Page 64 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: __ TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS:

have got (1 & 3 person statements)
st
rd

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning according
Speaking Speaking 1. Play a game to review vocabulary and language from previous lesson. Student’s Book to the needs of your pupils and
2.1 2.1.5 Lesson delivery p.5 Activity 2 class. Please see the seven
Communicate Describe people differentiation strategies listed in
simple information and objects using 2. Use flashcards of characters from the textbook to introduce language, e.g. He/She Teacher’s Book the introduction. Please also
intelligibly suitable words and has got brown hair / I have got brown hair. See also Teacher’s Book p.18: p.18–19 consider the following:
phrases Grammar Box Textbook Ask some pupils for complete
3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19). Remind character sentences, while others may
Complementary pupils of the importance of being sensitive when describing people (e.g. for the flashcards form incomplete sentences at
Skill Complementary adjective ugly). this stage.
Listening Skill Continue to monitor pupils as they work in pairs. Note which pupils are having
1.2 Listening difficulties or seem to find the activity easy. This will be useful for pairing and Set different targets for the
Understand 1.2.2 grouping pupils in future lessons. number of pupils they describe.
meaning in a Understand with For more proficient
variety of familiar support specific Post-lesson pupils/classes, you could
contexts information and 4. See Before leaving activity (Teacher’s Book p.18). introduce a few more adjectives
details of short for describing people’s
simple texts appearance or ask pupils to give
longer descriptions to include be
(+ very) + adjective (e.g. She’s
(very) pretty.).

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