Week - Online Support for Ethnic Minority Attainment

KS3 Scheme of Work

– Induction

Unit 1

Myself

In this first unit pupils learn to ask and answer simple questions about themselves. They learn the names of classroom objects and some basic rules for pronunciation and spelling.

New language content:

• indefinite and definite articles

• numbers 1–31

• It is , it’s

• plurals

• possessives using ‘s

Contexts:

• meeting and greeting people

• dates, ages and birthdays

• classroom objects

• the alphabet

• classroom instructions

This unit is expected to take 9 lessons.

This is the first unit in a course for absolute beginners.

Expectations at the end of this unit most pupils will: understand basic classroom instructions spoken by the teacher; use some classroom expressions including requests for help; identify classroom objects; understand that the spelling of a word helps you to pronounce it, and understand spellings of names; carry out a simple conversation when meeting someone; copy accurately, and spell many words correctly when writing from memory some pupils will not have made so much progress and will: understand the teacher’s questions and instructions with some prompting or support; understand the words for classroom objects when they hear or read them; point to and say the word for a small number of everyday objects some pupils will have progressed further and will: write and say phrases and sentences about classroom objects from memory

Prior learning: It is helpful if pupils already know the meaning of grammatical terms in their own language but is not essential: noun, pronoun, verb, sentence, statement, question, vowel and syllable.

Resources to include: welcome booklet, First Words and Phrases, calendar and diary, PCs and word-processing software

Out-of-school learning Pupils could:

• look at labels on their own clothing and household goods and make up a list of key words in English with their own language equivalents

• look out for English words/phrases which are used in their own language, eg OK,

• note any English songs that they know, eg

• list any sports personalities that they have heard of, eg David Beckham,

Future learning Pupils will reuse the structures learned in this unit. They will be taught to recognise and apply patterns and rules of grammar in order to communicate in new contexts such as talking and writing about family and pets.

NB SOW 9/03 - 1 -

KS3 Scheme of Work

– Induction

Unit 2

My family

In this unit pupils learn to talk and write about themselves and other people. They learn to ask WH - questions using Where ? What?

and Who?


• negatives

• subject pronouns

• present simple

• possessive adjectives (first ( my) , second ( your ) and third (his/her ) persons)

• prepositions

• adjectives

• numbers 32–69

• further rules for pronunciation/spelling

New contexts: family and pets

Alternative contexts: names; age; birthdays; classroom instructions; the alphabet.

This unit is expected to take 7 hours.

Where the unit fits in: Pupils have learned basic greetings and some classroom language and now learn the necessary grammar and vocabulary to enable them to communicate about the family.

Expectations: By the end of this unit most pupils will understand spoken and written descriptions of family members, including physical or personal characteristics; talk and write briefly about family members and pets; say, ask and understand where people and things (objects) are; count and understand numbers up to 69; spell, and understand spellings of names. some pupils will not have made so much progress and will: understand, with support, simple questions and answers about family members and pets; express themselves very simply and with support, in single words or short phrases, using a very limited number of adjectives some pupils will have progressed further and will: write and speak about topics covered so far, from memory, using a fuller range of questions and sentence structures; use a glossary or dictionary to extend their range of expression

Prior learning : It is helpful if pupils already know:

• classroom objects

• numbers 1–31

• how to use definite and indefinite articles

• how to make nouns plural

• the terms adjective and verb

• the alphabet (receptive)

• the term negative

Resources include:

• family and pet photographs, audiovisual equipment for making a presentation, PCs and word-processing software

Out-of-school learning: Pupils could: collect materials which show the influence of their home country on life in the UK, eg details of companies, goods from their own countries commonly sold in UK shops etc. Read the Welcome booklet in their own language and in English, visit the website of the school and read about the teachers, pupils and their families.

Future learning : Pupils will use their knowledge of verbs and possessive adjectives to communicate on topics such as home and school. They will increase the range of use by learning how to use There’s and questions using Who ?

NB SOW 9/03 - 2 -

KS3 Scheme of Work

– Induction

Unit 3

House and home

In this unit pupils learn to ask and answer questions about where they live. They also learn to say what time it is in English.


• further questions with Where?

Who?

and What?

• town and hour

• further use of there's

• regular verbs

 Some basic comparatives and superlatives

• further rules for pronunciation/spelling

New contexts:

• where you live

• rooms

• furniture

• telling the time

Alternative contexts: school. This unit is expected to take 5 hours.

Where the unit fits in – Pupils are increasing their vocabulary and learning how to reuse and adapt previously learnt language in new contexts. They start to work more independently by using a simple glossary. They consolidate their knowledge of subject pronouns, possessive adjectives and verbs.

Expectations : At the end of this unit most pupils will understand a range of familiar statements and questions about where people live and what they do; ask for, understand and give the time; speak and write about where people live and what they do at home, using a range of language, use a simple glossary to find new words some pupils will not have made so much progress and will: understand single familiar sentences about where people live and what they do; ask for the time and understand clearly spoken answers with some support; give simple responses with single words and phrases to questions about where they live and what they do at home some pupils will have progressed further and will: describe their own home in speech and in writing; understand a written or spoken text, made up of familiar language, about where people live; use a glossary or dictionary accurately to help them understand texts describing where people live

Prior learning: It is helpful if pupils already know:

• some prepositions

• possessive adjectives

• agreement of adjectives

• to be and the principles of a verb paradigm

• use of negative

• how to use a glossary and dictionary in English

Resources: letters from youngsters describing their homes, visuals to illustrate countryside, town , etc, verb cards with verb stems, subject pronouns, cards with key words for telling the time, eg a quarter past, hours, a range of clock faces, wall map of United Kingdom and the world, PCs and word-processing software, The World we live in disks, CD-ROMs

Out-of-school learning: Pupils could

• do some research to find where the main towns in Britain are located

• share some information on the towns and villages that they have visited either abroad or in Britain.

Future learning: Pupils will learn vocabulary and structures to enable them to communicate more fully on where they live and what they do at home, and will continue to learn how to make more independent use of a glossary and a dictionary.

NB SOW 9/03 - 3 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

In this unit pupils use more verbs to describe what they and others do. They learn new ways of asking questions and develop independent reading skills.


• to go

• to + definite article

• common irregular verbs

• asking questions with Is/Are there .

..? and what are....?

• expressing simple opinions

• imperatives

• introduction to independent reading

New contexts: activities in the home and domestic tasks/ alternative contexts: hobbies and interests.


Where the unit fits in: Pupils learn how to communicate about their home life. They show increasing independence by using a glossary to help them understand. They are beginning to use the class ‘library’ for independent reading.

Expectations: At the end of this unit most pupils will: understand statements and questions about where people go and what they do about the house; understand an increasing range of classroom commands and instructions; understand main points in longer passages, and cope with not understanding every word, asking for help with a problem or some unfamiliar language; ask and answer questions about what people do in the home and express likes and dislikes; write phrases about household activities accurately and produce some words and phrases from memory; look up the meaning of some unknown words in a dictionary some pupils will not have made so much progress and will: understand, with support, the main points of written and spoken sentences about where people go and wh at they do in the home; understand the teacher’s instructions, sometimes needing support; write single words and phrases, and copy phrases and sentences, about household activities; ask for and respond to information about what people do in the house, using set phrases some pupils will have progressed further and will: understand short written and spoken passages about what people do about the home, and cope with unfamiliar language; make notes, without aid, on what they have read or heard; write about what they do at home and express simple opinions; be accurate when writing words and phrases from memory; memorise and use vocabulary and verb paradigms; use a glossary or dictionary efficiently and effectively to help them with their understanding; select books from the class reading list (simple readers, magazines) and read with confidence and understanding


• names of several towns

• possessive adjectives

• negatives

• rooms of house

• the time

• classroom commands and instructions

• the alphabet

Resources include: class reading materials (commercially produced readers; age-appropriate magazines; laminated texts, such as letters or magazine articles, cartoons, home-produced texts), PCs, word-processing software and data-handling software, access to the internet

Out-of-school learning: Pupils could work on dictionary using English words that are similar to their own language. (They might find words from their own language which are similar or identical to English.)

