coordinating conjunctions

Pre-lesson

1. Follow the instructions for Warm up (Teacher’s Book, p.96).

Lesson delivery

2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils read the text before playing the CD. On this first reading, ask pupils to read and tell you if they think they would like Tony’s pizza.

3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils write the sentences in full in their notebooks (from the sentence stems they completed in the previous stage of the lesson).

4. Collect pupils’ writing to review it to get an idea of their learning in this unit. Give some corrective feedback, but avoid correcting everything. Add positive comments.

Post-lesson

5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97), depending on

the needs of your class. Use your notes on pupils’ performance in this unit, including this lesson, to decide which words to focus on.

Get Smart plus 3



Food flashcards


Fast finishers could be asked to help other pupils in the class and/or to exchange their writing with another fast finisher for some peer correction.



70

TOPIC: Food, please! MAIN SKILL FOCUS: Language Arts THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Creativity & Innovation; Values

LANGUAGE/GRAMMAR FOCUS: Review of some and any statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Language Arts 5.3 Express an imaginative response to literary texts

Complementary Skill

Reading 3.3 Read independently for information and enjoyment

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

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

Pre-lesson

1. Talk to pupils about school competitions and ask them if they have ever taken part in a competition or even won one.

Lesson delivery

2. Follow the instructions for Warm up (Teacher’s Book, p.98).

3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s cooking

skills at each stage.

4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the teacher, and others decide what they will cook for the competition. This could be done in small or large groups or even as a whole class. It is better to let pupils use English freely in this activity, but if you think they need support, then they can use the story in the Student’s Book as a model.

Monitor, offer support and make a note of any common problems. Come back to these problems at the end of the lesson or in a later lesson.

Give feedback on performance and focus on common problems you found in the activity.

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 could be done in the next skills lesson (Lesson 97), but shouldn’t be set for homework.

Get Smart plus 3




Support pupils as they perform. You may need to motivate some pupils to be involved. Giving models and plenty of support will help these pupils, who may be shy or uncertain what they should do or say.


71


TOPIC: Out and about MAIN SKILL FOCUS: Reading THEME: World of stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill


Listening 1.1 Recognise and reproduce target language sounds

Main Skill


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

Pre-lesson

1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests and that introduces the theme of animals as well as reviewing any farm animal vocabulary the pupils already know.

Lesson delivery

2. Follow instructions for Warm up on Teacher’s Book, p.104.

3. Play a guessing game, where you begin to draw – badly – an animal on the board. Pupils have to guess what it is.

4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ each other on the new words.

5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as pupils hear and read the story.

Ask pupils to read aloud, along with the CD. Check their pronunciation and note words that pupils have problems with so that you can drill them before pupils practise for performing.

Post-lesson


Get Smart plus 3




As you draw the animal, you could describe it, too, so that more proficient pupils will be able to guess using language and Listening skills.


72


TOPIC: Out and About MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Language of directions

CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES

Main Skill



Main Skill

Language Arts 5.1.2 In addition to Year 2 text types: simple poems Complementary Skill


In this lesson, pupils will sing a rap with accompanying actions.

Pre-lesson

1. Use one of the pre-lesson activities from the list in the introduction.

Lesson delivery

2. Show pupils the two stick figures drawing. 3. Use the drawing to check the meaning of new target

language

How do I get to the…?

Go straight ahead

Keep going,

Turn left/right ,

Take the first/second/third/fourth on the left/right 4. Help pupils to say the target language by saying it

yourself, and ask them to repeat it. Do this a few times until pupils can say the target language with confidence.

5. Play the directions rap. Ask pupils to listen and do the actions in the video as they listen. There will be a few new words in the video. There is no need to teach these, because the rapper makes their meaning clear with his gestures.

6. Play the video again. This time ask pupils to sing the rap and do the actions.

7. If there is time, repeat step 6.

Post-lesson

8. Play the video a final time, with the sound turned off, and the subtitles on. Pupils do the action and sing the rap as they watch the video.

The directions rap, available at: www.youtube.com/watch?v=qHJe8WcVQD4 You can download the video by typing in ss before YouTube i.e.: www.ssyoutube.com/watch?v=qHJe8WcVQD4 (If you click on the white box at the bottom of the screen, you can put subtitles on or off, depending on what is suitable for your pupils.) A simple picture of:

two stick figures with a speech bubble coming from the mouth of one figure. In the speech bubble write. How do I get to the…?,

a building, labelled restaurant

roads between the stick figures and the restaurant which involve the stick figure i) going straight ahead, ii) then turning left, then right, iii) and then turning first left to

reach the restaurant


http://www.youtube.com/watch?v=qHJe8WcVQD4

http://www.youtube.com/watch?v=qHJe8WcVQD4

http://www.ssyoutube.com/watch?v=qHJe8WcVQD4

http://www.ssyoutube.com/watch?v=qHJe8WcVQD4


73


TOPIC: Out and about MAIN SKILL FOCUS: Listening THEME: World of self, family and friends


CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

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

Writing 4.2.4 Describe people and objects using suitable words and phrases

Pre-lesson

1. Play a word game with the word cards pupils made in Lesson 100. Collect the cards after the activity or at the end of the lesson.

Lesson delivery

2. Play an animal quiz game in pairs or small groups. You give a simple clue (e.g. I’m big and I give you milk) and pupils have to write the animal. Make sure to include the animals and vocabulary in the Listening activity (ride/big/scared/dive /fat).

3. Follow instructions for Activity 3 in Teacher’s Book, p.105.

4. Ask each pupil to write at least two sentences about an animal (using They …). They could use some ideas from stages 2 and 3 of the lesson or they could use their own ideas.

