Page 263 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 72 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of Self, Family & Friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Present tense There

Sustainability; Values
is/are: Singular & plural; Prepositions of place

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Reading 3.2 Reading 3.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits Student’s Book, according to the needs of
Understand a Guess the meaning your pupils’ needs and interests and that will review key language to prepare pupils for p.48–49 your pupils and class.
variety of linear of unfamiliar words the lesson. Please see the seven
and non-linear from clues provided Lesson delivery Teacher’s Book, differentiation strategies
print and digital by visuals and the p.78–79 listed in the introduction.
texts by using topic 2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs Map of Japan Please also consider the
appropriate / small groups what they know about Japan. They will probably use first language for (optional) following:
reading strategies this. When feeding back, help pupils translate some of their ideas into English and/or There may be some first
Complementary provide them with some key vocabulary. Ask them what they know about houses in Cut up pictures language used in this
Skill Japan. from Student’s lesson. You can
Complementary Reading 3.2.1 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what Book, p.48 encourage and support
Skill Understand the they can see. different pupils to use as
Reading 3.2 main idea of short 4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct much English as they can
Understand a simple texts pupils to the pictures to try to guess the meaning of the new words. by helping them with
variety of linear vocabulary and language
and non-linear 5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book, that you think each pupil
print and digital p.78). is capable of.
texts by using 6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
appropriate Teacher’s Book, p.78–9 for Activity 2. You could use Activity 2 as an opportunity to
reading strategies informally assess pupils’ Reading skills. Have pupils do this alone initially before
checking with a partner. Monitor to note performance of individual pupils.
Post-lesson
7. 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.

133