Page 47 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for

routines

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning according
Reading Reading 1. Review vocabulary from previous lessons by playing the circle game Student’s Book to the needs of your pupils and
3.2 Understand a 3.2.1 described in Revision (Teacher’s Book p.34). If necessary, make two or p.16–17 class. Please see the seven
variety of linear Understand the three circles and/or have pupils standing instead of sitting if there is not differentiation strategies listed in
and non-linear main idea of short much space. Teacher’s Book the introduction. Please also
print and digital simple texts Lesson delivery p34 consider the following:
texts by using You could let pupils have a card
appropriate 2. Introduce and drill the new vocabulary using flashcards and continue the Routine to use as a prompt in the circle
reading strategies circle game using this as well. flashcards of game if they need one.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. vocabulary from
Ask questions about the pictures (see examples in Activity 1, Teacher’s this and previous Vary your questions by asking
Complementary Book p.34). lesson more difficult or complex
Skill 4. Pupils return to their desks. Ask them to read quietly the story on Student’s questions to higher proficiency
Reading Complementary Book p.16 to tell you where the children are going (Answer: to school) and pupils, and simpler questions to
3.2 Understand a Skill why Anna went in the car with Greg’s dad (Answer: because she missed lower proficiency pupils so that
variety of linear the bus). Pupils may not have the language to fully answer the question but they each have a chance to
and non-linear Reading can be encouraged to communicate their meaning in basic English and succeed.
print and digital 3.2.2 mime, perhaps. Encourage pupils not to re-read the whole text or to find
texts by using particular lines in the text to give them the answer. Their answer is based
appropriate Understand specific on their overall understanding of the story. They could use the pictures to
reading strategies information and support their understanding if necessary.
details of short
simple texts 5. When pupils have had a chance to read the text for themselves, ask some
pupils different questions about the story. Allow them to re-read to find the
answers. See Teacher’s Book p.34 Activity 1 for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. Ask pupils to raise their hands if… they take the bus / walk / drive / take the
train to school. Count the responses for each and write them on the board.

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