Year 3march Relationships) Final Edited by BI3 - Locked

Year 3 Scheme of Work - March - Relationships
Year 3 Scheme of Work

March
Relationships:
Friend's - name, age, appearance, features, hobbies, favourite food, drink, colour,
fruit, toys/games
Birthdays - Months of the year: Birthday Chart activities
Vocabulary for revision
Nouns Nouns Nouns Verbs Adjective Adjective Adjectiv Adjectiv

s s es es
mum house months baking heavy thin older fat

mother flat o’clock cooking heavier short oldest tall
grandfather stilts children moving heaviest long taller small
grandmoth garden bed watchin light big tallest little
er g
dad tree chair looking lighter old bigger young
father flower porridge put lightest high biggest colours
baby uncle longhouse stand pretty cold smaller hot
twins uncles flat sleep prettier numbers smallest weak
family auntie/s bungalow staying prettiest gold fast too
sister cousin/s keeping fish tasted beautiful silver faster curly
brother neighbour reading slept younger happy fastest straight
child grandpare drawing chased youngest angry hungry spiky
nts
hiking wolf fishing fun nice sad thirsty longer
gardening bear hopscotch interesti lovely strong sharp longest
ng
skateboardi video campin Colourful stronger sharper
ng games g
playing the double surfing
piano storey the
house internet
collecting Playing playing
stamps/stic Computer football/
kers/coins/s Games netball/
eashells futsal
New vocabulary
Nouns Hobbies Reasons for Adjectives Misc Misc

hobbies
Village Playing Badminton Scoring goals Jealous often One night
Wishes Going Shopping Keeping Fit Greedy At the Sacks of
weekend rice
Palace Riding a bicycle Staying healthy Surprised In the Good
evening harvest
Necklace Watching TV Singing along Kind After school Tonight
Ring Listening to music Enjoyable Generous During the Kindly
holiday offered
Earrings Exciting
©English and Other Languages Unit, Curriculum Development Department, 2011 Page 1
Watch educational
Structures
Content Type of statements Type of questions/instructions
Descriptions
]Make a short description  My friend’s name is  What is your friend’s name?
of people (family and Hanif.  What does your mother look like?
friends) personal  My mother has  What is he/she wearing?
information, emotions long, curly, black
and places.  How does he/she feel today?
hair.
 When is his/her birthday?
 My friend is
 Where do you live?
wearing a school
uniform.
• My friend has a
gold necklace.
 My mother feels
happy when she is
shopping.
the conjunction ‘and’,  His/her hobby is  What is his/her hobby?

‘or’, ‘but’, ‘so’ & playing computer  What does he/she like to do
‘because’. games or playing during his/her free time?
football after  What is his/her favourite colour?
school.
 Why does he/she like listening to
 She likes listening music?
to music because  Why does your friend practice
he/she likes to every day?
sing.
 His/her favourite
food is chicken rice
and noodles.
 He/She likes milo
but she/he doesn’t
like milk.
 His/her favourite
colours are blue
and red.
 My friend likes
football so he
practices every
day.
Respond to questions Does?

about their friends and  Does your friend like reading?
family.
 What does?
 What does your mother like to
cook?
Can?
 Can your friend run fast?
 Can your friend run faster than
you?
Who?
 Who is the youngest in your
class/family?
 Who can swim in your
class/family?
 Who has a bike in your
class/family?
Activity to practise  I am older than my  Who is taller that you?

comparative. friend but he is  Who is the fastest runner in the
Review –er, -est for taller than me. class?
shorter form of  Amin is the fastest  Which shoes are the most
adjectives. runner in the team. expensive?
 The pencil case is
Use ‘more’, ‘most’ for
expensive.
adjectives of more than
one syllable.
 The school bag is

