Page 103 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

WEEK: LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple for routines
TOPIC: Every day

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3 Differentiate learning
Main Skill Main Skill according to the
Speaking Speaking 1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. Student’s Book needs of your pupils
2.1 2.1.2 Lesson delivery p.15 Activity 1 and class. Please see
Communicate Find out about and the seven
simple information describe basic 2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing Teacher’s Book p. differentiation
intelligibly everyday routines game (see, for example Pre-lesson task 4). Introduce the word cards as you do this. 32–33 strategies listed in the
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word introduction. Please
Complementary cards. The cards are spread out, face-down. Pupils take turns to turn over two cards to try to Vocabulary also consider the
Complementary Skill find a picture + a word that matches. flashcards and following:
Skill Writing 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily word cards (1 set
Writing 4.3.2 routines. per pair or small You could put large-
4.3 Spell an increased group) size words cards on
Communicate with range of familiar 5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15. the board or leave
appropriate high frequency 6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) and have pupils mingle sets with pupils so
language form and words accurately in (move around the classroom and choose who to speak to, not stay with their regular partner) they can copy the
style for a range of guided writing to tell two classmates about their routine (Activity 2). Encourage pupils to speak and not to spelling for the main
purposes in print simply show each other their books. Monitor closely to see which pupils can use the full activity if they need to.
and digital media sentences here; support those who can’t.
Post-lesson You could ask pupils
to leave their books
7. Play a word game to review the spelling of a few words the pupils have found challenging to on their desks while
remember. Alternatively, you could choose an appropriate post-lesson activity from the list in they do the Speaking
the introduction that suits your pupils’ needs and interests. activity. They will
need then to
remember the details
to write afterwards.

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