Page 422 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 10)

LESSON: 150 (Listening 29) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparatives: Short

adjectives; Statements

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.97 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review language to prepare your pupils and class.
meaning in a support specific pupils for the lesson. Teacher’s Book, p.147 Please see the seven
variety of familiar information and Animals flashcards differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Review the comparative adjectives using the animals flashcards. Blank cards (five or six Please also consider the
per pair/small group) following:
Complementary 3. Give out blank cards to pairs or small groups of pupils. Depending on your You could have pupils
Skill Complementary class or individuals in the class, you could give them five or six cards (or make more or fewer
Speaking 2.1 Skill more). Ask pupils to write different animals on each card (in plural form as cards. This would give
Communicate Speaking 2.1.5 they will use them to compare). more/fewer words to spell
simple information Describe people Monitor and check spelling as pupils write. You could encourage them to use and write, and also make
intelligibly and objects using the Student’s Book, worksheets from previous lessons, or a dictionary to the ordering task
suitable words and check spelling. more/less challenging.
phrases
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals
in order, e.g:
Small: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale.

Get feedback on their answers and then repeat. You could ask some pupils to
be the teacher, to say the adjective.
5. Follow instructions for Activity 3, Teacher’s Book, p.147.
6. Have pupils tell their partner the sentences to describe the people/animals in
the picture as part of checking their answers together. Then check as a whole
class.
Post-lesson
7. Learning diaries:

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