Page 348 - Year 3 SOW (2020)

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

LESSON: 108 (Speaking 21) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
WEEK: TOPIC: Out and about CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Time; prepositions of

place

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking 2.1 Speaking 2.1.2 1. Choose an appropriate pre-lesson flashcard or word-based activity from the list according to the needs of
Communicate Find out about and in the introduction that suits your pupils’ needs and interests and that will Student’s Book, p.70 your pupils and class.
simple information describe everyday review places vocabulary to prepare pupils for the lesson. Please see the seven
intelligibly routines Lesson delivery Teacher’s Book, differentiation strategies
p.108–109 listed in the introduction.
2. Draw a clock on the board and ask pupils what it is (or you could use a toy Please also consider the
Complementary Complementary clock). Draw various times on the board (on the hour and half past) to review Toy clock (optional) following:
Skill Skill time taught so far. Avoid pairing more
Listening 1.2 Listening 1.2.5 3. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.108. Scissors talkative pupils with quieter
Understand Understand a wide 4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of ones. Instead, try to pair
meaning in a range of short Snap in pairs – pupils each put their cards in a pile face down. At the same quieter/shier pupils with
variety of familiar supported questions time, they turn over the top card and say what it is. If the cards match, they those who will support
contexts also have to say Snap (or ‘Same’). The first pupil to say it wins all the cards. them, especially at stage 3.
Continue until one pupil has no more cards. If you have very high
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong proficiency pupils in your
pair to model the activity for the class. class, you could pair them
Monitor and support pupils as they play these games. You may want to write together. Then at stage 4,
some of the language on the board to support them, especially quarter encourage them to ask
past…and quarter to.. If there are persistent or common problems, note them more questions, e.g. What
down and return to them later for whole class feedback. are you doing? Pupils
could imagine an answer
Make sure that pupils keep the cards safe, or collect them in so that they can and mime.
be used in later lessons.
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.

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