5. Pupils read their sentences to a partner or in a small group. The other pupils should guess what animal it is.

Post-lesson


Get Smart plus 3



Pupil-made cards from Lesson 100


This style of freer writing may be challenging for some pupils. Remind them that they can use the models from the Listening activity. You could provide some examples on the board before asking pupils to write for themselves.


74


TOPIC: Out and about MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends


CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Have pupils look at their cards from Lesson 100 and read the words. Using flashcards, check pupils’ understanding of the words by playing Slap in small groups – show a flashcard and pupils should race to take the right word card.

Lesson delivery

2. In groups, pupils share out, randomly, the cards from the pre-lesson activity.

3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should draw the animals they have cards for on their farm. Give pupils time to draw their farm.

4. You could extend the vocabulary here to focus on animals more commonly found on farms in Malaysia, or you could talk to pupils about the differences at the end of the lesson.

5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity 4). The partner listens and draws in the animals they hear their partner say, so at

the end of the activity, both pupils have the same animals on the farm. Note that drawing and colouring can take a lot of time for some pupils. Set time limits and be firm with them. Tell pupils that they may have time at the end of the lesson or can work at home to make their farm ‘beautiful’.

6. Ask pupils to write a list of what is now on their farm. They compare it with their partner, who should have the same list.

Post-lesson

7. Choose some pupils to show their farms to the class. If you have pupils who have put extra animals in their farm, you could ask them, but also ask less proficient pupils who have tried hard to do their best.

Get Smart plus 3



Pupil-made cards from Lesson 100

Animal flashcards


Fast finishers can be encouraged to label the animals on the farm.

For more proficient pupils, they could add another animal, if they and their partners know the word in English.

Monitor and ask pupils about their pictures, extending their Speaking and Listening skills.


75


TOPIC: Out and about MAIN SKILL FOCUS: Listening THEME: World of self, family and friends


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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


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

Pre-lesson


Lesson delivery

2. Play a whole class Listening and/or Speaking game using the rules flashcards from previous lessons.

3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7).

4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one (or pair by pair), to read out one of their classroom rules. Other pupils listen and put a cross next to the rule if they have it too. The pupil reading the rule gets a point if no other pupil has the same rule as them. Praise pupils with points at the end for their originality, effort and language, rather than for winning the competition.

5. Tell pupils they will make a classroom rules poster. They should work in a group of six to decide on at least three rules for their poster, taking at least one rule from each pair. Follow instructions for Optional activity (Teacher’s Book, p.107). Remind pupils to spend time making the posters look nice, including using cursive writing.

Post-lesson

6. Have pupils look at the posters and say which rules they agree with. You could have them decide which poster will be used as their classroom ‘rule book’, and display that poster.

Get Smart plus 3 Student’s Book, p.69 Teacher’s Book, p.106–7

Poster paper per group, coloured pens and pencils


If some of your pupils don’t like working in large groups, you could make smaller ones. However, this may be a good chance to help them get used to working with more pupils. Be clear about how many rules each pair gives to the group so that there is a fair contribution. This also ensures less proficient or quieter pupils have a chance to contribute.


76


TOPIC: Out and about MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative 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 the signs flashcards from Lesson 96.

Lesson delivery

2. Tell pupils they will make road signs. Show them the signs you have made. Elicit from the pupils what the signs show them (Turn left/right, Traffic lights, Stop).

3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & 3 from Student’s Book, p.71). Ask them to read the instructions and decide which sign they are for making. (Answer: 1 = Turn left/right; 2 = traffic lights; 3 = Stop sign). Ask them to look in the book at the pictures to check their own answer before checking as a whole class.

4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to make

each sign as you read the instructions aloud. If possible, avoid use of first language.

5. Have pupils choose one sign to make and make it in pairs.

6. Follow instructions for Activity 2, Teacher’s Book, p.110.

Post-lesson

7. Follow instructions for Optional activity, Teacher’s Book, p.110.

Get Smart plus 3

Student’s Book, p.71 Teacher’s Book, p.110 Flashcards of signs from Lesson 96. One example of each sign made up for this lesson Worksheet with texts 1, 2 & 3 from Student’s Book p.71 Materials for making signs (see Teacher’s Book, p. 110)


If you have fast finishers in the class, they could help with those who find it more challenging to understand the instructions. If possible, avoid translation.


77


TOPIC: Out and about MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a suitable activity to review animal vocabulary taught in the unit.

Lesson delivery

2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work in pairs on this activity.

3. Use the picture copies to elicit the names of the places in Activity 2 (See

Student’s Book p.74).

4. Give each place a number/letter, or assign a mime, or put the pictures around the room. Say a rule and pupils have to say which place(s) it refers to by saying the number/letter, doing the mime (action, e.g. stand up/sit down/turn around), or touching the relevant picture. For example:

Teacher: Turn off your mobile phone

Cinema = A, so pupils say A

Cinema = stand up, so pupils stand up

Cinema = the picture next to the board, so pupils all go to that picture and touch it.

Each time, ask the pupils to say the rule again and say where it is: Turn of your mobile phone in the cinema.


6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.

Post-lesson



Get Smart plus 3


Teacher’s Book, p.114–

115

Animals flashcards

Copies of pictures of places from Activity 2


You may need to play a word game that reviews spellings at the beginning of the main lesson if some of your pupils often have difficulty with spelling.

If some pupils have particular difficulty with the spelling, they can look back through the unit to find the words.


78








79


TOPIC: Out and about MAIN SKILL FOCUS: Language Arts THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Speaking 2.1.4 Ask about, make and respond to simple predictions

Pre-lesson

1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have pupils sing along and/or do the actions.