Future learning: The range of contexts will be extended in future units to cover school and interests, as pupils’ ability to understand and use longer and more complex sentences increases.

NB SOW 9/03 - 4 -

KS3 Scheme of Work

– Induction

Unit 5

My Day

In this unit pupils express opinions and give reasons for them. They talk about what they and other people like and dislike. They also use a dictionary to look up adjectives and form sentences about their school.


• more on negatives

• asking for and giving simple opinions and reasons using why? and because

• quantifiers (a little, enough, a lot, much)

• numbers 70–100

• How many?

• further pronunciation/spelling rules

• introduction to more verbs

New contexts : school, hobbies; daily activities; other people. This unit is expected to take 5 hours.

This unit develops pupils’ understanding of structures and vocabulary and their skills in applying prior learning to enable them to communicate about school life.

Expectations: At the end of this unit most pupils will be starting to understand spoken and written passages and dialogues about school, including school subjects, likes and dislikes, and information using numbers; read independently some simple texts such as class readers/magazines or pages on the internet about another school; carry out conversations of at least two or three exchanges, asking and answering questions about school subjects, teachers, and school routines; write two or three sentences about school, using notes of previously learnt language with aids such as a glossary or small dictionary; express orally and in writing simple opinions about school and give reasons; write short phrases about school from memory some pupils will not have made so much progress and will: understand simple questions and sentences, written and spoken, about aspects of school, and respond with support; give a simple opinion about school subjects and teachers, using notes of their own, or provided by the teacher some pupils will have progressed further and will: understand increasingly long passages; take their own notes on what they read and hear; describe in speech and writing their school life, drawing on language learnt in earlier contexts and using their notes and a glossary to help them


• definite article

• some common adjectives

• There’s, there are

• how to tell the time

• numbers 0–69

Resources include: School timetables, access to older pupils, photographs, video material of school, audiotape with picture transcripts, access to the internet, PCs and word-processing software

Out-of-school learning: Pupils could find out about schools in other countries, both in Europe and in other parts of the world.

Future learning: The unit will lead into work on pupils’ hobbies and interests. The next unit consolidates work from this and previous units using the context of hobbies and interest.

NB SOW 9/03 - 5 -

KS3 Scheme of Work

– Induction

Unit 6

Out-ofschool activities

This unit builds on much of the prior learning in the previous units and provides pupils with an opportunity to use the language they have learnt throughout to communicate on the subject of hobbies and interests.


• present continuous

• use of infinitive after I like

• adverbs of time and frequency

• combining sentences with conjunctions

New contexts: sports, musical instruments, hobbies, writing an informal letter, home activities; domestic tasks; school activities; self and family.


Where the unit fits in: Pupils consolidate their knowledge, skills and understanding of verbs, negatives and questions developed in previous units. They learn strategies for skimming and scanning written texts.

Expectations: a t the end of this unit most pupils will understand main points and some details in short passages (spoken, printed or hand-written, including occasionally unfamiliar language) about people’s hobbies and interests; read some passages independently, using a glossary or dictionary as support; take part in conversations of two or more exchanges about their own or o ther people’s hobbies and interests, including opinions; talk and write about their interests, and express simple opinions with reasons, following a model; write an informal letter, initially using a model for support; speak and write from memory some pupils will not have made so much progress and will: understand spoken and written phrases, questions and short sentences about hobbies and leisure interests, including brief opinions; respond with short phrases (orally and in writing) to familiar questions about their own hobbies and leisure interests; copy or repeat phrases about hobbies, and add words from memory; complete parts of a letter, using a model and other prompts some pupils will have progressed further and will: understand longer passages spoken at near-normal speed about hobbies and leisure interests, and identify specific details; begin to use context to deduce the meaning of unfamiliar words; take part in conversations of four exchanges or more about hobbies, asking questions to maintain and develop the conversation; write a letter about leisure interests, showing ability to use and adapt some previously learnt language

Prior learning - It is helpful if pupils already know:

• the infinitive

• definite article

• common verbs to do, to go, to be

• some possessive adjectives

• likes and dislikes

• negatives

• Question form What’s/ Does ?

• days of the week

• the time

Resources include: leaflets showing in symbol and word the leisure/sports opportunities in Haringey and a leisure centre pamp hlet, cards depicting individual pupils’ leisure interests for matching activity, video material of pupils describing their leisure interests, authentic letters which show the main features of the handwriting system, access to the internet, PCs, word-processing software, text-manipulation software and data-handling software

Out-of-school learning: Pupils could research famous sports stars, teams or venues in various countries, which have been drawn to their attention. They could then share information in class.

Future learning: Future units will develop pupils’ use of complex sentences and enable them to communicate in a wider range of language and contexts.

NB SOW 9/03 - 6 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

In this unit pupils learn about other countries

•

•


• in + country numbers above 100 complex sentences using when/if/but

New contexts: countries and their capitals, languages and nationalities, weather and seasons, routine activities; sports and pastimes in other countries.


Where the unit fits in: t his unit builds on language and contexts covered in earlier units, focusing more closely on the wider world. It develops pupi ls’ skills at producing more complex sentences and develops pupils’ independence via simulation and oral presentation.

Expectations: At the end of this unit most pupils will understand spoken and written language dealing with cultural aspects of this country and other countries, including complex sentences with subordinate clauses; speak, in conversations or presentations, and write, beginning to use more complex language, about other countries; know about aspects of other countries, learnt through the medium of English some pupils will not have made so much progress and will: understand a limited range of language dealing with other countries; speak and write about some aspects of other countries, using simple phrases, with support; understand simple facts about this country and other English speaking countries some pupils will have progressed further and will: listen to, read and understand texts and materials about English-speaking countries; understand and give a wide

•

•

•

•

•

• range of information about countries and locations, in both speech and writing, using some complex sentences; understand and use a range of language for socialising

Prior learning – i t is helpful if pupils already know: in to

+ city the complete paradigm of familiar verbs in the present tense, and the concept of the infinitive the concept of adjectival position the present tense of numbers below 100 to go

Resources include: world maps; atlases/globe from Humanities Department, songs from various countries, magazines, newspapers and other authentic items from other countries and areas, websites located in home countries of pupils in group, picture sets of well-known people of different nationalities, PCs and word-processing software, Encarta CD-ROMs

Out-of-school learning: pupils could undertake library research into the location of English-speaking countries and areas.

Future learning: names of countries and adjectives of nationality will be needed in the next unit.

NB SOW 9/03 - 7 -

KS3 Scheme of Work

– Induction

Unit 8

Do this ...

Do that!

In this unit pupils learn to communicate on the subject of ‘Finding your way’, including places in a town, directions and distances. They also learn how to use the imperative in different contexts.

•

•

•

•


• prepositions ordinal numbers imperative negatives with the imperative regular verbs

New contexts: locations in town/country, finding the way, distance, modes of transport, giving instructions, finding your way around a place, eg a school, museum, theme park.

This unit is expected to take xxx hours.

Where the unit fits in: t his unit prepares for unit 9 What will we do?’ by defining places where activities take place. Pupils develop their ability to ask as well as answer questions, and to write at greater length.

