Page 194 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 50 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple for

Environmental Sustainability
describing weather, seasons, favourites

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.1 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, p.35 according to the needs
Communicate Ask about and suits your pupils’ needs and interests and that will review weather and of your pupils and
simple information express basic seasons vocabulary. Teacher’s Book, p.60 class. Please see the
intelligibly opinions Plain paper, 4 pieces per seven differentiation
Lesson delivery group of 4 strategies listed in the
Complementary 2. Play the song from Student’s Book, p.35 and have pupils sing along. Watch introduction. Please
Complementary Skill and listen as they do this to see how well they remember the key vocabulary. also consider the
Skill Listening 1.2.2 following:
Listening 1.2 Understand with 3. Explain to pupils that in many countries in the world, the seasons have Pupils may have
Understand support specific weather as described in the song. You can also explain that in some different and
meaning in a information and countries, the school year starts in September (e.g. European countries), unexpected ideas when
variety of familiar details of short which is autumn. In other countries (e.g. Japan), it starts in the spring, April. brainstorming.
contexts simple texts Ask pupils to tell you when the school year starts in Malaysia and if they know Encourage these and
when it starts in any other countries. Ask pupils to look at the song words and support them with the
think about how it might be different for Malaysia. necessary language.
4. Put pupils in groups of four. Give each group four pieces of paper. Check that Stretch more proficient
all pupils know the names of the seasons. Ask pupils to write the name of a pupils by encouraging
season on each one. Pupils then brainstorm vocabulary and ideas for each of them to then use it in
the different seasons. They write one word/phrase/idea on the paper and then the Speaking activity.
pass it to their neighbour, who writes another idea, and so on. They needn’t
focus on accuracy here, just to get their ideas. Offer help where you can or
suggest they write in their first language if necessary and you can supply the
English later.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow
the instructions for Activity 2 (Teacher’s Book, p.60).
Post-lesson
7. Learning diaries:

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