Page 245 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 88 (Reading 17) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present simple for

description; prepositions of place: from + country
Sustainability

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the
Understand a Understand the your pupils’ needs and interests and that will review language to prepare pupils for p.58–59 needs of your pupils
variety of linear main idea of short the lesson. and class. Please see
and non-linear simple texts Lesson delivery Teacher’s Book, the seven
print and digital p.92–93 differentiation
texts by using 2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book, p.92) Texts and pictures strategies listed in the
appropriate 3. Show the pictures from Student’s Book p.58 and elicit some details about them. Ask cut up, one set per introduction. Please
reading strategies pupils about the kinds of food, where it might be from. group also consider the
4. Pupils work in groups of four. Each group has a set of texts plus pictures. They following:
should read the texts and match them to the pictures. Monitor as groups
Complementary work with the texts so
Skill Complementary Divide the texts between the pupils in the group. Ask pupils to highlight/underline the that more proficient
Reading 3.2 Skill name of the food in one colour, the ingredients in another colour and the country in pupils work with the
Understand a Reading 3.2.2 another. challenging texts and
variety of linear Understand specific Note that souvlaki (pronounced soovlakey) is a kind of meat wrap. less proficient pupils
and non-linear information and 5. Have all pupils with the same texts check their answers together before returning to work with the less
print and digital details of short their groups. challenging texts.
texts by using simple texts 6. Draw a basic mind map on the board with sections for country/ingredients/food. Ask
appropriate pupils to work together to write vocabulary from the texts into the mind map they
reading strategies
have copied into their notebooks. You could do this as a table if you prefer.
7. Ask pupils to open their Student Books at page 58 and read the texts again. Ask
some of the suggested questions on Teacher’s Book, p.92. Follow instructions for
Activity 2, Teacher’s Book, p.93.
Monitor as pupils work on the activities in this lesson. You may want to review some
of the vocabulary and concepts in the next lesson.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the
lesson.

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