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English

Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 1: 28th August Cambridge Bridge to Success Workbook
Unit 1: Working Together Cambridge Bridge to Success Teacher Guide

Period
1-7

Unit / Lesson /
Page

Skills

Language/Lexis

Standards and SLOs

Introduction to Curriculum / Class rules etc.


*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 2: 4th September Cambridge Bridge to Success Workbook
Unit 1: Working Together Cambridge Bridge to Success Teacher Guide

Period Page
1
U1-L1

LB: 6-7
AB: 4
TG: 12-14
Audio 1,2,3,4

Skills
Reading
Read a poem/song

Listening
Listen, point, and say
Listen and follow instructions

Language/Lexis
- Lexis related to Books & parts of
books

- Singular/plural nouns e.g. There
is/ there are

U1-L1
LB: 7
AB: 5
TG: 12-14

Reading
Read and answer questions

Writing
Write personal information (name, age,
favorite color)

- Lexis related to Colors/Numbers



- possessives

U1-L2
LB: 8-9
AB: 6
TG: 14-16

Reading
Preview and predict book covers.
Read and match picture to book
chapter.
Identify fiction and nonfiction books

Speaking
Speak about book preference

- Lexis related to books & parts of


books

- like + -ing? e.g. I like reading
fiction/nonfiction books

Standards and SLOs


3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media and
supported by teachers demonstration
3.3.5.1.7 Describe characters in a story (e.g., their
traits, motivations and feelings), describe how they
respond to major events.
3.2.1.1.12 Explain personal ideas drawing on the
topic under discussion.
3.4.3.1.1 Use grade-appropriate language structures:
there is and there are
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.1.1.1 Write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately.
3.4.3.1.1 Use grade-appropriate language structures:
possessives
3.3.5.1.6 Determine the main idea of a text and retell
the key details.
3.3.6.1.1 Recognize and identify the basic features of
narrative text genres (e.g., stories and fairy tales)
and information text; use various text features (e.g.,
headings, subheadings, maps, charts) to locate key
facts in a text.
3.4.3.1.1 Use grade-appropriate language structures:
I like; Verbs

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

U1-L2
LB: 9
AB: 7
TG: 14-16

U1-L3
LB: 10
AB: 8
TG: 16-18

U1-L3
LB: 11
AB: 9
TG: 16-18

U1-L4
LB:12
AB: 10
TG: 18-20

Reading
Read and circle days of the week.
Circle/ cross out things you do or dont
do at school
Circle/ cross out subjects you study or
dont study at school

Speaking
Speak about your school
Listening
Listen to a song
Sing and clap when you hear vowels
Listen and match pictures with vowels
you hear at the beginning

Speaking
Say a sentence about a picture
Reading
Spell words with short vowels and
match them to pictures (How do you
spell?)

Speaking
Listen and count numbers 1-15
Listen and point
Listening
Listen to answer whose backpack?

Speaking
Practice the conversation using mine/
yours and compound words like
backpack, lunchbox, and classroom

3.2.1.1.12 Explain personal ideas drawing in the


topic under discussion
- Lexis related to school
2.3.7.1.5 Connect the information and events in a

text to life experiences.
- Revisit: Singular/plural nouns, and 3.2.1.1.12 Explain personal ideas drawing on the
like + -ing
topic under discussion.

3.4.3.1.1 Use grade-appropriate language structures:
singular and plural nouns; Id like; Verbs (present
continuous)

- Lexis related to books

- Short vowel sounds in initial and
middle position
-Vowels and consonants sounds:
sh,ch,th

3.1.1.1.3 Listen and respond to instructions of one or


two steps, presented orally, or through media and
supported by teachers demonstration.
2.2.1.1.1 Participate in class songs and games taking
turns and responding individually as required
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns.

- Lexis related to school



- Articles e.g. a banana , an apple

3.3.3.1.1 Decode and read unknown words using


knowledge of syllable patterns.
3.4.3.1.1 Use grade-appropriate language structures:
articles
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.