more expensive
than the pencil
case.
 The sports shoes
are the most
expensive of all.
Draw pictures of  My best friend lives  Where does your best friend live?
friend/family and where in a double-storey  Where do you live?
they live and answer house in Kampung
questions about them. Beribi.
 We live in a flat
near the mosque.
Dialogue
Sharing information about • My friend has  How many brothers and sisters
a friend/family with the three sisters and does your friend have?
class. five brothers  What is your friend’s name?
• His/her little
brother’s name is
Understand and respond Ali.
using positive and
• His/her brother is
negative statements and
twelve years old.
question forms.
• His/hergrandpare
nts are old.
• He is the shortest
boy in his/her
family.
• He/She can run
faster than me.
• He/She doesn’t like
durians.
• His/her birthday is
in January.
• He/she sleeps with
his/her teddybear.
 Ali is shorter than
me but Siti is
taller than me.
Routines/reports
Understand statements  My friend/brother  How often do you play
describing plays badminton badminton?
Friends/family routines after school.  When do you play badminton?
and habitual actions with  My friend goes  What does your friend do at the
time phrases. shopping at the end of the weekend?
weekend.
 My father and I go
to the mosque to
pray every Friday.
Answering WH questions My hobby is playing  What’s your hobby?

about hobbies / routines. football.  Why do you like it?
I play football because  When do you do it?
I like to score goals.  Who do you do it with?
I play football at the
 Where do you do it?
weekend.
I sometimes play
football with my
friends.
I always play football in
the park.
Instructions • Kick the ball in the goal.

• Throw the ball in the basket.
Follow and respond to • Draw a face. Draw three big eyes,
sequenced instructions a small mouth, a long nose, four
pointed ears with spiky hair.
• Draw a football on the 5th day of
March.
• Point to a shorter pupil.
Recounts/narrative Story 1 – Story of Two Brothers.
Pupils can converse, There were two brothers Amin and Hassan. They were
understand and answer farmers. They lived next to each other. One year, the
questions in the past
older brother, Amin had a very good harvest. Hassan had
tense.
a poor harvest because he was lazy. Hassan was really
jealous of his brother. One day, Amin offered Hassan two
Talk about actions, sacks of rice. But Amir was greedy and asked him for
events and situations in more so he could sell them in the market. Generously,
the past using the simple Amir gave him four extra sacks. Hassan realized how kind
past tense in positive and his brother was and wanted to change to a better person.
negative statements, Hassan asked his brother to help him improve his farm.
using yes/no short So, Amin gave him advice and helped him. Next year,
answers, wh – questions Hassan had a good harvest, so he gave some sacks of
with long answers rice to the poor.
What were the brother’s names?

Why was Hassan’s harvest poor?
How did Hassan feel when his
brother, Amin, had a good harvest?
Why did Hassan ask for more
sacks of rice?
How did Amin help his brother
improve his farm?
Story 2: The Magic Fish
Once there was a poor fisherman. He lived with his wife

in a small hut. One day, the fisherman caught a magic
fish. “Please let me go,” said the fish, “and I will make
your wishes come true.” The fisherman let the fish go.
The fisherman told his wife about the fish. “Tell the fish
you wish for a big house,” said the wife.
“Magic fish, magic fish, I wish for a big house,” said the
fisherman.
“You shall have a big house,” said the magic fish.
When the fisherman got home, there was a big house!
His wife was greedy. “Tell the fish you wish for a palace,”
she said.
“Magic fish, magic fish, I wish for a palace,” said the
fisherman.
“You shall have a palace,” said the magic fish.
When the fisherman got home, there was really a
beautiful palace.
His wife was very greedy. “Tell the fish I want to be a

queen,” she said.
“Magic fish, magic fish, my wife wants to be a queen,”
said the fisherman.
“No, that is not your wish,” said the magic fish, “so it will
not come true.”
When the fisherman got home, there was only the old hut
left.
1. What did the fisherman catch?

