Page 289 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

LESSON: 82 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Food, please! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Some (countable &

uncountable)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning according to
Speaking 2.1 Speaking 2.1.5 1. Play the TPR game (see TPR activity, Teacher’s Book, p.88). Student’s Book, the needs of your pupils and
Communicate Describe people Lesson delivery p.55 class. Please see the seven
simple information and objects using differentiation strategies listed in
intelligibly suitable words and 2. Ask pupils to read the words of the song. Ask them to find and underline Teacher’s Book, the introduction. Please also
phrases with a colour pencil There’s and, in a different colour, There are. p.88–89 consider the following:
Complementary 3. Ask pupils to tell you some example sentences from the song using There If you think it may be difficult for
Skill Complementary is/are and write them on the board. Using the food realia (real food), ask Food flashcards + some of your pupils to form full
Listening 1.2 Skill questions like How many carrots are there? How many sugars? to show copies of one per sentences in Activity 2, put some
Understand Listening 1.2.2 that words like sugar are uncountable. Elicit examples of each from the pupil model sentences on the board.
meaning in a Understand with song. Avoid using words like countable and uncountable as they may be You can begin to erase these
variety of familiar support specific confusing. Show how each goes together with some and plural/singular Some countable during the activity if you think
contexts information and noun. and uncountable pupils don’t need it any more.
details of short 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88– food/drink if
simple texts 9) as necessary. appropriate (e.g.

5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in some sugar, two
carrots)
pairs, Pupil A says a sentence using There is a /are some… on the table.
Pupil B listens and points to the picture in Activity 2. Colour pencils
6. Play a game where you hide food flashcards behind you. Pupils have to
guess what you have, There’s some milk behind you. Pairs play the game.
Monitor carefully as pupils do the Speaking activities to see how well they
have understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples
of different nouns on it (give examples to show you want countable and
uncountable nouns, but avoid using these words with pupils).

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