- Lexis related to clothes and


personal possessions

- Possessive pronouns e.g. mine,
yours/ Genitive s
-Which one? e.g. the ___ one
-Compound nouns e.g. lunchbox
classroom

3.1.1.1.3 Listen and respond to instructions of one or


two steps, presented orally, or through media and
supported by teachers demonstration.
3.1.1.1.7 Ask and answer questions about what a
speaker says; provide elaboration and details.
3.4.3.1.1 Use grade-appropriate language structures:
pronouns; possessive pronouns; common and
proper nouns

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 4 Resources: Cambridge Bridge to Success Coursebook


th
Week 3: 11 September Cambridge Bridge to Success Workbook
Unit 1: Working Together Cambridge Bridge to Success Teacher Guide

Period Page
1
U1-L4

LB: 13
AB: 11
TG: 18-20

U1-L5
LB: 14-15-16
AB: 12
TG: 20-23 Audio 10

Skills
Reading/Speaking
Look at pictures to answer What has
she got in it?
Memory game to recall information
Write sentences with a capital and full
stop.

Language/Lexis
- Lexis related to clothes and
personal possessions

- have got+ noun e.g I have got a
pencil

Reading/Listening
Preview and predict from title and
illustrations
Identify fiction or nonfiction
Listen, read and sing
Match pictures with books

- Lexis related to books



- Revisit: like + -ing? e.g. I like
reading

Standards and SLOs


3.3.5.1.8 Pick out key words and phrases to make
and confirm predictions about forthcoming
information.
3.2.1.1.6 Maintain exchange of information through
using a variety of questions forms in present, past,
and future.
3.4.3.1.1 Use grade-appropriate language structures:
have got+ noun (nouns; possessives)
3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media and
supported by teachers demonstration.
3.3.5.1.8 Pick out key words and phrases to make
and confirm predictions about forthcoming
information.
3.4.3.1.1 Use grade-appropriate language structures:
singular and plural nouns; Id like; Verbs (present
continuous)

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


th
Week 4: 18 September Cambridge Bridge to Success Workbook
Unit 1/2: Working Together/ Good Neighbors Cambridge Bridge to Success Teacher Guide

Period
1

2 & 3

Lesson / Unit /
Page
U1-L5
LB: 17
AB: 13
TG: 20-22

U1-L1-6
LB: 6-19
AB: 4-15
TG: 12-23
Audio 90
U1-L6
LB: 18
AB: N/A
TG: 22-23

Skills

Language/Lexis

Standards and SLOs

Speaking
-Ask about unknown words

Writing
-Answer questions like How do you say
__ in English?
-Write and sing a song verse

- Lexis related to school



- Use of rhyming words e.g. kings ,
things- book , look

3.2.1.1.11 Ask and answer questions to clarify


information about topics and texts under
discussion; make comments that contribute to the
discussion.
2.2.1.1.1 Participate in class songs and games
taking turns and responding individually as
required
3.3.8.2.5 Identify the meaning of unknown words
using a known word as a clue.
2.4.3.1.2 Write complete simple and compound
declarative, imperative, and exclamatory
sentence in response to prompts


Review Unit 1

Writing
Make a poster about things we like
reading about

- Lexis related to books



- Revisit: like + -ing? e.g. I like reading

3.4.5.1.1 Conduct short research on a topic of


interest; identify the research questions, locate
information in print or digital sources, record,
organize, and present information choosing from
a variety of formats.
3.4.3.1.1 Use grade-appropriate language
structures: singular and plural nouns; Id like;
Verbs (present continuous)
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

U1-L6
LB: 19
AB: N/A
TG: 22-23

Speaking
Ask your partner questions and
introduce him/her to the class

- Revisit Lexis related to books



- Revisit language taught

U2-L1
LB: 20
AB: 16
TG: 25-26 Audio
11,12

Listening
Listen for information

Reading
Read to identify true and false
information

- Lexis related to people and places in


a community

U2-L1
LB: 21
AB: N/A
TG: 25-26 Audio
13

Listening
Listen, point and say

Speaking
Answer questions when, who, and how
many?
Talk about your family

- Lexis related to Extended family



- Question Forms

-Present continuous

3.2.1.1.11 Ask and answer questions to clarify


information about topics and texts under
discussion; make comments that contribute to
the discussion.
3.2.1.1.9 Engage in short conversations and
collaborative discussions, one-to-one, in groups,
and teacher led, making simple comments, asking
and answering simple questions (e.g., yes/no,
either/or, and simple wh-type questions).
3.2.1.1.1 Build upon possessives
3.1.1.1.1 Understand main idea and key details in
short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.3.5.1.5 Ask and answer questions to
demonstrate understanding of a text, referring to
what the text explicitly says.
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately
3.1.1.1.7 Ask and answer questions about what a
speaker says; provide elaboration and details
3.2.1.1.3 Build upon the ability to talk and ask
about actions happening now: present
continuous tense for future plans in positive and
negative statements
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under
discussion
3.4.3.1.1 Use grade-appropriate language
structures: wh-questions