2. What did the fish promise to give the fisherman?
3. What did the fisherman ask first?
4. What was the second wish?
5. What was the third wish?
6. Why didn’t the third wish come true?
Use a range of regular Story 3: The tortoise and the hare

adverbs of manner by
adding –ly to known Once upon a time a hare and a tortoise lived in a forest.
adjectives. They were friends. The hare lived at the top of a hill. The
hare liked to run quickly up and down the hill. He was
Share and retell stories
and predict the outcomes very fast. The tortoise lived at the bottom of the hill. The
in own simple words tortoise was very slow. He walked slowly up and down
describing a character, a the hill.
scene or events
One day they were talking and the hare said I can run
faster than you. Let’s have a race.
You are very fast, said the Tortoise. I know I am slow but
I think I can win a race.
Ha, ha, ha said the Hare. You can’t win a race. You can’t
run. You are too slow. I can win because I am the fastest
runner in the world.
The tortoise said Let’s race to Mr. Fox’s house. Then we
will see who can win the race.
Who do you think will win the race?
The hare and the tortoise went to the top of the hill.
Are you ready? said the hare.
Yes I am, said the tortoise.
One, two, three, go said the hare.
The hare ran down the hill. He had very, very long legs.
He ran quickly. Soon he was in front. The tortoise had
short legs. He walked slowly. The hare stopped at the

bottom of the hill and looked behind. The tortoise was
still at the top.
It is hot today. I think I will have a rest under this tree,
said the hare.
The hare fell asleep. The tortoise walked slowly by. The
tortoise walked slowly to Mr. Fox’s house. When the
tortoise was just three steps away from the house, the
hare woke up.
Oh no! Where is the tortoise? asked the hare
He ran quickly all the way to Mr. Fox’s house. Mr. Fox
and the tortoise were drinking a cup of tea.
The tortoise has won the race, said Mr. Fox. He can’t run
fast but he doesn’t give up.
1. Where did the hare live?

2. Where did the tortoise live?
3. Why did the hare want to race?
4. Where did the race start?
5. Where did the race finish?
6. Where did the hare rest?
7. Why did the hare rest?
8. Who won the race?
What can you learn from this story?
Prediction/future
events I am going to play  Are you going to watch a movie
Use going to for future football after school. tonight?
plans in positive and They are going to a  When are you going to watch the
negative sentences and wedding party new movie?
in question form. tomorrow.  What are you going to do after
Sarah is going to her school?
friend’s house in the
evening.
March – Relationships (People Around Us): Week by week

overview
CONTEN WEEK 1 WEEK 2 WEEK 3

T AREAS: (General ( Comparison) (Hobbies)
Information)
Descripti Activity: Guess who? Activity: Tic Tac Toe* Games: Throw a ball.
ons Hot potato
Activity: Find Activity: Compare
somebody who? classroom and personal Activity: Class hobbies
objects. graph.
Song: No Two Families
Are The Same Activity: The Hobbies
Quiz
Dialogue Activity: Interview a Activity: Window Activity: Walk and talk

friend. Shopping (WH Questions).*
Activity: Using photos Activity: Line-up Games: How often?*

of classmates/teachers. Game
Routines
/
reports
Instructi Activity: Draw a Activity: Bring me. Activity: Total Physical

ons picture of a monster. Response (TPR)*
Activity: Fill in a
calendar.
Recounts Activity: Show and tell Activity: Show and tell Activity: My last two
/ 1: A picture of your 2: A picture of your weeks.
narrative best friend. best friend.
Activity: Story: The
Activity: Story: Story Activity: Story: The Magic Fish.
of The Two Brothers. Tortoise and The Hare.
Song: You are my best

friend.
Activity: Holiday
Predictio Activities. (NB: this activity
n/ must be done BEFORE the
March holiday)
Future
events
Games and activities

Games and activities: Descriptions
Week 1: Guess who?
Purpose: Make a short description of people (family and friends) personal

information, emotions and places.
Materials: Six pictures of familiar people.
Procedure:
 Teacher displays six pictures of familiar people. Eg: teachers or famous
people.
 Day 1: The teacher elicits prior knowledge to describe each person or
teacher assists the pupils to make sentences.
 Day 2: The teacher makes the sentences and the pupils will guess who is
being talked about.
 Day 3: The pupils work in small groups. One of the pupils will describe one
of the pictures and the rest of the group members will guess.This could be
extended to describing and guessing the identities of their classmates.
Writing: Using the language practised earlier, pupils write a description of

