Page 308 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 115 (Reading 22) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives, past

simple statements & Yes/No questions (was/were)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Reading 3.2 Reading 3.2.1 1. Choose an appropriate pre-lesson activity from the list in the Student’s Book, p.76– needs of your pupils and class.
Understand a Understand the introduction that suits your pupils’ needs and interests and that 77 Please see the seven differentiation
variety of linear main idea of short will review language to prepare pupils for the lesson. strategies listed in the introduction.
and non-linear simple texts Teacher’s Book, p.118– Please also consider the following:
print and digital Lesson delivery 119 If you think the key vocabulary is
texts by using 2. Introduce the vocabulary using the adjective flashcards; also, Adjectives flashcards: familiar to pupils, you could use word
appropriate Complementary mime your reaction to the things in the flashcards to show the something that is: scary cards. If it is new, then use picture
reading strategies Skill meaning of the adjective. Take care that the pupils understand (e.g. an old house), flashcards. If pupils are not familiar
Listening 1.2.5 the subject of the sentence (i.e. the clown is funny, not the funny (e.g. a clown), with popcorn, you may need to
Understand a wide person laughing). You could use the suggestions in Warm up delicious (e.g. a cake), explain that people often eat this at
Complementary range of short (Teacher’s Book, p.118). Ask pupils for more things they find boring (e.g. a person the cinema in some countries.
Skill supported questions boring/funny/scary etc. to check understanding). looking bored in front of
Listening 1.2 the TV – note it is the Ask different pupils different questions
Understand 3. Tell pupils they will read a story about going to the cinema. TV that is boring) to check understanding. Try to ask all
meaning in a Elicit the words film and popcorn if possible, and put the pupils at least one question, if
variety of familiar word/flashcards on the board. Ask pupils which words Flashcards or word possible with your class size.
contexts (adjectives) they think will go with film & popcorn. You could cards of film and
take a vote and put the most popular answer on the board. popcorn
4. Ask pupils to read the story quietly to themselves (Student’s
Book, p.76) to see if they were right.
5. Follow instructions for Activity 1, asking pupils questions to
check understanding. Do the final acting and performance
stages if you have time.

6. Draw pupils’ attention to the grammar section on Student’s
Book, p.77 and follow instructions for Grammar Box on
Teacher’s Book, p.119.
Post-lesson
7. Learning diaries:

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