Page 46 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
POST-LESSON TASK 10: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source

1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture if they need to do this in order to make
their statements.
POST-LESSON TASK 11: WHAT ABOUT ME?
AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives

MATERIALS: Board and/or pictures, exercise books

1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to read them or use pictures to elicit them and put the pictures
on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle one of the pictures/words. This should be something you can
connect to your personal life (e.g. a cat – you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?
AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none

1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an answer and write it on the board. Then give another example;
then elicit another example. You could include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write in their notebooks or it can be done as a Speaking activity.
This would also be a little quicker. Set either a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed by asking pupils to remember words with a particular sound.
This could be from the lesson or could be from the whole year so far.

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