someone in their class. The person described is named at the end of the
description. Descriptions are collected and placed in a box. (Teacher will need to
quickly check that descriptions are positive and that nothing hurtful has been
written). Pupils are chosen to take a description from the box and read it out loud
to the class. Class has to guess who has been written about.
Week 1: Find somebody who?
Purpose: To practice question forms, and finding out information about another
person
Materials: A list of questions based on information given by pupils earlier.
Procedure:
 Make a list of questions using the information you have collected about the
pupils, friends and their family. Write the questions on the whiteboard.
Number the questions. Class practises reading the questions.
Question examples.
• Find someone who has 4 sisters.
• Find someone who is the youngest in their family.
 Explain that pupils will move around the classroom asking different pupils
questions until they find a person who can answer yes to the question.
 They only need to write one pupil’s name next to the question number.
 Then move on to another question.
Week 2: Tic Tac Toe
Purpose: To practice descriptions of a person using comparisons

Materials: white board, three different white board markers, 2 puppets (Second
time of playing pre-made grid with desired words for one between two players)
Procedure:
 Make a grid on the board of 4 by 4 with 16 squares in all.
 Inside each square write a description word (include comparison words
that you want the children to practice in sentences).
Thinner older fatter more Jealous
shorter higher taller Greedier
longer faster smaller kinder
bigger more beautiful more interesting more generous
 Puppet 1 represented on the grid as (red) or (zero) chooses one of the

squares.
 They should use the word in a complete sentence to win the square.
 If they manage to make a sentence without a mistake their colour or zero
is marked on the square and play passes to the next puppet/person.
 Puppet 2 represented as (blue) or (X) chooses a different square and
makes a sentence with the word in that square, if correct they place their
mark or colour.
 If incorrect play passes to puppet 1 and no mark is made. That word can be
used again in a different sentence.
 The aim is to get 4 correct in a row (across, length ways or diagonally) to
win the game.
 This game can be played in pairs on a pre-made grid of paper.
 One grid between two children once it has been modelled.
 The game can be re used many times for different structures, question
words or vocabulary items.
 It can be given to children who finish before the others so is very useful
once they understand how to play.
• Example sentences: My dress is more beautiful than your dress. This
pencil is longer than Siti’s pencil. Foot ball is more interesting than netball.
Week 2: Compare classroom and/or personal objects.
Purpose: To practice comparison.

Materials: Realia objects.
Procedure:
 Pupils take out their personal items such as their stationery, lunch
box and books.
 Teacher asks the pupils questions to compare the items such as:
• Which one is smaller? A ruler or a rubber?
• Which one is lighter? A book or a bottle?
 In groups, the pupils repeat the activity with their peers.
Writing: Pupils write a report about what they have discovered regarding
the classroom or personal objects. Eg: My ruler is longer than Siti’s ruler. A
lunch box is lighter than an exercise book. My blue pencil is longer than
my red pencil.
Week 3: Throw a ball / Hot potato
Purpose: Make simple statements to describe their hobby.

Materials: A ball
Procedure:
Throw a ball:
 Teacher divides the class into groups.
 Teacher and one of the groups make a circle to demonstrate the
activity.
• Teacher throws the ball to one of the pupils and asks him/her
“What is your hobby?” the pupil responds “My hobby is playing
football” and then throws the ball to another pupil asking the
same question. Continue until everybody has answered the
question.
• The second time the ball goes round, the question can be
“What is Amin’s hobby?” the pupils should remember the
answer from the previous round and respond “His hobby
is.......”.
Hot potato:
 Teacher divides the class into groups.

 Pupils make a circle within the group.
• They throw the ball to each other naming a different hobby

each time they catch the ball.
• They should not repeat the same hobby that has already been
mentioned. If they do, they sit down but remain in the circle.
• Play continues until only one child is standing.
NB: This game can be used to practise any vocabulary.
Week 3: Class hobbies graph.
Purpose: To discuss pupils’ hobbies.

Materials: Small squares of blank paper (one per pupil), blue tack, glue,
manila cardboard
Procedure:
• Distribute one small square piece of paper to each pupil.
• Ask the pupils to draw a picture symbolising their hobby and
write the name of the hobby.
• Pupils can ask and answer to find people who have the same
hobby as themselves and form a group.
• The teacher directs the pupils to stick their paper onto the
manila cardboard to form a bar graph.