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


th
Week 5: 25 September Cambridge Bridge to Success Workbook
Unit 2: Good Neighbors Cambridge Bridge to Success Teacher Guide

Period

Unit / Lesson /
Page
U2-L1
LB: 21
AB: 17
TG: 25-26

Skills

Language/Lexis

Standards and SLOs

Writing
Answer questions about family
Write a family tree

- Lexis related to Extended Family



-Question forms

U2-L2
LB: 22
AB: N/A
TG: 27-28 Audio
14,15

Reading
Preview and predict from title and
illustrations

Listening
Listen and read a letter
Answer questions about places

- Lexis related to places in the


world

- Revisit: Question Forms

4.4.3.1.1 Use grade-appropriate language


structures: comparatives and superlatives
3.4.3.1.1 Use grade-appropriate language
structures: wh-questions
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately
3.1.1.1.1 Understand main idea and key details in
short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.3.5.1.9 Read and respond to informal letters and
postcards from friends
3.2.1.1.1 Build upon wh questions (question
forms)

U2-L2
LB: 23
AB: 18-19
TG: 27-28
U2-L2
LB: 23
AB: 18-19
TG: 27-28 Audio 16

Formative Assessment: Dictation- Reading Aloud-Speaking

Reading
Identify continents
Use ordinal numbers to describe floors of
a building

Writing
Write a letter to a friend

- Lexis related to places of the


world

- Ordinal numbers

3.3.6.1.2 Identify the organizational features of a


text
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: numerals

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

U2-L3
LB: 25
AB: 20-21
TG: 28-30

Listening
Listen and follow instructions

Speaking
Ask and answer questions
Interview your teacher

- Lexis related to jobs



-verbs into nouns e.g. teach
teacher

rd
Present simple 3 person s

U2-L4
LB: 26
AB: 23
TG: 30-32 Audio 17

Reading
Following directions
Read clues to locate shops
Give directions using prepositions

-Lexis related to shops


-Prepositions of locations
-Right/Left

U2-L4
LB: 27
TG: 30-32 Audio
18,19

Listening
Listen and follow instructions

Speaking
Say a clue and point to the map to find
locations
Guessing game

-Lexis related to shops


-Prepositions of locations
- Right/Left

3.4.2.1.2 Produce simple short narratives,


descriptions and informal letters
3.1.1.1.6 Listen and respond to multi-step
instructions presented orally or through other media
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under discussion;
make comments that contribute to the discussion.
3.4.3.1.1 Use grade-appropriate language
structures: simple present tense
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: prepositions (locations)


3.1.1.1.6 Listen and respond to multi-step
instructions presented orally or through other media
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under discussion;
make comments that contribute to the discussion.
3.4.3.1.1 Use grade-appropriate language
structures: prepositions (locations)

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


rd
Week 6: 3 October Cambridge Bridge to Success Workbook
Unit 2: Good Neighbors Cambridge Bridge to Success Teacher Guide

Period
1

Skills

Language/Lexis

Standards and SLOs

Reading
Read a poem

Writing
Answer questions about personal
information
Listening
Listen and read a song

Reading
Match pictures to content
Read and draw

- Lexis related to Extended Family


- Use a lot of
- Prefix un-

3.3.5.1.5 Ask and answer questions to demonstrate


understanding of a text, referring to what the text
explicitly says.
3.3.3.1.4 Read words with prefixes and suffixes,
irregular contractions, and possessives.

