Page 370 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 9)

LESSON: 135 (Speaking 26) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: On holiday CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (regular and

irregular verbs): Questions and statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.2 Use Speaking 2.2.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
appropriate Keep interaction your pupils’ needs and interests and that will review language to prepare pupils for the p.87 your pupils and class.
communication going in short lesson. Please see the seven
strategies exchanges by Teacher’s Book, differentiation strategies
repeating key words Lesson delivery p.133 listed in the introduction.
from the other 2. Using the verb flashcards, model the question and answer: Verb flashcards Please also consider the
Complementary speaker following:
Skill Question: What did you do at the weekend? Worksheet (see Depending on your class
Writing 4.3 Answer: At the weekend? I xxx. below, optional) and/or individual pupils,
Communicate Complementary you could extend the
with appropriate Skill 3. Use the verb flashcards to have pupils practise the question and answers. Note that dialogue so pupils ask a
language form Writing 4.3.3 pupils are repeating the time expression in the answer as a way to practise discourse second question: How
and style for a Plan, draft and write and interaction skills (see Learning Standard, Main Skill). was it? This would review
range of purposes an increased range language from lessons in
in print and digital of simple sentences 4. Follow instructions for Activity 4, Teacher’s Book, p.133. You could have pupils use the Unit 8.
media table on Student’s Book, p.87, or you could use a worksheet like the one below, which
is a little more pupil-friendly. They can also ask more classmates for their answers if
there is time.
Monitor carefully as pupils do this and make a note of mistakes. Feed back as a whole
class and focus on the common mistakes together.
5. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.
6. Ask pupils to check their partner’s work and provide some feedback. Monitor at this
stage and the previous one to check pupils’ use of past tense forms, giving support
and praise where needed.
7. If you are using the worksheet, pupils can write the final draft of their sentences on the
worksheet. If not, pupils can write it in their notebooks. Collect pupils’ work so that you
can review their progress in use of past simple and identify any other areas that are
causing problems.
Post-lesson

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