• Class discusses to determine which is the most/least popular
hobby in the class.
Writing: Pupils write a short report based on the information presented in

the graph. Eg: The most popular hobby in our class is football. The least
popular hobby is stamp collecting. Five pupils in our class like to go
fishing.
Week 3: Hobbies Quiz
Purpose: To practise the reasons for hobbies

Materials: Folder quiz cards with a hobby on one side and the reason on
the other.
I like scoring
goals
What is my
hobby?
Playing
football
I like buying new

clothes.
What is my
hobby?
Shopping
Procedure:
• Give out the quiz cards to individual pupils.
• Each of these pupils has to read what is on the card for the
class to guess the hobby.
• Then the pupil folds down the answer for the class folds down
the answer for the class to check that they have been correct.
Games and activities: Dialogue
Week 1: Interview a friend.
Purpose: To get personal information from a friend.

Materials: A form prepared by the teacher consisting of questions about
personal information such as name, age, hobbies, favourite colour , food, music
and so on.
Procedure:
 Teacher divides the class into pairs.
 Teacher explains the instructions before giving the form to each pupil.
 Once they have the form, they take turns to do the interview.
 When it is done, each pupil will find a new partner to report the
information.
Writing: Ask the pupils to write a paragraph about their friend in their exercise
book. This can be done during the writing session or as homework. Pupils can use
the information form to refer to when writing about their friend. After descriptions
of friends have been corrected by the teacher they can be rewritten neatly onto
paper and illustrated and then displayed in the classroom.
Week 2: Window Shopping
Purpose: To practice comparison using pictures of things with price tags.

Materials: Pictures, flashcards (or any other suitable resources such as
computer, projector).
Procedure:
 Show two pictures of the same object with different sizes/prices.
 Teacher asks a question such as
• “Which of the objects is bigger/ smaller/more expensive?”
 Pupils respond with “A” is bigger/smaller/more expensive than “B”.
 Teacher shows a third picture of the same object to illustrate the
biggest/smallest/most expensive.
 Then, the teacher will ask another question
• “Which of the objects is the biggest/smallest/most expensive?”
 The pupils are expected to answer :
• “C” is the biggest/smallest/most expensive of all.
 Teacher can repeat the activity using another set of pictures or divide the
pupils in groups for a free practice with minimum supervision.
Writing: Teacher gives a set of pictures to each group to compare the

sizes/prices. Pupils are asked to write sentences in their exercise books using
comparative and superlative structures. Eg: The blue car is more expensive than
the read car. The red car is smaller than the green car. The black car is the
biggest. The yellow car is the cheapest of all.
Week 3: Walk and talk
Purpose: To practice the questions and answers used to talk about a person’s
hobby
Materials: flashcards
Procedure:
 Give each pupil a flashcard with a name of a hobby written on it.
 Elicit the different questions that you can ask about a person’s hobby and
write them on the board. Practise reading the questions as a shared
reading activity.
 Now elicit the kind of answers they might give and write the main
structures on the board. Again, practise reading answers as a shared
reading activity.
 What’s your hobby? My hobby is football

 Why do you like it? I like it because I like to score goals
 When do you do it? I play football at the weekend/in my free time/on Sundays
 Who do you do it with? I play football with my family/friends

 Where do you do it? I play football in the park/at home/ in the garden
 Let the pupils practice the five questions and answers with the person
sitting next to them.
 Next allow the pupils to walk around the room whilst you chant and clap
“walk, walk, walk” then shout stop.
 They stop and move to form a new pair with a person near them in the
room. They ask and answer the questions with the new person.
Swap/change cards with that person. Then begin the chant again to move
the pupils on to the next pairing. Repeat.
 They will have chance to work with different people and each time they
change cards they will have to think of the answers for a different hobby.
NB: This game can be used with a variety of vocabulary and sentence structures.
Games and activities: Routines and Reports
Week 1: Using photos of classmates/teachers.
Purpose: For pupils to describe the routines of friends or teachers

