Page 331 - Year 1 SOW 2020

CROSS -
CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S
STANDARD STANDARD LEARNING OUTLINE REFERENCES CURRICULAR STRATEGIES NOTES / REMARKS
ELEMENT

MAIN SKILL MAIN SKILL Pre-lesson Board Values Strategies 3 and 6

1. Pre-lesson task 1: Work at the words (cooperation) may be suitable.
Speaking Speaking
2.1 2.1.3 Lesson delivery Use other strategies

Communicate simple Express basic likes 2. Elicit the names of about 10 toys which pupils like, and write these in if appropriate.
information and dislikes a list on the board, or ask pupils to write them on the board.
intelligibly 3. The toys do not have to be from the textbook: they can also be other
toys which pupils know and like.
4. Pupils may need to ask you for help with vocabulary (Speaking
Learning Standard 2.2.2) when telling you the toys.
COMPLEMENTARY COMPLEMENTARY
SKILL SKILL 5. Draw this grid on the board:
Toy Name
Speaking Speaking
2.2 2.2.2
Use appropriate Ask for attention or
communication help from a teacher
strategies or classmate using 6. Ask pupils to copy the grid in their exercise books, and to write the
one word or a fixed names of any 7 toys from the list on the board in their table.
phrase 7. Tell pupils they have to find a classmate for toys in their table by
asking What’s your favourite toy?

8. Demonstrate by asking a pupil (Pupil A) to ask you What’s your
favourite toy?

9. Make sure that the answer you give is not one of the toys in Pupil A’s
grid.

10. Tell Pupil A to ask another pupil, until an answer matches one of the
toys in their table. Pupil A then writes down the name of Pupil B in
the grid next to the appropriate toy.

11. Tell pupils that they have to find names for 5 or more of the toys in
the table.

12. Pupils mingle and complete their tables. If mingling isn’t possible in
your class, you can go outside, or ask pupils to sit in groups.

13. Stop when most but not all pupils are finished.

14. Ask them to report back to you (e.g. Ayesha’s favourite toy is her
ball).

15. If there is extra time, ask pupils to write a true sentence and a false
sentence from their grid for their partner, who reads their grid and
then corrects the false sentence.

Post lesson

16. Post-lesson task 1: Spot the differences

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Primary Year 1 Scheme of Work