- Lexis related to places in the


world

- Plural nouns

U2-L6
LB: 32
TG: 34-35

Writing
Make a book about people in our
community OR do a class survey OR draw
a map

- Lexis related to everything


covered

- Revisit language needed

U2-L6
AB: 26-27

Review

3.1.1.1.1 Understand main idea and key details in


short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
2.2.1.1.1 Participate in class songs and games taking
turns and responding individually as required
3.4.3.1.1 Use grade-appropriate language
structures: plural nouns
3.4.5.1.1 Conduct short research on a topic of
interest; identify the research questions, locate
information in print or digital sources, record,
organize, and present information choosing from a
variety of formats.
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately



Mid-Term Exam

Unit / Lesson /
Page
U2-L5
LB: 28-30
AB: 24
TG: 32-34 Audio 20

U2-L5
LB: 31
AB:25
TG: 32-34 Audio 21

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


th
Week 7: 11 October Cambridge Bridge to Success Workbook
Unit 3: Ready, Steady, Go! Cambridge Bridge to Success Teacher Guide


Period

Unit / Lesson /
Page

Skills

Language/Lexis

Guided Reading Programme

2

3

Guided Reading Programme


U3-L1
LB: 34-35
AB: 28
TG: 37-39 Audio
22,23

Reading
Read, listen and following instructions

Listening
Listen, point and say action words
Identify body parts

- Lexis related to action verbs and


parts of the body

- Imperative

U3-L1
LB: 35
AB: 29
TG: 37-39 Audio
24,25

- Lexis related to body parts and


numbers

- Yes, I can/ No, I cant

U3-L2
LB: 36
AB: N/A
TG: 39-40 Audio 26

Reading
Count as you do actions
Read and circle answers like can or cant

Writing
Fill in the missing words
Speaking
Activate prior knowledge about birds

Reading
Read a passage
Identify true and false statements
Use determiners to complete sentences

- Lexis related to action verbs



- Use can and cant
-Determiners all, most, some

Standards and SLOs

3.1.1.1.3 Listen and respond to instructions of one


or two steps, presented orally, or through media
and supported by teachers demonstration.
3.1.1.1.7 Ask and answer questions about what a
speaker says; provide elaboration and details.
3.4.3.1.1 Use grade-appropriate language
structures: imperatives
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: I can/I cant
3.2.1.1.3 Build upon the ability to talk and ask
about actions happening now using the present
continuous tense; use the present continuous form
to express future plans in positive and negative
statements.
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: I can/I cant; quantifiers

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

U3-L2
LB: 37
AB: 30
TG: 39-40

Writing
Write sentences using can and cant
Write about birds

- Lexis related to action verbs



- Use can/cant for ability
-Conjunctions (and, but, or)

U3-L3
LB: 38
AB: 32
TG: 40-42 Audio
27,28

Listening
Listen and follow instructions

Writing
Listen for the sound in the middle of the
words and identify the long vowel. Listen
for silent e

- Lexis related to objects



- Long vowel sounds and spellings:
silent e

3.4.3.1.2 Write simple and compound declarative,


imperative, and exclamatory sentence in response
to prompts.
3.4.3.1.1 Use grade-appropriate language
structures: I can/ I cant (ability)
3.4.3.1.3 Use coordinating conjunctions (e.g., and,
but)
3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media
and supported by teachers demonstration.
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


th
Week 8: 16 October Cambridge Bridge to Success Workbook
Unit 3: Ready, Steady, Go! Cambridge Bridge to Success Teacher Guide

Period

Unit / Lesson /
Page

Skills

Language/Lexis

Guided Reading Programme

2

3

Guided Reading Programme

U3-L3
LB: 38
AB: 32
TG: 40-42
Audio 29

Listening
Listen and follow instructions
Listen to check letters that make ai and
ay (long a sound)

Writing
Practice spelling

- Lexis related to objects



- Long vowel sounds and spellings:
ai, ay

U3-L3
LB: 39
AB: N/A
TG: 40-42
Audio 30

Listening
Act out a feeling word
Listen and sing a song

Speaking
Make up and sing new verses

- Lexis related to feelings


(adjectives)

- Prefix un-

Standards and SLOs

3.1.1.1.3 Listen and respond to instructions of one


or two steps, presented orally, or through media
and supported by teachers demonstration.
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately

3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media
and supported by teachers demonstration.
2.2.1.1.1 Participate in class songs and games taking
turns and responding individually as required
3.3.3.1.4 Read words with prefixes and suffixes,
irregular contractions, and possessives.
3.2.1.1.9 Engage in short conversations and
collaborative discussions, one-to-one, in groups, and
teacher led, making simple comments, asking and
answering simple questions (e.g., yes/no, either/or,
and simple wh-type questions.
3.3.6.1.2 Identify the organizational features of a
text