Materials: Photos of pupils and teachers
Procedure:
 Teacher shows the class a photograph of one of the teachers.
 Teacher models the language. Eg.Cikgu Ismail goes swimming every
Monday. He plays football every Saturday.
 A pupil is chosen to come to the front and show their photo.
 Teacher elicits target language from the pupil, prompting them as
necessary.
Sample sentences:
• Amin goes to the mosque every Friday.
• Cikgu Masnah cooks the dinner every Saturday.
Writing: Ask pupils to attach the photo of the person to a piece of paper and
then write a description of the person’s routines. Display the work around the
classroom.
Week 2: Line-up Game
Purpose: Pupils use comparison to line up according to their birthdays/heights

Materials: -
Procedure:
• Divide the class into two groups; boys and girls (if there are many pupils in the
class).
• Ask pupils to form a line from the youngest to the oldest by asking each other
when their birthdays are.
• On other days of the week, the teacher can also ask pupils to line up
according to their heights/find out who ate the most for dinner last night/best
holidays/ who has the largest family (some of these topics are more subjective
but will make the children discuss more).
Week 3: How often?
Purpose: To talk about how often they do their hobbies

Materials: The chart shown below, whiteboard, marker, a blank chart
(without the hobbies & ticks)
My hobbies (Teacher’s)
Mo Tue We Thu Fri Sa Su
n d r t n
Play football        Always
Watch    Sometimes
television
Go fishing   Sometimes
Go swimming never
Procedure:
• Teacher shows the chart and introduces the hobbies and frequency
he/she does them.
Example: I always play football after school.
I sometimes watch television in the evening.
I sometime go fishing during the holidays.
I never go swimming.
• Teacher can then erase the hobbies and ticks and elicit other hobbies
and ticks. [seven ticks = always; two or three ticks = sometimes; no
ticks = never]
• Elicit sentences from the pupils (using always, sometimes and
never) and write the sentences on the whiteboard.
• Class practises reading the sentences as a shared reading experience.
• Hand out blank grids to individual pupils where they can create their
own chart and share with a partner.
Writing: Ask pupils to glue their grid in their exercise book and write a
report based on their own grid. Eg: I always read a book in the evening.
Sometimes I play football after school. I never watch television in the
morning.
Primary English Workbook 3 – page 130.
Games and activities: Instructions
Week 1 : Draw a picture of a monster
Purpose: To follow instructions of the teacher and peers, and to give

instructions.
Materials: paper, pencils, coloured pencils
Procedure: Give everyone a piece of paper. Teacher gives instructions to draw a
monster such as
 Draw a face.
 Draw three big eyes,
 Draw a small mouth,
 Draw a long nose,
 Draw four pointed ears with spiky hair.
Class is divided into pairs. One of the pair gives instructions to draw a different
monster. Change roles
Week 2: Bring me
Purpose: To listen to instructions and respond by bringing the items requested.

Materials: Pupils’ own classroom objects or objects that can be found easily in
the school.
Procedure:
• Teacher makes a list of things for pupils to bring them.
• Put the pupils into small groups or pairs and give them the list.
Example bring me objects –

 two pencils - one is longer than the other
 two rulers – one is smaller than the other
 two stones – one is heavier than the other
 two leaves – one is more beautiful than the other
 three crayons – which one is the shortest
 Three bags – which one is the cleanest
 Three note books – which one is the newest?
• Pupils move around the class/school in their groups or pairs looking for the
objects requested and return them to the teacher when they have them
all.
• As pupils hand the objects to the teacher they should explain what they
found and give a comparative sentence. Eg. This pencil is longer than this
one.
Writing: Ask the groups to write sentences in their exercise books about the
items they found. (We found two pencils. The red one is longer than the green
one)
Week 3: TPR Total Physical Response
Purpose: To give and respond to instructions in a physical way with commands

associated with sports.
Materials: Optional - a goal/ basket/ ball
Procedure:
• Stand in a space that is large enough to move around (outside the