Lesson delivery

2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of secret and tunnel. Introduce the characters and ask pupils what they think might happen in the story.

3. Read the story to pupils. As you do that, ask prediction questions, e.g.

What do you think is going to happen next?

Will they go to the park today?

What will they find in the park?

Do you think the tunnel will be scary/dark/long?

Note that the questions use future will. The pupils do not need to focus on this, but should understand that the questions are prediction questions. They do not need to answer in full sentences and do not need to use future forms in their answers.

4. Play the recording of the story and ask some questions to check pupils’ understanding of it (see Teacher’s Book, p.112 After reading).

5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s

Book, p.113) and ask them for their reactions to the story. Do this as much as possible in English, but allow pupils to talk in their first language if necessary. You could support or translate into English.

Post-lesson

6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).

Get Smart plus 3

Student’s Book, p.72–73 (and 65

for per-lesson) Teacher’s Book, p.112–113


Encourage more proficient pupils to use a greater range of language by asking them more complex questions. Try to ask more open questions to all pupils. You could also encourage some pupils to ask questions.


80


TOPIC: Where were you yesterday? MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple question, prepositions of place

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will practise describing where the animals were during Nur and Imran’s past visit

to a farm. They should use the past simple.

Pre-lesson

1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think this will take too much time, prepare the cut-outs yourself and give one set of animals to each pair of pupils.

2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal names and barn, tractor, fence and gate.

Lesson delivery 3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For

example, Put the cow behind the barn. Check answers with the whole class. 4. Give pupils the text Where were the animals on Nur and Imran’s farm?

5. Ask pupils to read the text and place the animals in the correct position. 6. Check answers with the whole class. 7. Tell pupils that the animals were in new positions the next day, and give them the Now it’s your

turn worksheet (see below). Ask them to work in pairs to decide these new positions, and to write

a new text on the worksheet.

Post-lesson

8. Ask pairs to swap texts and to place their animals according to the description in their partner’s text.

9. Ask pupils to check their answers in groups of four.

Text of Where were the animals on Nur and Imran’s farm? (see below)

Worksheet of animals to cut out (see below or choose your own)

Scissors, one per pair of pupils


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

The next day, the horse…….. The cow…. The goat…. The duck….


81

Animals to cut out


82


TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Speaking 2.1.1 Ask about and express basic opinions

Pre-lesson

1. Play a game to review the places, activities and adjectives from the unit so far. You could choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests.

Lesson delivery

2. In small groups, pupils divide up the word cards. Tell them they should write the words from the pre-lesson task, one on each card: home / shopping centre / cinema, etc. // the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. Teach and include quiet/noisy, and ask pupils to add more words if they can.

3. Play a word association game with the word cards in groups of four: Divide the cards into sets (places/activities/adjectives), shuffle the sets and place face down. In turns, pupils turn over the top card of each pile and make a sentence. They then decide as a group if the sentence makes sense or not. For example.:

I was at home. The film (It) was scary. = I think this is ok.

I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is silly.

Ask pupils to remember some of the funny answers and feed back on those after the activity. Monitor and help pupils with sentences and to decide whether they are ok or not. Keep the cards in groups’ sets for next lesson.

4. Follow instructions for Activity 3 in Teacher’s Book, p.119.

Post-lesson


Get Smart plus 3 Student’s Book, p.77 Teacher’s Book, p.119 Blank word cards (one set per group)


You could write and leave the words on the board from the pre-lesson task for pupils to copy later if you think they will need this. Or you could encourage them to find the words in the textbook to check their spelling.

Ask pupils to add at least one or at least two words, depending on your class.


83


TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review the Listening activity.


4. Using the pupil-made cards from the last lesson, ask pupils to work in the same groups as in Lesson 118. Give the groups back their same cards. Pupils divide the cards into sets, as before. Divide groups in pairs of pupils, they take either the places set of cards OR the activities + adjectives set and use them to play a guessing game:

Places: Pupil A takes a card, pupil B has to guess where the pupil was:

B: Were you at …?

A: Yes, I was. / No, I wasn’t.

Activities + adjectives: Pupil A turns over and shows the activity card (e.g. the film), then takes an adjectives card. Pupil B has to guess the adjective:

B: Was the film funny?

A: Yes, it was./No, it wasn’t.

Or:

B: How was it?

A: It was xxx.

5. When pupils are finished, they exchange the sets with the other pair in their group and play again.

Get Smart plus 3



Pupil-made word cards from Lesson 118


If some stages of the lesson are too difficult for some of your pupils, or if they can’t think of anything to write, they can choose some words from earlier in the lesson or could make it up.

More proficient pupils could write in full sentences.


84

6. In notebooks, pupils write down where they were at the weekend. They write their opinions of what they were doing. Pupils need only write in note form, single words at this point. Monitor and help pupils write what they want to write by supplying them with the vocabulary. Remind them to ask for your help in English.

7. Pupils use their notes to tell their partner where they were and their opinion (adjective). Monitor and help pupils use as much language as they are able to. Some pupils may have difficulty using complete and accurate sentences. Focus on communication rather than accuracy to help build confidence in Speaking. You could correct some common mistakes and useful new vocabulary at the end of the activity.

Post-lesson

8. Choose a few pupils to tell the class about their weekend. Encourage pupils to ask the speakers questions if they can. Again, focus on fluency rather than accuracy and allow single words or phrases at this stage.


