Page 426 - English Lesson Plan Year 3

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

LESSON: 151 (Speaking 29) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Values 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
Speaking 2.1 Speaking 2.1.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your according to the needs of
Communicate Describe people pupils’ needs and interests and that will review adjectives to prepare pupils for the Student’s Book, your pupils and class.
simple and objects lesson. p.97 Please see the seven
information using suitable Lesson delivery differentiation strategies
intelligibly words and Teacher’s Book, listed in the introduction.
phrases 2. Ask two confident pupils to come to the front of the class. Say a sentence to compare p.147 Please also consider the
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask Prepare 5–6 following:
Complementary pupils to do different actions, e.g. Depending on your class
Skill Complementary Marwa is taller than Irene. Stand up if you are taller than Marwa sentences to you could have pupils work
Listening 1.2 Skill Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than compare pupils in pairs for the quiz. It
Understand Listening 1.2.4 Saha’s. in the class might be more fun if they
meaning in a Understand a work with a friend.
variety of familiar wide range of 3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions and
contexts short basic note their answers in their notebooks. You will say a sentence and they should write
supported True or False. Read your sentences – these should be a mixture of True and False
classroom sentences and should be sensitive to pupils. Pupils listen and decide whether they are
instructions True or False.
4. Check the answers with the class and elicit full sentences from pupils.
5. Follow instructions for Activity 4 on Teacher’s Book, p.147.
6. If you have time, pupils could play the True/False quiz (see stage 3) in small groups.
Make sure you monitor closely to listen for language problems and to make sure pupils
are being sensitive and respectful of each other.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others. You may want or need to do this in pupils’ first language. Try to elicit this kind of
value from pupils as much as telling them.

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