classroom with sports equipment is optional).
• Give the command “kick a ball in the goal” and give an action at the same
time. Encourage pupils to do the same action as you.
• Move on to the next action “hit a ball” and again show an action.
• Build up a number of commands and actions to match. On another day
you can ask the pupils what actions they did and write the commands on
the board. Ask them to think of other ones they can do and add those to
the board. They can give the commands in pairs or small groups. This
activity is very good for the less able in the group who learn by doing.
Example commands
• Kick the ball in the goal.  cast a fishing rod
• Throw the ball in the bucket  shoot a ball in to the basket
• jump over the box  swim
• hit a ball with a bat  run
• catch the Frisbee  fly a kite
Writing: When back in the classroom, ask pupils to recall the commands given
earlier and teacher writes these on the whiteboard. Ask pupils if they can think of
any additional commands and add these to the list. Read the list together as a
class. Erase the list then ask pupils to write all the commands they can remember
into their exercise books.
Week 3: Fill in a calendar
Purpose: To listen to instructions and complete a calendar displaying planned

activities. To practise using ‘going to’ to describe future events.
Materials: A blank calendar for April with the ordinal numbers shown, pencil –
optional coloured pencils.
Procedure: Give each student a calendar for April. Elicit pupils ideas as to what
symbol to use to denote different activities and draw them on the board.
Eg a football= playing football, a racket= playing tennis, a fishing rod=going
fishing, paper and pencil=drawing, etc.
Give instructions to the children
• “Draw a football on the 5th of April”
• “Draw a fishing rod on all the Fridays.”
• After you have modelled the activity for about 5 different things, you ask
some children to also give the class instructions or ask them to work in pairs
to fill in some more squares. Not all the squares need to be filled.
• Use the calendar to practise the ‘going to’ structure. Eg: I am going to play
football with my friend Ali on the 5th of April. I am going to visit my
grandmother on Saturday the 9th of April. I am going to pray at the mosque
every Friday.
Writing: Pupils write about what they are going to do in April based on the
calendar they have produced. Eg: I am going to Siti’s birthday party on the 10th of
April. I am going to play football every Friday in April. I am going to Jerudong Park
on the Saturday the 15th of April.
Games and activities: Recounts and Narratives
Week 1: Show and tell 1: A picture of your best friend.
Purpose: To share information about another person to the whole class.

Materials: Pictures or a drawing.
Procedure:
 Teacher asks the pupils to bring in a photo or to draw a picture of their
friend. Choose two or three pupils to show their picture and to talk about
the person in it.
Eg:
• This is my friend. Her name is Suzi. She is 9 years old.
• My friend likes to eat fried rice and drink milo.
• Her birthday is on the 25th of December.
• Her favourite colour is pink.
 Teacher will prompt and guide the pupil with questions to help them when
needed.
Week 2: Show and tell 2: A picture of your best friend.
Purpose: To share information about another person in groups.

Materials: Pictures or a drawing.
Procedure: Teacher divides the pupils into small groups (4-5 pupils in a group).
 One pupilt in each group will share their photo or picture and tell the group
about the person - extending the information from week 1 to include
information about family and comparison.
 Teacher can monitor and assess this independent work (teacher should not
be sitting with any of the groups).
Eg:
• This is my friend. Her name is Suzi. She is 9 years old.
• My friend likes to eat fried rice and drink milo.
• Her birthday is on the 25th December.
• Her favourite colour is pink.
• Suzi has three brothers and five sisters.
• She is the shortest girl in the family.
• She can run faster than me.
Writing: Pupils write a composition about their best friend, incorporating the
language which has been practised orally. After the writing has been corrected by
the teacher, it can be ‘published’ by rewriting very be neatly onto paper then
illustrated and either displayed around the classroom or bound together into a
book and placed in the classroom reading corner.
Games and activities: Prediction/Future events
Week 3 : Holiday activities (NB: This activity must be done BEFORE the
March school holidays).
Purpose: To talk about the holiday plans using the ‘going to’ structure.
Materials: Blank Calendar for March
Procedure:
• Discuss the upcoming holiday with the pupils and ask them what they plan
to do during the holidays. Individual pupils chosen to share with the class
what they plan to do. Eg: I am going to visit my grandmother in
Temburong. I am going to go swimming at the beach.
• Teacher writes various pupils responses on the board. Class practises
reading the responses as a shared reading experience.
• Teacher gives pupils a blank calendar for March and ask them to write
notes on the calendar to show what they plan do.
Eg: March 2011