85


TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Writing THEME: World of self, family and friends


LANGUAGE/GRAMMAR FOCUS: Past simple (was/were (n’t)) + determiners (many/a/any)

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a

sentence and pupils tell you if it is True or False. They can do this in an interesting way e.g. by standing up/sitting down, raising right/left hand, moving to the left/right of the classroom). Change the focus to your hometown. For example: There weren’t any motorbikes in [your town name] in 1900. / It was very quiet in [your town name] in 1900. You could change the date and add key vocabulary for talking about your town as appropriate. Make sure to use a range of language from the Grammar Box (Teacher’s Book, p.120).

3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms. Include There weren’t any…+ plural.

4. Follow instructions for Activity 3, Teacher’s Book, p.121

5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils can work in pairs to talk about and complete the table in Activity 4. Then they use their answers to write two or more sentences in their notebooks. Remind pupils to take care with punctuation and spelling, and the apostrophe for n’t in particular. You could collect this

writing in to review, as informal, classroom-based writing assessment.

Post-lesson

6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).

Get Smart plus 3 Student’s Book, p.78-79 Teacher’s Book, p.120–121


You could have pupils work in pairs to help each other write sentences. Alternatively, you could ask pupils to write individually (for example, two or more sentences) and to then peer assess each other’s writing.


86


TOPIC: Where were you yesterday? MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories

CROSS-CURRICULAR ELEMENT: Financial

education

LANGUAGE/GRAMMAR FOCUS: Past simple: went, bought, was, How much did she/she spend? Numbers up to 100.

CONTENT STANDARD

LEARNING STANDARD



Main 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 Reading 3.2.2

Understand specific information and details of short simple texts

In this lesson, pupils will create a puzzle story for a classmate to solve

Pre-lesson

1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to the supermarket, and ask them to suggest things she bought. Write five suggestions on the board.

Lesson delivery

2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see whether any of their suggestions were right.

3. Went, bought and How much did she spend may be new language for pupils. If they are new words, pupils can guess their meaning from context. Briefly elicit their meaning and review if necessary.

4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55] 5. Check the answer with the whole class and ask them to explain how they reached the answer.

Reward pupils for their effort to find the correct answers, even if they get the maths wrong (because doing maths in English may be harder than in their first language).

6. Give pupils the Alvin story (see below). Ask them to complete it individually or in pairs. They should use their own ideas for this. You can encourage them to think of sensible, funny or crazy ideas, as you think is appropriate.

7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.

Post-lesson

8. Share any well-written or interesting stories with the whole class.

(Optional ): flashcards to represent Damia and Alvin

Worksheet (see below, Damia and Alvin stories)


If you have fast finishers in this lesson, they could write another or a different puzzle for their partners/another pair/the class.


Damia went to the supermarket

Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of cheese was RM 21. She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade. Each bottle was RM 4.50. How much did she spend?

Alvin went to the supermarket

Alvin went to the supermarket. He bought _____________________________________. Each ________________________ was RM _____. He bought ______________________________________________________________. Each ________________________ was RM _____. He bought ______________________________________________________________. Each ________________________ was RM _____. How much did he spend?


87


TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were) questions

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 places, activities and adjectives to prepare pupils for the lesson.

Lesson delivery

2. Using the questions from this lesson (see worksheet below), ask some pupils about yesterday/the weekend/last week:

Where were you yesterday?

When were you there?

How was it?

Some pupils may not be able to answer in full sentences. Support these pupils by writing some/all of the questions and possible answers on the board. Allow short answers at this stage. Note which pupils have problems so that you can give them extra support at the next stage.

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

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

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

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

Pupil A takes cinema card

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

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

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

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

Worksheet (see below) Word cards from Lesson 118


You may want to ask the more confident pupils questions at first, and others after, supporting them by putting key words on the board or asking simpler questions (e.g. Were you at the xxx?)

Allow pupils to help each other when writing the questions on the worksheet.


88

Post-lesson



A: Complete the questions and your answers

Questions Example Me My friend’s name:

_______________________

My friend’s name:

_______________________

Where __________________

?

at the cinema

When

___________________?

yesterday

evening

How ____________________? funny

B: Now ask at least two friends


89


TOPIC: Where were you yesterday? MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Science & Technology

LANGUAGE/GRAMMAR FOCUS: Past simple (was/were/n’t) 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 and that will introduce the topic of transport to prepare pupils for the lesson.

Lesson delivery

2. Follow the instructions for Warm up and Vocabulary on Teacher’s Book, p.181.

3. Hand out the worksheets (see below) and the pictures – one set per pair. Pupils

stick the pictures in the correct squares. Check the answers before moving on to the next stage of the lesson.

4. Ask pupils to look at part 2 of the worksheet. They should read the words and try to put them in the grid on the worksheet.

5. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils to guess meaning from the pictures in the book.

6. Ask pupils to read the text again. They should check their answers to the worksheet. Note that some of their answers may also be true, so discuss these with pupils (e.g. a carriage is faster than an old bicycle, so they may have put fast for the carriage).

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

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

Post-lesson





Get Smart plus 3



Cut-out copies of car & bicycle pictures from Student’s Book, p.118 (one set per pair)

Glue

Worksheet (see below), one per pair


Think about how to pair pupils. Sometimes pupils will work well when they are with a friend and they will support each other, whatever their proficiencies.

Plan a task for fast finishers – for example,

ask them to add more words they think may be in the texts.


90






91


Our names:

___________________________ and ___________________________

Tansport now and in the past

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

CARS

NOW

BICYCLES

IN THE PAST

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

square:

small wheel carriage big wheels fast

slow very fast


92


TOPIC: On holiday MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill

Speaking 2.1 Communicate appropriately to a small or large audience Complementary Skill


Main Skill

Speaking 2.3.1 Narrate very short basic stories and events Complementary Skill


Pre-lesson

1. Review the pictures and vocabulary from Student’s Book, p.85 with a game.

Lesson delivery

2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards below).