Expectations: at the end of this unit most pupils will: understand, ask for and give information about places, and ask for and give directions to them; understand and use a range of question forms and instructions for different activities and contexts; take part in role plays and language games, using language creatively some pupils will not have made so much progress and will: understand and use simple language to describe locations and directions; use a more limited range of language for giving simple instructions and asking questions, with prompts or support; take part in simple scripted role plays, and use basic phrases when taking part in language games some pupils will have progressed further and will: understand, ask and talk about locations and directions, dealing with unpredictable language and using context to interpret meaning; give precise locations and directions using a range of language including more complex sentence structure; understand and use appropriate language

•

•

•

• in role plays and games, in a range of contexts, some of which may be unfamiliar

Prior learning

– i t is helpful if pupils already know:

• negatives how to say what time it is how to say at what time events happen small and large numbers some question words and forms

Resources include: town layouts, maps/guides to theme parks, eg Chessington World of Adventure, Thorpe Park, authentic town maps and guides, intertown bus and train timetables, road maps showing distances between towns, train/airline route maps showing journey times between cities, PCs and multimedia presentation software, access to the internet and e-mail, and Worldtalk CD-ROMs.

Out-of-school learning: p upils could increase the supply of authentic materials (maps, plans, guides) available in the department by writing/e-mailing to request them from tourist offices, theme parks, etc. If organised into collections, these can be loaned out for reading.

Future learning: Pupils will need to be able to use numbers in unit 10 What do we eat? and unit 11 It’s fashionable, and the language of transport will be revised and extended in unit 15 A Trip/visit.

NB SOW 9/03 - 8 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

 Lesson 1

Word/sentence activity (10-15 minutes)

 Ice breakers

Welcome name games

Introduction

Elicit and Practice

(20 minutes)

 Go through Welcome

Booklets in their home languages pointing out important information

 Welcome OHT in

English

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework

 Survival English from First

Words & Phrases (dual language books – type of phrases: stand up, sit down, listen, stop talking, open your books, polite language – please/thank you, come in, repeat, circle, write, close the… (pictures of the school, the classroom and teachers from either the welcome book or taken specially for this)

 Explain how to use the book to communicate. Read examples of dialogues both in home languages and English

 First classroom command – use

Simon Says to learn

 Classroom language in

First Words illustrated by actions and then shortened

 WHL ESL 1 fill in the information about themselves

Notes

 When setting a

‘learning homework’ teachers should help pupils by giving examples that show ‘how’ they should approach it

(recommending approaches), the time to take over it, as well as indicating how it will be marked, eg will spelling or meaning be most important?

Precise guidance on what is required in a homework is important.

NB SOW 9/03 - 9 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 2

• to ask and answer basic questions when meeting and greeting someone

• how people meet and greet each other

• to say and write the alphabet


• Pupils meet and greet other pupils previously unknown to them in their own languages

• Upper case flashcards and do the alphabet game

 to understand pronunciation of the alphabet and pronounce and use letters for themselves, responding to the question,

How’s it written? How’s it said?

 Alphabet song

Introduction

Elicit and Practice

(20 minutes)

• Pupils practise the phrases, shaking hands in groups of four.

• Pupils ask other pupils for their name (What’s your name?).

 conduct conversations using Hello, how are you, see your, bye, good night, what’s your name? I’m ……

• Song, eg ‘Hello! Hello!’ to the tune of ‘HiHo!

’.

 Alphabet in upper case on the board as on page 21 BOPD.

Pause to allow students to say next letter. Repeat several times. Pair practice.

Point to the vowels and say their name.

Random order practice. Model mouth. Drill several times.

Development

(20 Minutes)

Plenary

(5-10 minutes)

 Use video/authentic television of people introducing themselves, eg game shows.

 respond to the question

Who’s that? Emphasise she’s/he’s….

 Activity: note down or circle names on bingo cards. Call out register.

 Flashcards out of sequence but grouped into 5’s. Students sequence letters. Give carsd out and students group themselves in sequence.

Give pairs 5 alphabet cards.

Then the whole alphabet.

 Writing first and last names on board. Point out ‘initials’.

Game - Guess who’s initial.

 P26 BOPD Practice listening

• Simulate telephone call with introductions and spell out names.

Homework

Practice songs/ chants for next lesson

BOPD pages 22-

Notes

NB SOW 9/03 - 10 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 3

Objectives

• to understand and use the words for classroom objects

• what are nouns

• how to use the indefinite article with nouns, singular and plural

• techniques for remembering words and their spelling


• Ask ‘special friends’ to come in for this lesson.

Ask them to share strategies for memorising spellings and meanings, eg similarities with their own languages, visual associations and even mnemonics

(never eat shredded wheat).

Introduction

Elicit and Practice

(20 minutes)

• Guessing games

(hidden flash cards, objects pictured at an unusual angle, slow reveal on overhead projector).

• respond to Is it a…....?

questions with yes/no

• respond to either/or questions with It’s a … or a …?

• respond to What’s this?

with It’s a …

• Teachers may wish to include simple questions with ... isn’t it ?

Development

(20 Minutes)

• ask for objects with Can I have a/the…… .please

and Do you have a/the…….?

and respond with Yes I’ve got a/the……

.

• Partners/Pair work asking for classroom objects.

• Picture bingo: pupils can take the part of the bingo caller.

Plenary

(5-10 minutes)

• ‘Hotter and colder’ game with hidden objects: class repeats

Look for … the word more loudly or more softly as the pupil gets closer or further away from the object.

Homework Notes

Classroom objects homework sheets

• When introducing classroom objects, it is useful to plan a sequence of activities which progresses from single word level to statement level to short dialogue level, so that pupils can rapidly use newly acquired language for real purposes in the classroom.

NB SOW 9/03 - 11 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 4

• numbers 1–

12 and how to use them to express their age and the number of classroom objects

• strategies for memorising numbers


• Number games.

answering with number cards; waiting five seconds before putting hands up.

• Counting games, counting against the clock; chanting (slowly, softly, loudly).

• Number games

Introduction

Elicit and Practice

(20 minutes)

• Pair work asking and answering the question

How old are you ?

• ask the question How old are you ?

orally and in writing and answer

I’m (x) years old .

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework

• Pupils are given objects sealed into envelopes; they feel the packet to identify what is inside and try to count how many objects there are.

• Broaden to ask and answer the question How many pens have you got?

with There are (x) pens. use numbers in sentences such as

I’ve got 2 pens . Here are three books .

Telephone numbers page 16 -17

Basic Oxford Picture Dictionary

(POPD)

Page 4-10 Basic Oxford

Picture Dictionary

(BOPD): number practice. Read teacher file for instructions on use.

Spell out numbers 1-5 and

6-12.

Match word cards to number cards on the board.

Section 2 & 3

Pages 2-3

POPD and P20 revision game

Notes

NB SOW 9/03 - 12 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 5

• how to use the definite article, and how to form plurals

• how to express possession using ‘s

 Simple maths signs


• Show the connection between a and who’s eg contrasting a pen with Ahmed’s pen .

 Maths signs presentation on

OHP (cover and memorise

– ask questions

‘either or’ with words covered and reveal. End with ‘what’s this?… and this etc)

 Numbers 1-12 on the board.

Sequencing

Flashcards.

.Pairwork using number cards and word cards.

Introduction

Elicit and Practice

(20 minutes)

• Game: one object is removed from a group, pupils ask as well as answer What’s missing?

The ……..

.

• ask and respond to

What’s this?

using the definite article and indefinite article correctly and producing sentences such as It’s

Sibel’s …….

Pupils each put an object onto the table and shuffle them around; they take it in turns to reunite an object with its owner, saying aloud, eg

It’s Rezart’s pencil case.

Development

(20 Minutes)

• Pupils contribute classroom objects and put them in a shoe bag. Individuals from each team take turns to feel the objects in the bag and try to identify them.

They draw out an object to gain one point; reuniting the object with its owner gains two points, eg It’s a pen. It’s ……’s pen.

Plenary

(5-10 minutes)

Homework

• write full sentences including plural, eg It’s

Sibel’s exercise books .