Su Mo Tu We Th Fr Sa
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19 go to
Temburong
20 21 22 23 24 25 26
Swim at the play football visit Auntie
beach
27 28 29 30 31
Help mum to
clean the
house
• Pupils are invited to come to the front of the class and give a detailed plan
for their holiday based on their calendars, using the ‘going to’ structure.
Eg: I am going to play football on Tuesday the 22nd of March. I am going
to help my mother to clean the house on Sunday, the 27th of March, etc.
• In pairs, pupils tell their holiday plans to their partner, using the ‘going to’
structure.
Writing: Pupils write a paragraph about their holiday plans using the language
they have practised orally.
Primary English Workbook 3 – page 82.
Songs/Chants
No Two Families Are The Same I Like to Share

(Tune: Twinkle Twinkle) (Tune: I’m A Little Teapot)
No two families are the same. I’m a happy person and I care.
They don’t have the same last names. With all my friends I like to share.
We all live with people who care. You can always see me anywhere.
That’s where we first learned to share. Sharing with my friends because I
No two families are the same. care.
They don’t have the same last names.
You are my best friend

(Tune: You are my sunshine)
You are my best friend

My only best friend
You make me happy
When I see you
You never know dear

How much I need you
Come with me, let’s play every day.

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Year 3 Scheme of Work - March - Relationships

Year 3 Scheme of Work

Vocabulary for revision

Nouns Nouns Nouns Verbs Adjective Adjective Adjectiv Adjectiv

mum house months baking heavy thin older fat

Nouns Hobbies Reasons for Adjectives Misc Misc

Content Type of statements Type of questions/instructions

the conjunction ‘and’,  His/her hobby is  What is his/her hobby?

Respond to questions Does?

Activity to practise  I am older than my  Who is taller that you?

 The school bag is

Answering WH questions My hobby is playing  What’s your hobby?

Content Type of statements Type of questions/instructions

Instructions • Kick the ball in the goal.

Recounts/narrative Story 1 – Story of Two Brothers.

What were the brother’s names?

Story 2: The Magic Fish

Once there was a poor fisherman. He lived with his wife

His wife was very greedy. “Tell the fish I want to be a

1. What did the fisherman catch?

Use a range of regular Story 3: The tortoise and the hare

Who do you think will win the race?

short legs. He walked slowly. The hare stopped at the

1. Where did the hare live?

What can you learn from this story?

March – Relationships (People Around Us): Week by week

CONTEN WEEK 1 WEEK 2 WEEK 3

Dialogue Activity: Interview a Activity: Window Activity: Walk and talk

Activity: Using photos Activity: Line-up Games: How often?*

Instructi Activity: Draw a Activity: Bring me. Activity: Total Physical

Song: You are my best

Games and activities

Week 1: Guess who?

Purpose: Make a short description of people (family and friends) personal

Writing: Using the language practised earlier, pupils write a description of

Week 1: Find somebody who?

Week 2: Tic Tac Toe

Purpose: To practice descriptions of a person using comparisons

 Puppet 1 represented on the grid as (red) or (zero) chooses one of the

Week 2: Compare classroom and/or personal objects.

Purpose: To practice comparison.

Week 3: Throw a ball / Hot potato

Purpose: Make simple statements to describe their hobby.

 Teacher divides the class into groups.

• They throw the ball to each other naming a different hobby

NB: This game can be used to practise any vocabulary.

Week 3: Class hobbies graph.

Purpose: To discuss pupils’ hobbies.

manila cardboard to form a bar graph.

Writing: Pupils write a short report based on the information presented in

Week 3: Hobbies Quiz

Purpose: To practise the reasons for hobbies

I like buying new

Games and activities: Dialogue

Week 1: Interview a friend.

Purpose: To get personal information from a friend.

Week 2: Window Shopping

Purpose: To practice comparison using pictures of things with price tags.

Writing: Teacher gives a set of pictures to each group to compare the

Week 3: Walk and talk

 What’s your hobby? My hobby is football

 Who do you do it with? I play football with my family/friends

Games and activities: Routines and Reports