3. Feed back and ask pupils if they did these things on their holiday. Ask some pupils what they did on their holiday and put some ideas on the board. Try to include the activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what they did on their holiday.

4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils

talk about their pictures and choose some pupils who have made a good effort, to present to the class. Allow pupils to practise first before presenting to the class if necessary, and offer plenty of praise. Collect pupils’ pictures or ask them to keep them safe for a later lesson.

5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using

the pictures or cut-up sentences from this lesson instead of more strips of paper as mentioned in the instructions.

Post-lesson







Get Smart plus 3


Teacher’s Book, p.130 –131

Sentence cards (see below, cut up, one set per pair or small group)

Colour pens or pencils


You could ask pupils to present to each other in groups if you have some very shy pupils in your class. This will give more pupils a chance to present.


93


Encourage pupils to reflect more deeply and using more English. Some pupils will be more able to do this than others. Support pupils who may need some help and encourage everyone to complete their diaries. Ensure you allocate time for this activity in your lesson plan. It could be set for homework.

Sentence cards to cut up for Lesson

We were on an island.

We packed our bags.

We jumped on a plane.

We played on the beach.

It was really fun!

We sailed a boat.


94


TOPIC: On holiday MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Review the story on Student’s Book p.86 by asking pupils what they remember. You could play the CD if necessary to remind them.

3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’

understanding that this is talking about the past by eliciting the date of the weekend.

4. Follow the instructions for Activity 2, Teacher’s Book, p.133.

5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as a prompt, ask pupils to draft sentences in their notebooks to describe what they did on holiday.

Make sure you monitor carefully and support pupils, giving them feedback on their work and helping them with vocabulary and form.

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

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

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

Post-lesson

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

Get Smart plus 3

Student’s Book, p.87 Teacher’s Book, p.132–133

Pictures from Lesson 130 Glue


Fast finishers or more proficient pupils could draw another picture about what they did at the weekend and write about that as well.

Encourage some pupils to ask each other questions about their holidays, especially if they finish quickly.


95


TOPIC: On holiday MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and irregular verbs): Questions and 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 and that will review language to prepare pupils for the lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take (pictures) / eat / see / pick / go / play / listen).

Lesson delivery

2. Review past tense verb forms. You could do this by playing a mime game, where pupils mime what they did at the weekend. First play as a whole class, choosing a pupil to mime and the class to say You xxx at the weekend, then play in pairs or small groups. Write the date of the weekend on the board to keep the past in pupils’ minds.


4. In pairs or small groups, pupils play a True/False game based on the pictures in Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip to the forest, and their classmate(s) should say whether it is True or False.

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

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

Post-lesson


Get Smart plus 3 Student’s Book, p.87 Teacher’s Book, p.133 Verb flashcards


Fast finishers could do another round of this activity using the story on Student’s Book, p.87


96


97


TOPIC: On holiday MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

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

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

Main Skill Writing 4.3.3 Plan, draft and write an increased range of simple sentences Complementary Skill Writing 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing

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 from this unit to prepare pupils for the lesson.

Lesson delivery

2. Play a word game to practise irregular past tense forms, for example a word search (see worksheet below. Note: answers are in red for you, print in black and white).

3. Ask pupils to remember what they can about Katie’s diary. Review the pictures and answers to Activity 2 on Student’s Book, p.89.


5. Follow instructions for write, fold and pass (see Optional activity, Teacher’s Book, p.135). Pupils play this in groups of six. Dictate the first line to pupils carefully at the beginning of the activity and be ready to help pupils as they write. Note that the focus isn’t on accuracy at this stage. If necessary, have pupils write just notes on the papers at this stage.

6. At the end of the activity, pupils/pairs take the paper that they started. They should read through the paper and check the language and/or develop the sentences. They should ask for help if they need it, from you or from the pupil(s) who wrote the line of the story. Monitor closely and support pupils at this stage to help them develop a more accurate piece of writing.

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

Get Smart plus 3 Student’s Book, p.89 Teacher’s Book, p.135 Worksheet (see below)


Pupils could work in pairs (i.e. three pairs in a group of six pupils) for the write, fold and pass activity. This would allow more proficient pupils to support lower proficiency pupils in Writing.


98

(depending on the proficiency of the pupils, between 3 and 6 corrections). They will work on this writing again in Lesson 139.

Post-lesson



Look, find and write.

E.g. take: took

1. do: ______________

2. go: ______________

3. buy: ______________

4. is: ______________

5. eat: ______________

6. swim: ______________

7. are: ______________

8. find: ______________

T I F C O D S W A A

U L D I D A N E A T

B I H M F B J N M E

W S R G B O R T A D

G Q W O S U U K C W

S C A A V G B N Z E

Y P S E M H D O D R

F T O O K T W U R E


99


TOPIC: On holiday MAIN SKILL(S) FOCUS: Language Arts THEME: World of Stories

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

CONTENT STANDARD

LEARNING STANDARD

LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION

STRATEGIES

Main Skill



Main Skill

Language Arts 5.1.2 In addition to Year 2 text types: simple poems. Complementary Skill


In this lesson, pupils will sing a song.

Pre-lesson

1. Write the title of the song on the board. Tell pupils that the sailor is a woman, and ask them to guess some of the things she saw. Write their suggestions on the board.

Lesson delivery

2. Tell pupils that now they can check their guesses. Ask them to listen to the song and remember two animals or more which the sailor saw.

3. Play (or sing) the song. Pupils can join in if they like. 4. Elicit answers from pupils. If they tell you the names of the animals in their

own language, accept their answers, and write the animal names in English on the board.