Wall display highlighting grammatical links, eg a

> the. Put up display to show that this will be a frequent activity for the group.

P37 game ‘how many’

P38-42 all for those that can manage.

Notes

NB SOW 9/03 - 13 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 6

• to construct simple sentences by combining a small range of phrases with a noun or series of nouns


Consolidation of previous elements.

Revision of earlier terms.

• Cumulative sentence game, eg ‘I went to market to buy ...’

In my bag there’s a……and a…….

.

• Pointing as a whole class:

Where’s the

……..? Here’s the

Introduction

Elicit and Practice

(20 minutes)

• build up sentences in spoken and written

English using phrases such as here’s, this is,

I’ve got, I’d like and it’s a ….

.

Development

(20 Minutes)

Picture Dictionary Pages 23 – 29

Numbers 1-12

Classroom objects

Plenary

(5-10 minutes)

Homework

• It is important, even at this early stage, to show pupils that they are able to generate their own sentences by combining different elements. Write several to put up on display

POPD page 20

Board Game

Notes

NB SOW 9/03 - 14 -

KS3 Scheme of Work

– Induction

Unit 1 Myself Word/sentence activity (10-15 minutes)

Lesson 7

• how to give

• Counting/number games and songs. the date

(days, months and numbers up to 31)

• how to ask for and give birth dates

Numbers 12-31 on board and flashcards to test ordering.

Pairwork matching numbers to words with cards

• Give rugby/basketball scores using teams from around the world and newspaper photos, etc, to provide a context. understand and note down a number from 1 to

31

Introduce pattern of

80 and 90 plus

1,2,3,4

Introduction

Elicit and Practice

(20 minutes)

• TV guide - pupils say on which day of the week certain TV programmes are broadcast.

• To introduce the months of the year, present the birth dates of famous

American and British stars, showing a picture of each person and giving the date in figures, eg 3/9/71. Start with S eptember,

October, November,

December,May,June .

Development

(20 Minutes)

Plenary

(5-10 minutes)

• ask and answer the question

When is your birthday? Pupils can note their own birthdays on a card in figures. These can then be used for birthday bingo.

Pupils ask and answer around the class, in the form of a survey, the question When is your birthday ?

They then choose three of their answers and fill them in on their three-ina-row bingo card, eg 3.9 / 9.4 /

20.10.

 listening to a tape of people in the school (men and women), giving details of their birthdays and when they started at WHL. Pupils listen and identify in their

‘Welcome’ booklets who is talking (year heads, head, deputies, receptionist).

• Pupils arrange themselves into birth date order around the class.

NB SOW 9/03

Homework

 write the day and date for each piece of work from previous lessons

- 15 -

Notes

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 8

• the interrelations hip of sounds and writing using Ship or

Sheep , particularly vowel sounds

•pronunciation and intonation for words and phrases covered in the unit

•some English sound/spellin g and stress rules

• Intonation to form a question

Word/sentence activity (10-15 minutes) examples from each language spoken in the class – possibly computer terms from

BECTA website.

Practice intonation and look at differences from one language to another.

Introduction

Elicit and Practice

(20 minutes)

• To practise rising intonation to form questions, pupils work in pairs inventing questions which require the answer yes or no .

• Pupils should learn in particular that syllables do not receive equal stress (eg. Photograph/ photographer/ photography); that you can form a question by raising your voice at the end of a sentence and that the last letter of a word ( eg plurals) is pronounced.

• Aural discrimination exercises: pupils guess sounds or words by watching the teacher’s or another pupil’s mouth movement.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Compare some common spelling/pronunciation idiosyncrasies.

• Pronunciation and vocabulary for classroom commands should be revised.

• Pupils should be alert to spelling patterns and word families.

Homework Notes

NB SOW 9/03 - 16 -

KS3 Scheme of Work

– Induction

Unit 1 Myself

Lesson 9

• to use a steadily increasing number of phrases to conduct classroom business, including working with a partner

• to apply the knowledge, skills and understandin g learnt in this unit


• Pupils answer the register.

• use some everyday words and phrases including hello , are you OK, OK, see you/bye

Sir/Miss, here, yesi, no, thanks, please could I have, please, I don’t know, true or false .

Introduction

Elicit and Practice

(20 minutes)

• understand instructions including open close your books , stand up, sit down, guess, what’s missing?, look, listen, repeat, write, answer, ask a question, work with your neighbour, work with someone else, Excellent! Very good!

Pupils prepare a display of the classroom language already covered to go on the wall for the rest of the year as a support.

• Pupils make a short oral presentation, in pairs or small groups, using the display.

• write accurately words and phrases, eg hello

Sir/Miss, listen, I don’t know.

Development

(20 Minutes)

• Set work for which pupils must request certain materials.

Introduce the language of pair work, eg Who’s starting? Me or you?

• carry out simple conversations including questions and answers about personal information or act out short simulations using classroom instructions, questions and answers

Plenary

(5-10 minutes)

Prepare phrases in word bubbles for display

Homework Notes

• The wall display could be done using ICT. See

IT using files .

(This provides an opportunity to develop pupils’ skills in using word processing and use the multilingual guides to

IT from BECTA website.

Illustrate possibly using clipart on computer and print. It also helps pupils see the potential for improving written texts.)

• Pupils need to learn task-specific language, including the teacher’s instructions, in order to be able to sustain the use of the target language in the classroom. Planning requires systematic analysis of pupils’ language needs.

NB SOW 9/03 - 17 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 10

My Family

• to ask and answer questions about the names and number of family members, including answers using negatives


Introduction

Elicit and Practice

(20 minutes)

• Pupils draw and label their own family tree or one which is fictitious or historical.

• Pupils work in pairs, each pupil having different information about the same family.

They find out the missing information by asking each other questions.

• Pupils interview each other about their families, in pairs.

• Round-the-class survey on names and numbers of family members.

• Presentation of an imaginary family using overhead transparencies (OHT) or pupil-made posters/flashcards.

• Pupils could also make a collage of a family with speech bubbles or

Post-it notes acting as labels.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• ask and understand the question

How many people in your family? Or Tell me about your family and answer with sentences such as I’ve got a brother; he’s called …….I’ve got two si sters. They’re …years old and ……years old.

Put down on paper ‘This is me’ and ‘Me and my

Family’

Homework

• Encourage pupils to give full answers to questions, volunteering additional information from their own language reserves.

• Teachers need to be sensitive to the possible range of nontraditional family structures. An alternative idea is to use families from TV series.

• Negatives (here with the rule concerning I don’t have a/any ...

) might be introduced gently at this stage, for more intensive use later.

Notes

NB SOW 9/03 - 18 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 11

• the implications of second and third persons singular

• how to use pronouns with family and classroom objects


Introduction Elicit and Practice

(20 minutes)

• Pupils put questions to different people. The teacher (or another adult) could be the interviewee, adopting a fictitious persona.

• Pupils match cards/OHT cut-outs with pronouns and parts of verbs.

• One pupil says a pronoun, others volunteer the correct verb form.

• Pupils create a display for their exercise books or the classroom wall to illustrate the meaning of pronouns, using a word processor and scanned photographs.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• answer questions orally and in writing about themselves and others such as How many sisters does he have?

as well as

Tell me about so-andso’s family , sometimes producing a response of more than one sentence such as She’s got one brother. He’s called ……. He’s fifteen years old.

• know when to ask How old are you? a nd contrast with he/she

Homework Notes

• This learning objective is perhaps best tackled gradually and over time.

• Teachers should show pupils ways in which parts of verbs can be learnt quickly.

A competitive game can work very well.

The meaning of the subject pronouns is crucial and must be made clear.

• Displays created using ICT can be saved and presented as models for other classes.

