Page 325 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 7)

LESSON: 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Imperative statements

(positive & negative)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Speaking 2.1 Speaking 2.1.3 1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the Student’s Book, according to the needs of
Communicate Give a short pupils do the action only if you say please. You could ask some pupils to take the p.65 your pupils and class.
simple information sequence of basic role the teacher. Review vocabulary from Student’s Book, p.65 in this activity. Please see the seven
intelligibly directions Lesson delivery Teacher’s Book, differentiation strategies
p.102–103 listed in the introduction.
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They Please also consider the
might want to sing as well but avoid having them look in their textbooks. Cloth for team following:
Complementary Complementary 3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three blindfolds Encourage pupils to help
Skill Skill or four teams. Pupils take it in turns to race the instructions, with one pupil in the each other during the
Listening 1.2 Listening 1.2.4 maze and one pupil giving directions. Exchange roles each time. For each turn, directions activity, but let
Understand Understand a wide write the basic instructions on the board as prompts, so the teams have the same each pupil have a turn at
meaning in a range of short basic number of steps. For example: both directing and being
variety of familiar supported Team 1: right / straight / left / stop directed. You could make
contexts classroom directions more simple or
instructions Team 2: straight / right / straight / stop complicated for different
pupils.
Alternatively, you could prepare the instructions on a worksheet to save time.
This game will be quite noisy and you may need to manage your class carefully.
For example, the pupils who are not playing could sit in a circle around the
classroom so you can see them all. Remind pupils who are watching that they need
to be quiet so their teammates can play the game. If you have smaller groups, then
there will be fewer pupils watching.
Post-lesson
4. 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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