Page 260 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 71 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions with

possessive pronoun: Whose?

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 suits your Student’s Book, according to the
Communicate Ask about and pupils’ needs and interests and that will review clothes vocabulary to prepare pupils for p.47 needs of your pupils
simple information express basic the lesson. and class. Please see
intelligibly opinions Lesson delivery Teacher’s Book, the seven
p.77 differentiation
2. Follow the instructions for Activity 4 (Teacher’s Book, p.77). Small pieces of strategies listed in the
Complementary Complementary 3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t paper/card, one introduction. Please
Skill Skill write their name, but should write a code name. per pupil also consider the
Listening 1.2 Listening 1.2.5 4. Collect the cards and redistribute them. Pupils should mingle around the classroom to following:
Understand Understand a wide try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils If giving a reason is
meaning in a range of short answer, encourage them to give a reason for their answer, for example: too challenging for
variety of familiar supported questions some/all of your
contexts I think it’s Hanifa’s because she likes red shoes. pupils, then they can
I think they’re Ahmad’s because Ahmad is good at drawing. say I think… to give
or their opinions.
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card, return
the card to you and sit down. Monitor and help pupils. If there are difficulties finding the
artist for some cards, ask those pupils to wait at the front of the classroom. At the end of
the activity, have the others sit back down and these pupils can ask the whole class.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.

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