Page 347 - English Lesson Plan Year 3

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

LESSON: 128 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of past simple

(was/were/n’t): statements + questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Depending on
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson consolidates your focus: Differentiate learning
Reading 3.2 Reading 3.2.2 and extends language areas needed by your pupils. You might consider using some of the material according to the
Understand a Understand as a homework task, if appropriate. Get Smart plus 3 needs of your pupils
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.84 / Teacher’s and class. Please see
and non-linear information and Book p.128–129) and/or consider offering pupils a choice of activities. Student’s Book the seven
print and digital details of short p.84 differentiation
texts by using simple texts Pre-lesson strategies listed in the
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Teacher’s Book introduction. Please
reading needs and interests and that will prepare pupils for the lesson. p.128–129 also consider the
strategies Complementary following:
Skill Lesson delivery Texts (see You could offer pupils
Listening 1.2.5 2. Pre-teach key vocabulary for the texts about homework (see below). below), a choice of these
Complementary Understand a 3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to colour activities or you could
Skill wide range of tell you which one they have, to check they know whether they are A or B. pencils/pens ask different pupils to
Listening 1.2 short supported 4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils do different activities
Understand questions should fill in the texts with the correct form of be. Model an example on the board to show Self-assessment depending on their
meaning in a pupils what to do. worksheets individual needs,
variety of familiar based on formative
contexts 5. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not assessment in this
show each other the answers. unit.
6. With their new partner, pupils write at least two questions about the texts. Review question
forms before they begin as necessary, e.g. Have pupils do more
Was there internet? activities and/or make
their own activities.
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
You could focus on the past text only if it is less confusing for your pupils, but more proficient
pupils may be able to work on questions for the present text too.
7. Pairs ask another pair their questions.
Post-lesson

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