5. Show pupils an animal flashcard/drawing and ask them to say which word the picture goes with. Continue in this way for the other five animals in the song.

6. Ask pupils to make a note of the animals in their books. 7. Play (or sing) the song again and ask pupils to sing along with the song.

Post-lesson

8. Rub out the animals’ names on the board, but keep the flashcards. Sing the song with pupils, pointing to the flashcards on the board as you do so, to help their memory as they sing.

Flashcards or drawings of a sea horse, jellyfish, turtle, octopus, baby shark and blue whale.

Super simple songs video of : A sailor went to sea, sea, sea: www.youtube.com/watch? v=DX2Er--LYmQ

You can download the video by typing in ss before YouTube i.e www.ssyoutube.com/watch? v=DX2Er--LYmQ

If you cannot play the video in class, sing the song yourself. The lyrics and music notes are on the next page. (The lyrics to the music notes are slightly different to the lyrics of the song we have chosen: we suggest that you stay with our words.)


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

http://www.youtube.com/watch?v=DX2Er--LYmQ

http://www.youtube.com/watch?v=DX2Er--LYmQ

http://www.ssyoutube.com/watch?v=DX2Er--LYmQ

http://www.ssyoutube.com/watch?v=DX2Er--LYmQ

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


100

A sailor went to sea, sea, sea

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


101


TOPIC: On holiday MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

Listening 1.2.3 Understand with support short simple narratives Complementary Skill


Pre-lesson


Lesson delivery

2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and your feedback on it. Pupils work in their pairs to write a final draft, based on the feedback on their draft. They should write on paper.

3. Ask pairs to join another pair, so that they are working in groups of four (2 + 2). In turns, pairs read their story to each other. They listen to the other pair’s story and draw (sketch if time is short) the six stages of the story onto the worksheet (see below). If necessary, show pupils how they can draw a negative (She didn’t xxx) by drawing the picture and putting a line through it.

4. Spread the picture worksheets and the final stories around the room or on a big table. Ask pupils to look at the pictures and read the stories to try to match them. You could do this as a whole class or it could be in large groups, depending on your class size and set up.

Post-lesson


Get Smart plus 3

Student’s Book, p.89 Pupils’ shared writing from Lesson 137 Coloured pencils Worksheets (marked) from Lesson 137 Worksheet (see below)


If there are some common mistakes pupils have made in their writing, you could cover these as a whole class at the beginning of the lesson. Monitor carefully and help lower proficiency pupils with corrections. You can ask fast finishers to help you with this.


102


Listen and draw.

1.

2. 3.

4.

5. 6.


103


TOPIC: On holiday MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

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

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill


Writing 4.2.5 Connect sentences using basic coordinating conjunctions

Pre-lesson


Lesson delivery

2. Tell pupils they will read an email about a holiday. Give pupils a worksheet (see below, one per pair) and ask pupils to tell you who went on holiday [James]. You could ask them about the email (To/From/Date).

3. Tell pupils they will answer some questions about James’s email. There are 5 questions around the room (remember to stick these up before the lesson). Pupils, in pairs, should take it in turns to go and find the question, read and remember it, return to their partner and tell the partner. Together they should find the answer in the text. The partner writes the answer. Then they swap roles for the next question. The pupil writing must be sitting at the desk and the pupil reading the question cannot take the question off the wall or shout it to their partner – they must remember it and tell it to the partner. Check the answers as a class after having pairs check with another pair.

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

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

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

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

Get Smart plus 3



Worksheets (see below)

Questions (cut up and stuck around the room before the lesson)


In the email Reading activity pupils could write short answers or full sentences, depending on their proficiency level.


104

Some suggestions:

Similarities:

It was hot in Australia and Mexico.

Tim and James took pictures.

Tim and James enjoyed (liked) their holiday.

Tim and James were at the beach.

Tim and James went swimming and sailed a boat.

Differences:

Tim was in Mexico but James was in Australia.

Tim bought a hat but James didn’t buy anything.

James’s dad saw a shark but Tim’s dad didn’t see a shark. (we think)

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

Post-lesson



105


1. Read the email.

To: [email protected] From: [email protected] Date: 21st January, 2019 Dear Ahmad, How are you? Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It was summer in Australia and it was very hot! We went to Sydney and I went shopping. We visited a museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then we went to the beach. We sailed a boat and went swimming. My dad saw two sharks but they didn’t eat us! It was a really great holiday! Please tell me about your holiday. Love, James 2. Find and answer the questions. 1. _______________________________________________________________

2. _______________________________________________________________

3.________________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

3. What’s the same? What’s different?

The same (and):

_________________________________________________________________

Different (but):

_________________________________________________________________

Questions for Lesson 141

1. Where did Tim go on holiday?

2. When was Tim’s holiday?

3. How was the weather?

4. Did Tim visit Sydney?

5. What did Tim’s dad see in the sea?

6. Did Tim have a good holiday?

mailto:[email protected]

mailto:[email protected]


106


TOPIC: On holiday MAIN SKILL FOCUS: Language Arts THEME: World of Stories

CROSS-CURRICULAR ELEMENT: Environmental Sustainability

LANGUAGE/GRAMMAR FOCUS: Past simple review

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 introduce the words bear and cub to prepare pupils for the lesson.

Lesson delivery

2. Show the picture of the bear cub and ask pupils to tell you what they know about bears.

3. Tell pupils they will read a story about a bear cub. They should read the story and say if it has a happy ending. Have pupils quietly read the story about the bears.

4. Ask pupils to read the story again and circle any new words/words they do not know. They should then write the words in their notebook.

