Page 293 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 6)

LESSON: 84 (Writing 16) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Imperatives (cooking

& Citizenship; Creativity & Innovation
directions)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Flashcards to show Differentiate learning
Writing 4.2 Writing 4.2.3 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits cooking verbs according to the needs
Communicate Give simple your pupils’ needs and interests and that will review food vocabulary from the (optional) of your pupils and
basic information directions previous lesson. class. Please see the
intelligibly for a Lesson delivery Cut-up stages of seven differentiation
range of purposes omelette recipe strategies listed in the
in print and digital Complementary 2. Ask pupils what the children’s dad was doing in the story – he was cooking (one set per group introduction. Please
media Skill omelettes. Ask pupils if they have cooked a dish at home before. Talk to them about of five – see below) also consider the
Writing 4.3.2 cooking to find out what they know. Introduce cooking verbs using flashcards or following:
Complementary Spell an increased mime: break, cut up, mix, fry, stir, serve. Write and leave the words on the board. A simplified recipe When ordering the
Skill range of familiar for a Malaysian dish stages of the omelette
Writing 4.3 high frequency 3. Play a mime game using the verbs + some of the foods from Lesson 83. with gaps for verbs recipe, you could have
Communicate with words accurately in 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, and ingredients groups work together to
appropriate guided writing one stage each. They should read their stage and together decide which order to (see below) order the stages, or
language form and stand in. give each pupil a stage
style for a range of so, without showing it
purposes in print 5. Brainstorm together some ingredients for a Malaysian dish that all pupils know. to the others, they all
and digital media Prepare some key words in advance, such as coconut milk, onion, eggs, tomato, contribute to group
potato, chicken, spices, rice etc. Pupils may work in their first language and you can work. Consider adding
supply the English translation. Explain that these are the ingredients. pictures if you think this
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let will support your pupils.
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. This lesson may be challenging for some For the Writing activity,
pupils, who may be unfamiliar with cooking processes. You could add some pictures you can provide recipes
to the recipe or mime each stage of the recipe and have pupils watch and complete with more or fewer
the stage. Allow pupils to work with and help each other. gaps to support
different levels of
Post-lesson proficiency.
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.

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