U3-L3
Reading
- Lexis related to feelings
LB: 39
Reorder letters to make feeling words
(adjectives)
AB: 33


*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

TG: 40-42

Writing
Match beginning of a sentence to the
best ending

- Prefix un-

U3-L4
LB: 40
AB: N/A
TG: 42-44

Speaking
Preview pictures and act out sentences

Listening
Listen and guess actions

- Lexis related to action verbs



- Present continuous e.g he is
hitting, they are playing, I am
dancing

U3-L4
LB: N/A
AB: 34-35
TG: 42-44

Writing
Write sentences about actions in a
picture

Reading
Use He is, She is or They are
Practice spelling when adding -ing

- Lexis related to action verbs



- Present continuous + dropping
the e when adding -ing

3.4.3.1.1 Use grade-appropriate language


structures: prefixes
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately


3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media
and supported by teachers demonstration.
3.2.1.1.3 Build upon the ability to talk and ask
about actions happening now using the present
continuous tense; use the present continuous form
to express future plans in positive and negative
statements.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (present continuous)
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (present continuous)

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


rd
Week 9: 23 October Cambridge Bridge to Success Workbook
Unit 3: Ready, Steady, Go! Cambridge Bridge to Success Teacher Guide

Period

Unit / Lesson /
Page

Skills

Language/Lexis

Guided Reading Programme

2

3

Guided Reading Programme

U3-L4
LB: 41
AB: N/A
TG: 42-44

Speaking
Discuss likes and dislikes using correct
form
Interview partner about likes and dislikes

Writing
Write sentences about their likes and
dislikes

- Lexis related to action verbs



- I like/dont like +verb+ -ing

U3-L5
LB: 42-45
AB: N/A
TG: 44-45
Audio 31

Reading
Preview illustration of a play talking
about animals

Listening
Listen and discuss the play

- Lexis related to animals and


action verbs

- Present continuous

Standards and SLOs

3.2.1.1.9 Engage in short conversations and


collaborative discussions, one-to-one, in groups, and
teacher led, making simple comments, asking and
answering simple questions (e.g., yes/no, either/or,
and simple wh-type questions.
3.2.1.1.7 Provide personal information and introduce
self; ask and answer questions about name, age
address, family, ability, and likes and dislikes.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (present continuous)
3.4.2.1.1 Write a simple paragraph of three or more
coherently sequenced simple sentences, using
simple past, present simple and continuous, and
future tenses; state the topic, provide details and a
conclusion.
3.1.1.1.1 Understand main idea and key details in
short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

3.4.3.1.1 Use grade-appropriate language


structures: verbs (present continuous)
5

U3-L5
LB: 42-45
AB: N/A
TG: 44-45

Speaking
Answer questions about the play
Act out the play

- Lexis related to animals and


action verbs

- Present continuous

U3-L5
LB: N/A
AB: 36-37
TG: 44-45

Reading
Preview picture
Answer questions using given words

Writing
Write sentences about what animals can
or cant do

- Lexis related to animals and


action verbs

- Use can and cant

U3-L6
LB: 46
AB: N/A
TG: 45-46

Speaking
Lead on an action game

Writing
Write a riddle

- Lexis related to parts of the body


and action verbs

- Use can and cant

3.2.1.1.9 Engage in short conversations and


collaborative discussions, one-to-one, in groups, and
teacher led, making simple comments, asking and
answering simple questions (e.g., yes/no, either/or,
and simple wh-type questions.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (present continuous)
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.2.1.1 Write a simple paragraph of three or more
coherently sequenced simple sentences, using
simple past, present simple and continuous, and
future tenses; state the topic, provide details and a
conclusion.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (action); I can/I cant
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately

3.2.1.1.9 Engage in short conversations and
collaborative discussions, one-to-one, in groups, and
teacher led, making simple comments, asking and
answering simple questions (e.g., yes/no, either/or,
and simple wh-type questions.
3.4.2.1.1 Write a simple paragraph of three or more
coherently sequenced simple sentences, using
simple past, present simple and continuous, and
future tenses; state the topic, provide details and a
conclusion.
3.4.3.1.1 Use grade-appropriate language
structures: I can/I cant

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


th
Week 10: 30 October Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period

Unit / Lesson /
Page
U3-L6
LB: N/A
AB: 38-39
Audio 92
U4-L1
LB: 48-49
AB: N/A
TG: 48-50 Audio
32,33
34

Skills

Speaking
Look at pictures to answer What is the sky
like?