5. Ask pupils to work with a partner and to decide the meaning of the new words, based on the pictures in the story. They could draw a picture or write the meaning in their notebooks.

6. Ask pupils what they think of the story. You could ask a few comprehension questions to check their basic understanding of the story, but the aim of this reading is more for pleasure, not for complete understanding.

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

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

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

Post-lesson

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

Get Smart plus 3



Flashcard/picture of a bear cub

Pictures of Malaysian bears (e.g. sun bear)


Different pupils will be able to give you a different response to your questions about the story and in the discussion about protecting animals. Keep the focus on fluency, and try to ask questions to stretch each pupil to their own limit.

http://www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm

http://nationalzoo.com.au/animal/malaysian-sun-bear/


107


TOPIC: The world around us MAIN SKILL FOCUS: Writing THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Environmental Sustainability

LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives; Statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson

1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first language for this, but you can help them to translate the words after the activity has finished or during the activity, depending on the kind of game they are playing.

Lesson delivery

2. Show the Malaysian animals flashcards and put them on the board. You could play a game with these if you have time, for example a miming game or a guessing game. Teach the word endangered.

3. Give pupils the worksheet to do in pairs. They unscramble the words to find an endangered animal in Malaysia. They then draw a picture.

Key: turtle; pangolin; tiger; orangutan; rhino

4. Say some sentences about one of the animals. Pupils should listen and guess which animal you are talking about. Talk a little about these animals being endangered including the reasons for this and some of the ways we can help to protect them. This could be done in first language. For example:

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

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

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

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

Post-lesson


Flashcards of Malaysian animals that are on the worksheet (see below)



More proficient pupils can write more than others in their notebooks.


108


Animals in danger in Malaysia!

What is this animal? Find and write the words, then draw.

1. t – l – r – t – e – u

2. l – p – n – a – n – g – i – o

3. r – t – g – e – i

4. r – o – g – n – g – u – n – a – t – a

5. o – n – h – i – r



109

TOPIC: The world around us MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Comparative adjectives, animal vocabulary

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will write and share puzzle sentences about animals for their classmates to solve.

Pre-lesson

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

Lesson delivery

2. Read out the first pair of your five pairs of animal description sentences. Ask pupils in groups to suggest possible animals, and elicit their suggestions. Sometimes more than one answer is possible. Accept different answers.

3. Repeat step 2 for your other four pairs of animal sentences. 4. Elicit from pupils that the first sentence is a fact about the animal, and the second

sentence compares it with another animal. Pupils may not use the word ‘compare’ but may find other ways to convey its meaning.

5. Choose an animal, and ask the whole class to suggest two possible sentences for it (e.g. if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter than a giraffe.). Ask pupils to sing their sentences and mime.

6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs of sentences following the pattern identified. Write the patterns on the board to help pupils if necessary.

Post-lesson

7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their classmates to guess.

8. If there is time, ask a few pairs to read out their sentences for the whole class to guess.

Five pairs of sentences which describe an animal:

1. They live in the sea. They’re bigger than dolphins.

2. They’ve got four legs. They’re faster than dogs.

3. They like cheese. They are smaller than rats.

4. They are black and white. They are bigger than rats.

5. They are grey. They are fatter than cats.

Possible answers include

1. Blue whales 2. Lions, tigers, cheetahs 3. Mice 4. Zebras 5. Hippos



110


TOPIC: The world around us MAIN SKILL FOCUS: Listening THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives; Statements

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Review the comparative adjectives using the animals flashcards.

3. Give out blank cards to pairs or small groups of pupils. Depending on your class or individuals in the class, you could give them five or six cards (or more). Ask pupils to write different animals on each card (in plural form as they will use them to compare).

Monitor and check spelling as pupils write. You could encourage them to use the Student’s Book, worksheets from previous lessons, or a dictionary to check spelling.

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

Small: mouse – cat – panda – whale.

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

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


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

Post-lesson


Get Smart plus 3



Animals flashcards

Blank cards (five or six per pair/small group)


You could have pupils make more or fewer cards. This would give more/fewer words to spell and write, and also make the ordering task more/less challenging.


111









112


TOPIC: The world around us MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Comparatives: Short adjectives; 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 and that will review adjectives to prepare pupils for the lesson.

Lesson delivery

2. Ask two confident pupils to come to the front of the class. Say a sentence to compare them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask

pupils to do different actions, e.g.

Marwa is taller than Irene. Stand up if you are taller than Marwa

Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than Saha’s.

3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and note their answers in their notebooks. You will say a sentence and they should write True or False. Read your sentences – these should be a mixture of True and False sentences and should be sensitive to pupils. Pupils listen and decide whether they are True or False.

4. Check the answers with the class and elicit full sentences from pupils.


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

Post-lesson

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

Get Smart plus 3

Student’s Book, p.97 Teacher’s Book, p.147 Prepare 5–6

sentences to compare pupils in the class


Depending on your class you could have pupils work in pairs for the quiz. It might be more fun if they work with a friend.


113


TOPIC: The world around us MAIN SKILL(S) FOCUS: Language Arts THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Environmental

Sustainability

LANGUAGE/GRAMMAR FOCUS: Superlative questions

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



In this lesson, pupils will write questions about Malaysia using superlatives.

Pre-lesson

1. Divide pupils into groups of four and ask them to think of two superlatives they learnt during ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the ones needed below – tallest, longest, highest, etc.

Lesson delivery

2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they can see in the pictures (e.g. a river, a mountain).

3. Explain that their task is to make superlative questions. Do the example for picture 1 together with the whole class (Which is the tallest building in Malaysia? Answer: Exchange 106 Building, Kuala Lumpur).

