Page 76 - Year 3 SOW (2020)

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

LESSON: 7 (Speaking 2) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK: TOPIC: Welcome! CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Have got (+any) question + Yes/No

answer

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Speaking Speaking 1. Play a game to review key vocabulary. Alternatively, you could choose to deliver Student’s Book according to the needs of your
2.1 2.1.5 another appropriate pre-lesson activity that better suits your pupils’ needs/interests p.7 Activity 4 pupils and class. Please see
Communicate Describe people and that will review language and/or vocabulary and prepare the pupils for the lesson. the seven differentiation
simple information and objects using Lesson delivery Teacher’s Book strategies listed in the
intelligibly suitable words and p.21 introduction. Please also
phrases 2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking Strips of paper for consider the following:
pupils about the people and what they have got. pupils to write a You could offer the choice of
Complementary 3. Follow the guidelines in Teacher’s Book p.21 for Activity 4 phrase on writing a full sentence, a
Skill Complementary phrase or drawing a picture +
Listening Skill 4. Give pupils a strip of paper. Ask them to write something they have got lots of and a number.
1.2 Listening how many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to
Understand 1.2.5 1st person) as necessary. Point out the common contraction ‘ve and contrast it with ‘s Pupils may need extra support
rd
meaning in a Understand a wide for third person. in changing the form from 3
st
variety of familiar range of short 5. Put pupils in large groups. One pupil collects the papers, mixes them and to 1 person.
contexts supported questions redistributes them. You could ask more proficient
pupils to try to find something
6. Pupils read the strips and take turns to ask the group members Have you got…? to they have got in common with
find out whose paper it is. At the end, pupils report to the group: Aiman has got 15 a classmate at the post-lesson
books. stage.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you
spoke clearly …if you understood your friends well… if you want to speak more
loudly… You could do this in their first language if necessary.

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