Listening
Listen and point to the pictures
Listen, point, and say

- Lexis related to weather and


shadows

- Time expressions e.g. in the
morning/ at midday/ at night

U4-L1
LB: 49
AB: N/A
TG: 48-50

- Lexis related to weather and


shadows

- Revisit imperative

U4-L1
LB: N/A
AB: 40-41
TG: 48-50

Reading
Read and follow instructions to make a
sundial

Writing
Write steps of making a sundial
Reading
Read and follow instructions

Writing
Write a sentence
Put instructions in order

1-2

Language/Lexis

Standards and SLOs

Review Unit

- Lexis related to weather and


shadows

- Past simple of be : is -was

3.1.1.1.1 Understand main idea and key details in


short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under discussion;
make comments that contribute to the discussion.
2.2.1.1.4 Talk about days, months and times
3.3.5.1.2 Read and follow multi-step instructions
with sequential organisation
3.4.2.1.3 Write multi-step instructions for making
simple things or giving directions
3.4.3.1.1 Use grade-appropriate language
structures: imperatives
3.3.5.1.2 Read and follow multi-step instructions
with sequential organisation
3.4.2.1.3 Write multi-step instructions for making
simple things or giving directions
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past)

Guided Reading Programme

7
Guided Reading Programme

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 11: 6th November Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period

Unit / Lesson /
Page
U4-L2
LB: 50-51
AB: 42
TG: 50-51
Audio 35

Skills

Language/Lexis

Standards and SLOs

Reading
Read and listen to an information text.
Activate prior knowledge

Listening
Listen for information

- Lexis related to day and night:


sun, moon, starts, planets

- Present simple

U4-L2
LB: 51
AB: 43
TG: 50-51
Audio 36

Writing
Write informational sentences

- Lexis related to day and night:


sun, moon, starts, planets

- Present simple

U4-L3
LB: 52
AB: 44
TG: 51-53
Audio 37,38
39

Listening
Listen, point, and spell

Speaking
Listen to and read a poem to identify
rhyming words

- Revisit Lexis related to day and


night

- Long i sound(-ite, -ine, -ight)/
rhyming words

3.1.1.1.1 Understand main idea and key details in


short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple present)
3.4.2.1.1 Write a simple paragraph of three or more
coherently sequenced simple sentences, using
simple past, present simple and continuous, and
future tenses; state the topic, provide details and a
conclusion.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple present)
3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media
and supported by teachers demonstration.
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under discussion;
make comments that contribute to the discussion.
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns: rhyming words

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

U4-L3
LB: 53
AB: 44
TG: 51-53

Reading
Find words which make up compound
words
Form compound words

Writing
Write words with long i sound
Write sentence using time expressions

- Revisit Lexis related to day and


night

- Compound words
-Time expressions e.g.
midnight/daytime/night-time

U4-L4
LB: 54
AB: 46
TG: 53-54 Audio
40

Listening
Listen to the poem and do the action

Speaking
Find verbs ending with ed

- Lexis related to Movement verbs



- Past simple

Guided Reading Programme

Guided Reading Programme

3.3.5.1.5 Ask and answer questions to demonstrate


understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: compound sentences (words)
2.4.3.1.2 Write complete simple and compound
declarative, imperative, and exclamatory sentence in
response to prompts
2.2.1.1.4 Talk about days, months and times
3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media
and supported by teachers demonstration.
3.2.1.1.11 Ask and answer questions to clarify
information about topics and texts under discussion;
make comments that contribute to the discussion.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple present)

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 12: 13th November Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period
1

Unit / Lesson /
Page
U4-L4
LB: 55
AB: 46
TG: 53-54
Audio 41

U4-L4
LB: 55
AB: N/A
TG: 53-54

U4-L4
LB: 55
AB: 47
TG: 53-54

U4-L5
LB: 56-58

Skills

Language/Lexis

Standards and SLOs

Reading
Use past simple to complete sentences

Writing
Write sentences using past simple

Listening
Ask and answer questions about yesterday

Speaking
Interview a partner

- Lexis related to Movement verbs



- Past simple

Reading
Answer questions about what did you do
yesterday.

