Page 280 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 103 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Plural nouns (regular

and irregular)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.5 1. Have pupils look at their cards from Lesson 100 and read the words. Using Student’s Book, p.67 according to the needs
Communicate Describe people flashcards, check pupils’ understanding of the words by playing Slap in small of your pupils and
simple information and objects using groups – show a flashcard and pupils should race to take the right word card. Teacher’s Book, class. Please see the
intelligibly suitable words and Lesson delivery p.105 seven differentiation
phrases Pupil-made cards strategies listed in the
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity. from Lesson 100 introduction. Please
Complementary 3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should also consider the
Skill Complementary draw the animals they have cards for on their farm. Give pupils time to draw their Animal flashcards following:
Listening 1.2 Skill farm. Fast finishers can be
Understand Listening 1.2.2 4. You could extend the vocabulary here to focus on animals more commonly found encouraged to label the
meaning in a Understand with on farms in Malaysia, or you could talk to pupils about the differences at the end of animals on the farm.
variety of familiar support specific the lesson.
contexts information and For more proficient
details of short 5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity pupils, they could add
simple texts 4). The partner listens and draws in the animals they hear their partner say, so at another animal, if they
the end of the activity, both pupils have the same animals on the farm. Note that and their partners know
drawing and colouring can take a lot of time for some pupils. Set time limits and be the word in English.
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’. Monitor and ask pupils
6. Ask pupils to write a list of what is now on their farm. They compare it with their about their pictures,
extending their
partner, who should have the same list. Speaking and Listening
Post-lesson skills.
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.

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