Page 162 - Year 3 SOW (2020)

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

LESSON: 39 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

Values
questions (be + -ing)

CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Speaking Speaking 1. Play a game to review vocabulary from the previous lesson. This should Student’s Book, needs of your pupils and class. Please
2.1 2.1.5 focus on the written form of the words. p.27 see the seven differentiation strategies
Communicate Describe people listed in the introduction. Please also
simple information and objects using Lesson delivery Teacher’s Book, consider the following:
intelligibly suitable words and 2. Have pupils work in small groups to play a game, where they have sets p.49 The second card game (step 4) could
phrases of cards (pairs of pictures of an action + written sentences). Pupils turn Sets of cards be extended so that pupils give more
Complementary over two cards in turns to try to find a matching pair of cards. (pictures + clues about the flashcard, using more
Skill sentences) language that they know.
Speaking Complementary 3. Follow the instructions for Activity 4 (Teacher’s Book, p.49).
2.2 Skill 4. Pupils play a game in small groups with their cards: Other pupils may not be able to give
Use appropriate Speaking clues, so the group can simply guess
communication 2.2.2 - In turns, the pupil turns over a card, look at it but keep it secret. what is on the card from memory.
strategies Ask for attention or
help from a teacher - The pupil gives a clue about the picture (e.g. He’s in the bedroom)
or classmate by - The pupil asks ‘What do you think? What’s he doing?’
using suitable
questions - The group guesses what’s in the picture.
Monitor as pupils work on this, helping with language as necessary to
extend pupils’ language resource. Encourage them to ask for your help
when they need it by reviewing phrases for this (e.g. Can you help me,
please? How do I say xxx in English?) Note common mistakes as you
monitor.
Post-lesson
5. Write a sentence on the board that contains a common mistake you
heard pupils make. Ask pupils to correct the sentence with you.

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