Page 444 - English Lesson Plan Year 3

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

LESSON: 156 (Speaking 30) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: The world around us CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Superlatives: Short

adjectives

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 Student’s Book, according to the needs of
Communicate Describe people your pupils’ needs and interests and that will review adjectives to prepare pupils p.100 your pupils and class. Please
simple information and objects using for the lesson. see the seven differentiation
intelligibly suitable words and Teacher’s Book, strategies listed in the
phrases Lesson delivery p.150–151 introduction. Please also
2. Show the picture of the family and tell pupils about it using superlative adjectives. Picture of a/your consider the following:
Complementary Introduce and include the adjectives old and young. Ask some pupils about their family Some pupils may need
Skill Complementary families. support with the Speaking
Reading 3.2 Skill Dice, one per activity. You could model the
Understand a Reading 3.2.2 3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could group activity as a class and
variety of linear Understand specific prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as Self-assessment consider providing a written
and non-linear information and pupils do this activity and check their use of superlative adjectives in particular. worksheet (see model on the board.
print and digital details of short
texts by using simple texts 4. Tell pupils they are going to play a game. They will need dice and a counter (they below) If you have groups that finish
can use some paper, a rubber, pencil sharpener etc). Follow instructions for
appropriate Activity 1 on Teacher’s Book, p.150. Pupils play the game in groups of about four the game quickly, they could
reading strategies write some new questions to
pupils. make it longer.
5. Ask pupils to think about what they have learned in Unit 10 and how well they feel
they know the language now. They should complete the How did I do in Unit 10?
self-assessment worksheet (see below).
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas covered
in the lesson.

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