Page 320 - Year 3 SOW (2020)

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

WEEK: LESSON: 96 (Language Awareness 5) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends

TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Review of unit language
CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so that your lesson Depending on Differentiate learning
Reading 3.2 Reading 3.2.2 consolidates and extends language areas needed by your pupils. You might consider using your focus: according to the needs of
Understand a Understand some of the material as a homework task, if appropriate. Question and your pupils and class. Please
variety of linear specific Note: You could also make use of the review activities in Revision (Student’s Book p.64 / answers – cut see the seven differentiation
and non-linear information and Teacher’s Book p.100–101) and/or consider offering pupils a choice of activities. up, one per pupil strategies listed in the
print and digital details of short introduction. Please also
texts by using simple texts Pre-lesson Worksheet (see consider the following:
appropriate 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your below) You could offer pupils a
reading pupils’ needs and interests and that will review language and prepare pupils for the Self-assessment choice of these activities or
strategies lesson. worksheet you could ask different pupils
Complementary to do different activities
Skill Lesson delivery Get Smart plus 3 depending on their individual
Complementary Speaking 2.1.1 Student’s Book needs, based on formative
2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to
Skill Ask about and mingle (walk around talking to different pupils) to find a partner to match the question + p.64 assessment in this unit
Speaking 2.1 express basic answer.
Communicate opinions 3. Write the questions on the board or show a large copy of them all. Ask questions to help Teacher’s Book Have pupils do more
simple pupils see the relationship between the form of the questions and the answers (e.g. use p.100–101 activities and/or make their
information of do/there + be / the repetition of the verbs, including contracted form of would). own activities
intelligibly Carefully explain the contraction form of would to ensure pupils understand how I’d is

constructed.
4. Model the worksheet activity on the board using an example. Explain the example if you
think it is necessary in addition to Stage 3. Ask pupils to work individually on the
worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
6. Ask pupils to think about what they have learned in Unit 6 and how well they feel they
know the language now. They should complete the How did I do in Unit 6? self-
assessment section of the worksheet.
7. Collect the worksheets from pupils and review them to note pupils’ performance. If there
are any areas of concern, prepare a review of these in upcoming lessons.

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