NB SOW 9/03 - 19 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 13

• how to use plural subject pronouns

• to use possessive adjectives

(first, second and third persons, singular and plural nouns) when talking about pets, family, classroom objects

• to express themselves in a conversation about their families and pets


• Teach names for common pets and practise new vocabulary by playing language games, eg picture bingo, noughts and crosses with pictures on OHP,

‘Pelmanism’ game, matching words to pictures.


(20 minutes)

Pupils match reading/listening texts

(Welcome booklets) to photos.

Pupils discuss family photos (including pets) in groups, using a range of familiar structures.

Pupils create a wall display, with text to accompany family photographs. This could be done using ICT

(photographs scanned, to preserve the originals).

Pupils reconstruct the text of a listening exercise from first to third person.

Development

(20 Minutes)

• Class survey on pets. Pupils report back findings in pairs to see who has recorded the most.• answer the question

How many ……….have you got?

with We’ve got ….. dogs / cats.

• produce statements such as

She’s got two cats. They are

….years old and ……years old .

• understand written and spoken English in which family and pets, names and ages are discussed

Plenary

(5-10 minutes)

• produce in speech and in writing short descriptions which use possessive adjectives, eg This is my cat, this is my cousin with her parents, she’s called…… .

Homework Notes

• Teachers should show that the possessives can be used in other contexts, eg with classroom objects.

Showing pupils how language can be used in different contexts is crucial.

NB SOW 9/03 - 20 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 14

• how to use ‘s with the verb to be in order to indicate where someone or something is

• how to use a small range of prepositions, with classroom furniture and parts of the room



(20 minutes)

• Treasure hunt, eg an object is hidden while some pupils are out of the room; they must guess where it is.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Each pupil has a different version of the same picture. In each case certain objects

(illustrated) are not yet included in the picture. Pupils find out where they should be by asking each other questions.

• ask the question

Where’s the …….? or

Where’s the …..and the

……?

and answer with sentences beginning It’s

…… or They’re …….

using common prepositions such as on , in, under, behind, in front of

Homework Notes

• To be could be put on the wall along with other verbs as they are learnt. Teachers can show pupils how to use the wall display in preparation for showing them how to use verb tables.

NB SOW 9/03 - 21 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 15

• how to use adjectives to describe people and animals


6 colour bingo


(20 minutes)

• OHT presentation of physical characteristics using a range of different physical types and people of different ages and ethnic groups.

• Presentation of adjectives of character using well-known cartoon characters.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Slowly reveal pictures of famous people; elicit as much description as possible.

• Pupils match description (written or spoken) to object/picture.

• Describing and guessing who

(other pupil/teacher).

• Identification game using the same visuals as in the initial presentation, this time displayed as missing persons. Pupil A describes the person to pupil B who tries to identify him/her from the display of missing persons.

Pupils word-process descriptions of the missing people from the identification game.

• ask questions such as

What’s your brother like?

and answer by producing sentences beginning He’s …..…… using a range of adjectives of colour, size and character

• understand and use, when appropriate, we are…

Homework

• For homework, pupils could prepare a description of a famous person for a display or quiz.

Notes

NB SOW 9/03 - 22 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 16

• how to memorise the numbers 32 –

69 by seeing the pattern in their construction

• how to memorise the letters of the alphabet by learning chants or noting differences from, and similarities with, home language.

• the interrelations hip of sounds and writing, particularly the difference between vowels



(20 minutes)

• Number and letter games including bingo, hangman, speed games

(counting backwards, counting in threes, mental arithmetic, pointing at the called number on a board), dictating names or phone numbers. These activities can be teacher-based initially, but also develop into group or pair-work activities, thus promoting more independent work.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Songs/chants for alphabet; making alphabet display visually designed to aid memory.

• Matching game, linking letters written by hand in home language to English equivalents.

• Matching games where pupils match words which rhyme.

• Writing simple rhyming poems with different degrees of support according to ability.

• Chanting and practising individual sounds.

• Aural discrimination exercises.

 Finding unknown words in a glossary and working out how to pronounce them.

• know the numbers 1–69 and letters of the alphabet and respond in a range of relevant contexts, eg by finding page number, giving the date, spelling a word or a name

• stress pronunciation and intonation for the language covered in this lessont

 show application of pronunciation/spelling rules to a few new words

Homework Notes

The first activity will sharpen pupils’ skills in application of number.

• Displays of letters should use handwriting in order to familiarise pupils with authentic handwriting at an early stage in their learning.

• Pronunciation and spelling should be taught progressively through the unit.

• Pupils will need specific instruction on where to place their tongue and how to move their lips for particular sounds.

NB SOW 9/03 - 23 -

KS3 Scheme of Work

– Induction

Unit 2

My Family

Lesson 17

• to use an increasing number of phrases for conducting classroom business


• Competitions using classroom language, eg

Simon Say ; who can use the most classroom routine questions.


(20 minutes)

• understand further language for classroom routine, eg Copy your homework for Monday.

How’s it written? Check your answers. Give a complete sentence .

• say in English what mark they got for a piece of work, and use some routine phrases, eg I’ve forgotten my exercise book, I don’t understand, I’ve/we’ve won

• ‘Bubbles’ suspended from the ceiling or stuck to the wall with the most common expressions to support pupils; begin an accumulating list in exercise books or on classroom ‘graffiti board’ of rubrics for common activities.

Development

(20 Minutes)

• Pupils might hear/read about a person’s family in their own language (many examples in books) and prepare a presentation, live or on audio/video, about themselves, their pets and family.

Plenary

(5-10 minutes)

• speak briefly about themselves, family members and pets

NB SOW 9/03

Homework Notes

• Try and discuss with pupils their language needs to complete a particular task, using

English for managing their learning, eg now your turn, louder, you’re cheating .

• Phrases for classroom routine should be taught progressively.

- 24 -

KS3 Scheme of Work

– Induction

Unit 3

House and

Home

Lesson 18

• to ask questions about where people live, using Where and Who?

• to answer questions using in + name of town and some simple phrases



(20 minutes)

• Pupils listen to young people describing where they live and match each person to a picture. (This can be done using commercially produced resources.)

Development

(20 Minutes)

 Cocktail party activity: pupils circulate with cards which identify the area and type of housing they live in, and interview other pupils to find the one whose card matches their own.

 Conduct a survey of pupils in the class and record on a tally sheet. Produce a graph to illustrate.

Plenary

(5-10 minutes)

• I live in .....

lead to some work looking at the map of Haringey using photocopies from the A-Z. Each person does a short presentation using the map as a starting point.

Homework

• answer questions such as Where do you live? Where does he live, where does she live?

Or Who lives in

Tottenham?

and provide and understand answers such as I live in a small house in

Wood Green, in

Haringey .

Notes

NB SOW 9/03 - 25 -

KS3 Scheme of Work

– Induction

Unit 3

House and

Home

Lesson 17

• how to develop a conversation about where they live by describing the rooms of their house and its furniture with prepositions and There's

....

• how to use their knowledge of verb to have , and possessive and other adjectives, in the context of describing a house to express themselves with a small range of vocabulary and structures


• True/false activity: pupils hear or read statements about a picture and say whether they are true or false.


(20 minutes)

• Where is the cat?

Game using overhead projector (OHP) with visuals of different rooms and different items of furniture. A visual of a cat is moved around the screen.

• Information gap activity: pupils reproduce a picture of a room described to them.

• Listening: pupils hear a series of single sentences describing different rooms and have to pick out the prepositions. Revisit the use of negatives, including isn't a ... and don’t have.

Development

(20 Minutes)

• Estate Agents: pupils write descriptions of different flats to rent using magazine pictures or illustrations and floor plans.

Using word-processing and desktop-publishing software, and scanned photographs, pupils can produce authenticlooking descriptions. These could be combined to make a small brochure.

