Page 458 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 9)

WEEK: LESSON: 144 (Language Awareness 8) MAIN SKILL FOCUS: Writing THEME: World of self, family and friends

TOPIC: On holiday
CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Past simple review

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 your focus: Differentiate learning
Writing 4.2 Writing 4.2.4 consolidates and extends language areas needed by your pupils. You might consider Get Smart plus 3 according to the
Communicate Describe people using some of the material as a homework task, if appropriate. needs of your pupils
basic information and objects using Note: You could also make use of the review activities in Revision (Student’s Book Student’s Book p.85, p.87, and class. Please see
intelligibly for a suitable words and p.94 / Teacher’s Book p.142–143) and/or consider offering pupils a choice of p.91, p.94 the seven
range of phrases activities. Teacher’s Book p.142–143 differentiation
purposes in print strategies listed in the
and digital media Pre-lesson Blank cards introduction. Please
Complementary 1. Choose an appropriate pre-lesson activity from the list in the introduction that Verb flashcards from this also consider the
Skill suits your pupils’ needs and interests and that will prepare pupils for the lesson. unit following:
Complementary Listening 1.2.5 When pupils are
Skill Understand a wide Lesson delivery Self-assessment making the word
Listening 1.2 range of short 2. Use the flashcards to review key verbs in present form. worksheet cards, you could
Understand supported provide the verbs on
meaning in a questions 3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, the board to copy. Or
variety of familiar to write the verb on a blank card (present tense). Repeat for all verbs. you could say the
contexts words, then elicit the
4. Write sentences on the board to show both present and past forms, e.g. spelling from some
I go to school at 8 o’clock every day. pupils so that others
can listen and write on
Yesterday, I went to school at 8 o’clock. the cards.
Hana doesn’t like cheese. Pupils can use the

Ali didn’t like the film at the cinema last week. Student’s Book (p.85
and p.87) to find the
5. Ask pupils why we use go and went in these sentences. They needn’t use words past tense forms of
like ‘past’ or ‘present’, but can say because it’s every day or because it was the verbs if they need
yesterday. Explain that it’s in the past. to, or they could use
6. Ask pupils in their pairs to write the past form of the verb on the back of each this to check them.
card. Monitor and help pupils, making sure they are accurate. Ask pairs to help You could provide a
each other if necessary and/or check the verbs with the whole class. gapped text on a
7. Pairs play a game with their cards. They spread the cards on the table with the worksheet to support
present form up. In turns, they should say a sentence using the past tense of a
verb they can see. Then they check the underside of the card – if they used the

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