Page 213 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 56 (Reading 11) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Prepositions with time

& Citizenship
expressions: in + month/season

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction Student’s Book, p.38–39 according to the needs of
Understand a Understand specific that suits your pupils’ needs and interests and that focuses on familiar your pupils and class.
variety of linear information and foreign countries. Teacher’s Book, p.64–65 Please see the seven
and non-linear details of short A large world map differentiation strategies
print and digital simple texts Lesson delivery listed in the introduction.
texts by using 2. Put the world map on the board/wall and ask pupils to gather around it. Vocabulary flashcards Please also consider the
appropriate Ask pupils to show you various countries, first Malaysia, then Singapore Texts from Student’s Book following:
reading strategies and Thailand. Talk about major world countries and include Australia p.38 cut up (and stuck on Consider the roles
and Canada, asking pupils to show you where they are, if they can. the walls around the room carefully, so that the
Complementary before the lesson). Two or manager is a capable pupil
Complementary Skill 3. Introduce and practise the vocabulary using the flashcards. Using the three copies of each text. in the group. Provide visual
Skill Speaking 2.2.2 map, ask pupils in which countries they might find these things. Accept or oral prompts if your
Speaking 2.2 Ask for attention or different suitable answers. Ask pupils if we find these things in Malaysia. Worksheet (see below, one class is mainly low
Use appropriate help from a teacher 4. Follow the Teacher’s Book (p.64) for Vocabulary. per group) proficiency to help them
communication or classmate by carry out step 5.
strategies using suitable 5. *Make sure the texts are stuck on the wall for this stage of the lesson.
questions Show pupils the pictures on Student’s Book, p.38. Ask them which Review expressions for
country they think each is. Tell pupils they will read about the three asking for help or
countries. They will work in teams of four to read together. Assign roles – clarification and leave them
three of the pupils are runners, they will read about one of the countries on the board if necessary.
each; the fourth pupil is the manager. The manager stays at the desk Support pupils with
with the worksheet (see below). The manager reads the sentences different questions as they
about the countries to the relevant team member, who runs to their text read the texts on the wall.
on the wall to find out if it is true or false. They return to the manager and
tell them. The runners should not see the worksheet and the manager
should not see the texts. They can ask each other to repeat or explain
orally.
This activity may be a little difficult to set up in English. Have one group
model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.

108