Plenary

(5-10 minutes)

• produce in written or spoken forms descriptions of a house using a range of words for rooms and furniture, with previously learned adjectives and possessives, eg In my house there are 2 bedrooms. In my bedroom I've got a small

TV. On my bed there's

......

 Spot the difference: pupils describe the differences between two pictures of a bedroom or between a picture and a written or spoken description of a room.

Homework Notes

• Pupils should be shown how to keep and refer to their notes.

• Pupils should have practised note making.

• Show how don’t can be used emphatically.

Extra emphasis might be achieved with I don’t have a …….

NB SOW 9/03 - 26 -

KS3 Scheme of Work

– Induction

Unit 3

House and

Home

Lesson 18

• how to use subject pronouns with verbs when talking about what they do at home

• that verbs have an infinitive and what this means

• that the infinitive has to be changed when they want to use a verb

• that learning the pattern for one verb enables them to use many other verbs

• strategies for learning the paradigm



(20 minutes)

• Introduce the paradigm of regular verbs in stages through active use:

– Presentation of personal information, eg I watch

TV in my room. I like the

Simpsons.

– Pair work: Do you watch

TV on Saturday morning? Where?

– Feedback following pair work: He /she watches

TV on Saturday morning in the kitchen.

• Use verb cards to demonstrate visually the way that other endings are added. Pupils could be asked to choose appropriate verb-ending card(s).

• Suggest ways in which their notes could be made visually clear, eg represent the verb as the trunk and branches of a tree.

Development

(20 Minutes)

Plenary

(5-10 minutes)

 Class/group survey on TV viewing habits and feedback:

They watch TV on Saturday mornings in the kitchen. We watch TV in the evening in the sitting room. They don't watch TV

• Pupils call up a word-processed file containing a range of sentences in which the verbs have been presented as infinitives. n Saturday mornings

They identify the infinitives, change them into the correct verb form and underline them.

.

• Substitution exercise: beginning with a sentence such as Raul eats in his room , pupils have to change, alternately, on instruction, the verb, the room, the subject, etc. You can use other ways to signal the changes, such as pointing to the word to be changed.

 Put the paradigm to a well-known tune selected by the class.

Homework

NB SOW 9/03 - 27 -

Notes

KS3 Scheme of Work

– Induction

Unit 3

House and

Home

Lesson 19

• how to say what time it is and use the time in questions and statements about everyday activities

• how to use a range of verbs


• Pupils listen to native speakers talk about a few simple household activities and fill in a gapped text.


(20 minutes)

• Pupils with word cards come to the front of the class to form the time which the teacher calls out or represents digitally on the blackboard.

• Telly addicts: A TV program is quoted and pupils have to give day and transmission time, using authentic TV listings if possible, eg

The Guide.

• Pupils listen to native speakers talk about a few simple household activities and fill in a gapped text.

• Present pupils with new words (ie names of programs) and ask them to work out how to pronounce them.

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework

 Pupils form questions from statements by adding When is it?

and change intonation.

• Pupils stand facing each other in concentric circles. On instruction the inner circle rotates and holds up time cards for changing partners to answer the question What's the time?

• Pair work or class survey on domestic routines, eg What time do you eat lunch? You eat at home? What time do you leave home? Your mother works?

(It may be more motivating if there is an IT purpose for the activity.

The class survey on domestic routines and feedback of findings could be displayed on the wall. A computer database of responses might be created.)

• ask questions such as

What's the time? What time do you have lunch?

• understand and say what time it is in simple statements with regular verbs, eg What time does he leave home?

My mother gets home at

7.30.

 The Telly addicts game could be extended by using a page from the

Guide magazine. The teacher gives the day and time of a program, pupils try to read out the name.

• Pupils might be given tapes to prepare oral and aural work for homework from time to time. Regular practice at home of listening to the time, for example, will help pupils’ selfconfidence when they have to do the same in the greater pressure of the classroom.

Notes

• Pronunciation/spelling rules should be taught progressively through the unit, when the need or opportunity arises. Activities to practise these should be brief. Occasional dictation exercises, of short, focused sentences, help develop pupils’ aural and spelling skills. At times, pupils might be asked to read a short passage (or a sentence) aloud. This should not be overdone; it can be tedious and it embarrasses some pupils to perform in public. For short bursts, in the security of small groups, however, it can be an effective way of improving reading and pronunciation skills.

NB SOW 9/03 - 28 -

KS3 Scheme of Work

– Induction

Unit 3

House and

Home

Lesson 20

• how to use a dictionary/ glossary or the vocabulary section of the textbook, particularly:

– how to pronounce a new word found in the glossary

– that the glossary gives the infinitive of a verb so that they are able to understand and produce language more independently


• Team races to find certain specified words in the dictionary/glossar y, eg a room beginning with s .

Some pupils will need support, for example being given more than one letter as a prompt, eg sit for sitting room rather than just s.

• Pupils then use these words in sentences.


(20 minutes)

• Pupils work in pairs to prepare a description of a picture which contains some unknown words; they use a bilingual dictionary for support, and apply their basic knowledge of pronunciation rules in their presentation.

Development

(20 Minutes)

• Pupils might create a word puzzle on the theme of My home using picture (or verbal) clues based on their glossary work.

Plenary

(5-10 minutes)

Homework Notes

• using a simple dictionary to find new words such as lit or ‘to play’

 use a dictionary/ glossary reliably to help them understand an unknown word in a printed text

• work out pronunciations

• write about where other people live and what they do at home

• Reinforce pupils’ stock of language phrases bu for instance answering the register, giving in marks, stating the date, greeting the teacher and should use standard phrases for frequent activities

(such as I've won ) in every lesson.

Occasionally, when answering the register, the class might be required to give a response other than the usual here/yes miss/yes sir/absent , eg by giving their birth month.

NB SOW 9/03 - 29 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 21

• how to use all parts of the verb to go to ask and say where people are going

• how to combine this with nouns by using à with the definite article, and with simple directions



(20 minutes)

• Introduce simple directions around the school/the area/Haringey, eg using

Where is the library?

Where is the Civic

Centre This could be done with a simple map on an overhead transparency (OHT).

• Pupils choose where they are going (without stating this) and give simple directions. The others say where they end up, using You are going to the….. Pupils then work in pairs, asking Where are you going? and marking a grid to follow their partner’s directions.

• Group survey: group 1 asks group 2 Where are you going ?

Group 2 responds, e.g.

We're going to the library/cinema/civic.

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework

• Pupils listen to tapes of authentic voices, which include other information such as times, and say where the people are going.

• Part of the class listens to a tape or teacher saying where various people go and at what time, and draws lines between symbols. They then relay the information from their notes orally to others in the class who have to carry out the same exercise. Results are then compared with the original and the written transcript.

• know a small range of place nouns related to their everyday life and produce and understand questions and information about people’s movements with sentences such as

I'm going to Wood

Green. We're going to school. They're going to the centre of town.

 take notes, eg noting key words, on what they read and hear without the aid of a framework

My street worksheet

Notes

Authentic town plans could be used, but simple grid maps may be preferable so as to focus pupils’ attention on language learning rather than deciphering a town plan.

• Teachers should ensure that listening activities have a clear learning point and are not just tests of comprehension.

Comparing an audio passage with the transcript afterwards focuses attention on the shape of the sounds which pupils found difficult. This helps pupils understand that listening is not always a separate skill or activity.

NB SOW 9/03 - 30 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 22

• how to describe what they and others do about the home using their knowledge of the verb paradigm with new and known verbs.

• how to extend sentences about these activities by stating at what time they occur


• Sharing strategies for memorising spellings and meanings of words, eg similarities to their home language, mental associations, miming and chanting, self- and peer-testing.


(20 minutes)

• Matching phrases to pictures.

• Combining parts of sentences so they make sense (activity, time and room); making sentences longer by adding extra details.

Pupils could also construct ‘nonsense’ sentences to be used for a true/false game.