4. Ask pupils to write the questions individually and to check their questions with a partner. 5. Ask four pupils to come to the front of the class, and to write the questions for pictures the

on the board. Check their questions with the whole class and the answer to each questions

Example questions:

Which is the longest river in Malaysia? [ the Rajang River]

Which is the highest mountain in Malaysia? [ Mount Kinabalu]

Which is the fastest train in Malaysia? [the Electric Train Service (ETS)]

Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout]

6. Ask pupils to share with the class anything they know about the five superlatives in the pictures.

Post-lesson

7. Put pupils into pairs. Ask them to create one superlatives question from their own general knowledge about Malaysia or the world (e.g. Which is the biggest country/animal in the world?).

8. Ask pupils to share questions and answers with the whole class.

Copy of the About Malaysia worksheet on the next page

If you think that other pupils in your school would enjoy answering questions about the world, you can ask pupils to compile their questions into a quiz. Your pupils could share the quiz with pupils in other classes.


For step 5, provide weaker pupils if necessary with a writing frame:

Which is the __est ___ in Malaysia?’

Fast finishers can use their own ideas to make extra superlatives questions.

For step 8, weaker pupils can use ideas on p.98 from the Student’s Book if necessary


114


115

1. Image of Exchange 106 Building Kuala Lumpur from https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106

2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999

Creative Commons 2.0

3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative Commons 3.0

4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg

Creative Commons 4.0

5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpg

https://www.flickr.com/photos/watchsmart/3227742999

https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg

https://commons.wikimedia.org/wiki/File:ETS_5.jpg

http://mcarlosp1.blogspot.com/


116


TOPIC: The world around us MAIN SKILL FOCUS: Listening THEME: World of Knowledge


LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Ask pupils what they have learned about in the unit so far. Follow instructions for Activity 3, Teacher’s Book, p.149.

3. Show some of the worksheets from Lesson 153 and ask pupils to remember what they wrote, then give them back to pupils.

4. Ask pupils to write one question in their notebooks about the planet that they will ask other pupils. They can use the questions on Student’s Book, p.99 as models and for ideas.

5. Pupils work in groups. In turns, they ask the group their question. The others in the group have to try to guess the answer. They should write it in their notebooks.

6. To check the answers, have pupils show each other their worksheets from Lesson 153. They should read the sentences to find the answers.

Feed back by asking pupils what they learned today about the planets.

Post-lesson






Get Smart plus 3



Pupils’ worksheets from Lesson 153


If you have pupils who have a lot of knowledge on this topic, you could group these pupils together so that they challenge each other with the information they know.


117



8. This is the last time pupils will write in their Learning Diaries. Ask them to look back over the year’s entries in their diary. Ask them to think about and answer the following questions (on the board or on a worksheet):

What kind of activities did you enjoy most this year? Do you still enjoy them?

Which skills did you do well in this year?

Which skill(s) do you want to try hard at next year?

What do you feel most proud of this year?

9. Ensure you allocate time for this activity in your lesson plan. It could replace the post-lesson activity but shouldn’t be set for homework.


118


TOPIC: The world around us MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short adjectives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill



Pre-lesson


Lesson delivery

2. Show the picture of the family and tell pupils about it using superlative adjectives. Introduce and include the adjectives old and young. Ask some pupils about their

families.

3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as pupils do this activity and check their use of superlative adjectives in particular.

4. Tell pupils they are going to play a game. They will need dice and a counter (they can use some paper, a rubber, pencil sharpener etc). Follow instructions for Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four pupils.

5. Ask pupils to think about what they have learned in Unit 10 and how well they feel they know the language now. They should complete the How did I do in Unit 10? self-assessment worksheet (see below).

Post-lesson


Get Smart plus 3



Picture of a/your family

Dice, one per group

Self-assessment worksheet (see below)


Some pupils may need support with the Speaking activity. You could model the activity as a class and consider providing a written model on the board.

If you have groups that finish the game quickly, they could write some new questions to make it longer.


119


Self-Assessment worksheet

How did I do in Unit 10?

In English, I know how to:

talk about different animals Great! [ ] OK [ ] A little [ ]

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

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

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

talk about the Solar System Great! [ ] OK [ ] A little [ ]


120


TOPIC: The world around us MAIN SKILL FOCUS: Reading THEME: World of Knowledge


LANGUAGE/GRAMMAR FOCUS: Review of comparatives & superlatives

CONTENT STANDARD

LEARNING STANDARD



Main Skill



Main Skill

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


Pre-lesson

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

Lesson delivery

1. Tell pupils they will make models of the Solar System and talk about them in this lesson, but first they need to know how to do it. Give each pair a set of cut-up pictures and texts from Student’s Book, p.101. Tell them these are the instructions for making the model of the Solar System. With their partner, they should read and match the text to the correct picture, then put the texts + pictures in order to make the model instructions. Remind them they can use clues from the pictures to help them.

2. Read the instructions in order and pupils listen to check their answers. Check the instructions by having one or two pupils say them again. Ask questions to check pupils’ understanding of the instructions.

3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity.

Monitor carefully to make sure pupils are working well together and are able to follow the instructions.


Post-lesson


Get Smart plus 3 Student’s Book, p.101 Teacher’s Book, p.152-153 Cut-up copies of the pictures and texts 1–4

(Student’s Book, p.101), one copy per pair Various resources (see Teacher’s Book, p.152)


Pupils may need support in preparing for the show and tell activity (step 4). You could provide a model and let pupils prepare their presentation by writing it first if you think they will need this support.

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/

kurikulum standard sekolah rendah year 3 sjk additional...primary year 3 sjk additional materials...

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