Writing
Write sentences using past simple
Reading

- Lexis related to Movement verbs



- Question Forms

3.3.8.2.2 Recognize relationship among words


2.4.3.1.2 Write complete simple and compound
declarative, imperative, and exclamatory sentence in
response to prompts
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past)
3.1.1.1.1 Understand main idea and key details in
short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.2.1.1.4 Talk about past events and actions using
regular and irregular verbs in negative and positive
statements.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past); wh questions
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past); wh questions

- Lexis related to Movement verbs



- Past simple question forms

- Lexis related to places in the


world

2.3.5.1.7 Make and confirm predictions about


forthcoming information

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017


AB:
TG: 55-56
Audio 42

U4-L5
LB: 56-58
AB: 48-49
TG: 55-56

Preview and predict from title and


illustrations
Listen for information

Writing
Match verbs (present/past) & Mark
differences
Reading
Read for information

Writing
Fill in with missing words
Identify true and false statements


- Revisit: present and past simple

3.4.3.1.1 Use grade-appropriate language


structures: verbs (simple past, simple present)

- Lexis related to places in the


world

- Revisit: present and past simple

2.3.6.1.1 Recognize and identify the basic features


of information texts
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past, simple present)
3.4.1.1.1 write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately

Guided Reading Programme

Guided Reading Programme


*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 13: 20th November Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period
1-2

Unit / Lesson /
Page
U4-L6
LB: N/A
AB: 50-51
Audio 93
U4-L6
LB: 60
AB: N/A
TG: 56-57

U4-L6
LB: 61
AB: N/A
TG: 56-57
U4-L1-6
LB: 48-61
AB:40-51

Skills

Language/Lexis

Standards and SLOs


Review Unit 4

Listening
Make a game:
Following directions
Read time expressions to use past simple

Speaking
Make up sentences
Writing
Write a poem using movement verbs

U4-L6
LB: 60
AB:
TG: 56-57

Listening/Speaking
Make a game:
Following directions
Read time expressions to use past simple
Make up sentences

U4-L6
Reading/Writing
LB: 61
Write a poem using movement verbs
AB:
TG: 56-57
Formative Assessment: Dictation- Reading Aloud-Speaking

Guided Reading Programme

Guided Reading Programme


*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 14: 27th November Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period

Unit / Lesson /
Page

Skills

Language/Lexis

Guided Reading Programme

Guided Reading Programme

Standards and SLOs

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 15: 4th December Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period
1

Unit / Lesson /
Page
Reinforcement
material


Reinforcement
material


Reinforcement
material

Skills

Language/Lexis

Standards and SLOs

Reading
Read for information

Writing
Fill in with missing words
Identify true and false statements
Reading
Read and follow instructions

Writing
Write a sentence
Put instructions in order
Reading
Activate prior knowledge about animals

Speaking
Talk about animals.

- Lexis related to what was


covered in the four units

- Revisit: covered tenses

2.3.6.1.1 Recognize and identify the basic features


of information texts
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past, simple present,
present continuous)

- Lexis related to what was


covered in the four units

- Past simple of be : is -was

3.3.5.1.2 Read and follow multi-step instructions


with sequential organisation
3.4.3.1.1 Use grade-appropriate language
structures: verbs (simple past)

- Lexis related to action verbs



- Use can and cant
-Determiners all, most, some

2.3.6.1.1 Recognize and identify the basic features


of information texts
3.2.1.1.10 Follow agreed-upon rules for discussion
and carry out assigned rules
3.4.3.1.1 Use grade-appropriate language
structures: I can/I cant (+ determiners)

Guided Reading Programme

Guided Reading Programme


*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook


Week 16: 11th December Cambridge Bridge to Success Workbook
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide


Period

Unit / Lesson /
Page

Skills

Language/Lexis

Guided Reading Programme

2
3
4-5

Guided Reading Programme


Revision
Assessment

Standards and SLOs

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.



Ministry of Education English Curriculum_2016