• Competitive games to commit verbs to memory within a given time. This could be set up using an overhead projector (OHP) screen which becomes progressively blurred, or an interactive white board where the

‘spotlight’ shrinks until the words are all covered up.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• ‘Pelmanism’ game, matching pictures to sentences.

• Changing sentences, beginning with, eg My father washes the dog at 8 o'clock, which is altered progressively on teacher’s or pupils’ command (new verb, new time, new person).

• state and understand what people do in the home with sentences such as I do the washing. I tidy my room.

My brother washes the car. I eat breakfast in the kitchen at 8 o'clock .

Homework Notes

NB SOW 9/03 - 31 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 23

• how to use the phrases

Is/Are there

...? and what are....? to ask questions about the ways people help and relax in the home and what they think of these activities

• how to express a simple opinion using some adjectives


Introduce vocab of clothing with flashcards. Play games on a word level. (This part of the lesson is to provide a familiar context for imperatives next lesson.)


(20 minutes)

• Introduce Is/Are there

...? and what are....? by revising What's this?

to establish its meaning, before showing how to combine it with other recently learnt verbs.

• All contribute to a survey on how they help about the house. They enter the results into a data file, making it easy to see how many do each task and how this breaks down into boys and girls. The results of the survey can be wordprocessed. An optional simple survey could involve using gerundives for household tasks I like cleaning, hoovering, washing and responses in the form of I like this and don't like that.

• Pupils give simple opinions about household tasks; this can be extended to earlier topics.

Development

(20 Minutes)

• Pupils interview each other in groups about what they ( and others) do or do not do about the house.

Plenary

(5-10 minutes)

Homework Notes

• ask and answer the question, What do you do to help at home?

• understand, ask and answer questions with a small number of different verbs, show ability to vary the subject, eg What do you think of that? What's he watching on TV? What do your parents do at home?

• give a simple opinion, eg I do the washing up.

It's annoying .

BOPD pages 143-

149 sections

• Pupils should be clear what the different words in the structure what's/what are/is there and are there actually mean as this will help them with spelling it (always a problem!).

• Using a database is a powerful and efficient means of accessing and interpreting ‘real’ information.

NB SOW 9/03 - 32 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 23

• how to form and use the imperative of the verb in order to tell people what to do around the house and the classroom


• Simon says with pupils, initially the more able ones, taking the part of

Simon.

• Hypnotist game: in pairs one

‘hypnotises’ the other and gives a series of commands which the other mimes.


(20 minutes)

 Pupils list imperatives as classroom rules for display.

 Pupils might form negative imperatives to produce a humorous display of the rules of a very strict school.

 Point out more polite ways of telling/asking someone to do something, by using for example do you want to or would you like . Pupils could adapt text for one audience (in the imperative) for another audience

(using a more polite form).

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework

• Pupils play a forfeit game where the forfeits are presented as written commands or where the opposing team may invent the forfeit by creating their own command.

• Pupils write a song or poem about a bossy parent or teacher where the verses are lists of commands and they express their opinion in the refrain.

 form the appropriate command form for verbs

 form negative imperatives such as don't eat, don't speak p147-8 POPD in context of washing clothes

• For homework pupils might invent forfeits in preparation for the classroom activity.

Notes

NB SOW 9/03 - 33 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 24

• how to deal with unfamiliar language in a text or conversation about activities in the home by:

 asking for help

 concentratin g on what they know

 recognizing that the unfamiliar may be unimportant to their overall understanding


 Song about the body ‘Head, shoulders, knees and toes’ possibly using computer file to present.


(20 minutes)

• Requests for help from

First Words & Phrases booklets in home languages

 Using a text containing some unfamiliar language, show pupils the language they would need to ask for help.

• Pupils keep a list of phrases in their notes specifically for coping with difficulties.

• Show pupils that they can make sense of a text/tape without having to understand every word, eg by identifying key words or underlining words they do understand.

Development

(20 Minutes)

Plenary

(5-10 minutes)

Practice Emergencies ie. Giving location, names, addresses and nature of the emergency.

Flashcard each emergency.

POPD pages 184-193

• spoken texts of several sentences, containing some unfamiliar language, by concentrating on the parts which they do understand (use expressions such as

Please repeat more slowly and What's that in .(Turkish).......?)

Homework Notes

POPD pages 152-

154

• This activity develops the communication skills of listening, speaking and reading, as well as problemsolving skills (making sense of the text/tape) and improving own learning and performance (keeping word lists).

NB SOW 9/03 - 34 -

KS3 Scheme of Work

– Induction

Unit 4

Things I do often

Lesson 25

• how to use a glossary or dictionary as quickly as possible

• to know and use How many ( x) are there? With numbers, including 70 –

200, in order to ask and answer questions about school

• strategies for memorising numbers


• Speed games: individuals look up single words; teams of four work through a longer list.

Teacher keeps time records.

 Teach pupils to memorise higher numbers, explaining the mathematical reason for them, eg sixty, seventy, eighty.

Get pupils to work out the next in sequence.


(20 minutes)

• Questions to focus attention on use of alphabetical order, eg

After G, it's ...…? P is between …? Put these three words in alphabetical order: dog, door and dictionary.

• For pupils requiring support, give the first three letters of a word together with a picture clue, and ask them to find out what the word is in full.

• Pupils invent questions about school, based on the model How many

..........are there in a/the.........? and others research the answers.

 understand and respond to questions such as

How many pupils are there in the school?

and How many hours of History do you have every week?

with short answers such as 2 00 hundred or longer There are

200 hundred pupils in year 7 and Two hours of History a week.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Pupils meet with an experienced

WHL pupil to ask questions about the school; they look at timetables, maps, photographs, video material about the school.

• Ask the class about likes and dislikes. Pupils then express likes and dislikes of the class as a percentage.

NB SOW 9/03

Homework

- 35 -

Notes

• For homework, pupils might be asked to invent number questions for a quiz, using the models encountered in class.

• Point out how

English telephone numbers are given, ie single digits.

• Pupils might prepare examples for a number connection quiz, eg 11? ... the number of players in a football team.

• Throughout the unit pupils should revisit pronunciation rules and work at improving their intonation. Point out how the rules apply to new vocabulary learnt in new contexts. When using a glossary or dictionary pupils might be asked to find rhyming words.

KS3 Scheme of Work

– Induction

Unit 5

My Day

Lesson 26

• how to ask why and give a simple reason for their opinion by using because with it's followed by a range of adjectives

• how to apply rules of adjectival position, and use quantifiers


• Mental maths, where some of the questions emphasise the linguistic connections, eg 2 x 2 is how many?

Four times 20 is how many?

• This activity could be organised as a

Beat the clock game with contestants, eg groups of pupils with word cards, arranging words into positive or negative categories, from memory or with support.


(20 minutes)

 Give pupils about 10 –15 adjectives to describe lessons and teachers, eg . boring, useful, funny . They must find them in the glossary and classify them as positive or negative.

 Some pupils may use the glossary or a small dictionary unaided to add to this list words of their own choosing.

• Pupils read and understand letters or emails about likes and dislikes, with simple opinions on lessons and teachers. Pupils pick out a range of words/phrases to indicate likes/dislikes/opinions and adapt these for their own purposes.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Some pupils could underline in a given colour anything that the pupils like and, choosing a different colour, underline anything

• Using a writing framework pupils produce their own e-mail. Some pupils may require a menu of language from which to choose an appropriate statement.

 Pupils prepare short descriptions of different members of staff and present them to the class, which has to guess the teacher’s identity.

 Pupils prepare guided role plays/sketches or a cartoon featuring naughty pupils and angry teacher, drawing on language they already know.

• understand questions such as What do you think of .............?

and

Why?

, and express opinions with reasons and understand others doing the same with statements such as I like English because it's very interesting. I don't like Mr Z because he is too strict .

 use a dictionary to find and use their own adjectives

• Pupils invent similes to describe subjects and staff, using adjectives and a dictionary, eg great like science; fantastic like geography

Homework Notes

• Topics covered in earlier units could be revisited here, eg describing family members, friends, pets, giving simple opinions. This will help reinforce the principle that language is not confined to one specific topic.

• Simple texts written by pupils could be copied from the internet into a word processor. Pupils could then embolden/underline specific features of language, eg adjectives, opinions.

NB SOW 9/03 - 36 -

KS3 Scheme of Work

– Induction

Unit 5

My Day

Lesson 27

• how to use and adapt language learnt in other contexts (to have + school subject; including start and finish + time)

• to give and understand information about their school day


• Number games: racing to point at a called figure on the board; hearing a number and identifying a connection, eg 52

... weeks in a year, or vice versa; dictating and receiving phone numbers.


(20 minutes)

• Pupils rewrite their own timetable, possibly adapting a version already on computer.

• Pupils give an oral account of a particular day to a partner, who then has to work out what day it is. This could be simplified by asking pupils to say only what they have in the first period.

• make and understand statements about the school day using familiar verbs (is, have start and finish) combined with at + the time, eg I have History at 9 o'clock. Break is at a quarter to 11. Lessons start again at 2 o'clock .

Development

(20 Minutes)

• Pupils read another year’s pupil timetable and construct sentences in the third person about it.

• Pupils read a fuller account of a pupil’s typical school day, including break and lunchtime activities. They amend the text to make it apply to them.

Plenary

(5-10 minutes)

• form sentences on reading another pupil’s timetable, eg She has music at 10 o'clock.

Homework Notes

• If the account of the school day is saved in a word processor, pupils can focus directly on the editing that will need to be done to create their own personalised account.

NB SOW 9/03 - 37 -

KS3 Scheme of Work

– Induction

Unit 5

My Day

Lesson 28

• to understand the function and form of common verbs in the present tense


• Elicit known ‘daily routine’ verbs.

• Pupils sequence a jumbled set of picture clues in the correct order, against the correct speech bubble.


(20 minutes)

• Jigsaw of verbs to rearrange into sentences. Can be played as a card game with the first player to use all their cards as the winner.

• True/false activity

(listening or reading): activities taking place in particular rooms.

• Pupils recycle known language for rooms in the house: matching activities to room.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Pupils contrast A typical Sunday with during the week .

 Pupils could try to describe the routine of other members of their family.

• Verb-spotting exercise in a written text; then to make up sentences which involve two verbs. Pupils can describe their routine fully.

• ‘Weird Bart’ (or any other character): pupils describe a bizarre family and create a cartoon story with captions and speech bubbles using the full range of verb forms for different persons.

 understand and use language describing daily routines

Homework

NB SOW 9/03

 Pupils can make a

‘machine’ for learning verbs by cutting three sections of cardboard tube

( eg from inside kitchen rolls), labelling them with subject and pronouns and the paradigms of various verbs and revolving them round a piece of dowel rod. The verb section can be changed.

• An alternative mechanism is the ‘fruit mac hine’ window in a sheet of cardboard, behind which two strips of paper (subject pronoun, and verb paradigms) can be slid to align correctly.

- 38 -

Notes

KS3 Scheme of Work

– Induction

Unit 5

My Day

Lesson 29

• to adapt short texts in order to write about what they are doing


 You might introduce and try using the simple future tense .


(20 minutes)

• Based on examples they read, pupils write postcards (using I , we forms) describing what they do on a typical day.

• Pupils research details of life in school. On a two-column checklist, in which they have (or the teacher has) provided details of life in their own school. They can take photos of each aspect.

 Using photos of school and lessons, pupils make a presentation of school life with captions or fuller descriptions, according to ability.

(Photos could be scanned into wordprocessed accounts and sent to pupils at a school in their country.)

Development

(20 Minutes)

 extract specific information from simple texts about a school

• describe their own school life, in speech or in writing, expressing simple opinions

Plenary

(5-10 minutes)

• write simple postcards describing what they are doing, eg In the morning we get up at 7o’clock. I play during break .

Homework Notes

• The postcard activity enables a wider number of verbs to be introduced, eg to be bored; enjoyr ; get on with ..., which can widen the context and give rise to more interesting ‘natural’ language.

NB SOW 9/03 - 39 -

KS3 Scheme of Work

– Induction

Unit 5

My Day

Lesson 30

Unit 6

Outside

Activities

• how to use their knowledge of likes and dislikes to describe their hobbies and interests

• how to develop a conversation by giving a statement about their hobbies and adding and what about you?

• how to express agreement and disagreement


• Class groups a list of hobbies. Pupils highlight those which they cannot guess and then find their meaning in a glossary.


(20 minutes)

• Listening to and reading texts where other pupils describe their likes and dislikes. Provide a sheet with a list of the people and a list of hobbies.

Pupils draw lines to link person to hobby, then add a (double) heart or

(double) cross to symbolise their opinions. Pupils then relay the information in the third person using their notes, before comparing with the original (and transcript of an aural text).

Development

(20 Minutes)

• ‘Cocktail party’ activity: pupils each have a set of interests and dislikes on a card; they circulate, interviewing others to find the other pupil in the class with an identical match of tastes.

• Jigsaw listening and reading task: some pupils must discover information from a written text and other pupils find information from a spoken, taped source.

Partners share information to produce a full account.

• converse with others by asking

What are your hobbies?

and give opinions using constructions such as Me I love dancing, and what about you? I don’t like swimming. I agree, I also hate judo .

Plenary

(5-10 minutes)

• describe a third person’s likes and dislikes

NB SOW 9/03

Homework Notes

• Continue to focus on the use of different persons of the verb with these structures, by talking about other members of the family, friends, etc.

• Share strategies for memorising spellings, especially where the

English is similar to their own, eg television, cinema.

Note other differences between English where the same words have different meanings .

• Pupils will need to combine the key skills of communication, working with others and improving their own learning and performance in this work.

- 40 -

KS3 Scheme of Work

– Induction

Unit 6

Out-of-school activities

Lesson 31

• to skim and scan texts about leisure pursuits

• to use contextual clues

• to use play or do

• how to adapt their previous learning about negatives to say what sports and musical instruments they play

• to use previously learnt go with other sports, eg go horse riding

• to combine a small number of sentences using time adverbs as connectives to sequence their text


• Guessing games based on teacher’s or pupils’ mimes.

• Cumulative text game ( eg ‘I went to market’), with hobby verbs

(possibly using adverbs of time at the start of each new addition).


(20 minutes)

• Pupils skim a letter by highlighting key words with a marker pen.

• Pupils scan a leaflet about a sports centre, locating specific information.

• Work as a class through a text which contains unfamiliar language and guide pupils to ask themselves contextual and grammar-based questions to aid understanding.

• Matching symbol to text from a sports centre leaflet.

• Pupils listen to speakers on video talking about their leisure time and tick when key words are heard.

• Revision of go to + place and infinitive, focusing on where pupils go for certain activities; then comparison with game.

Encourage pupils to work out examples for themselves.

Development

(20 Minutes)

• Guessing games based on a restricted number of yes/no questions eg ‘ Twenty questions’: It’s an instrument?

It’s a sport? It’s played in a stadium? It’s football?

• Super Jock : pupils make up a story using connectives of an obsessive sports fanatic and his/her weekly routine.

• Pupils requiring support might match visuals to text and reconstruct a story.

NB SOW 9/03

Plenary

(5-10 minutes)

Homework Notes

• understand and produce in speech and writing sentences such as I’m playing cards, I’m playing rugby, my brother’s playing guitar,

I don’t play the piano, I do rock climbing

.

• understand handwriting when it is clearly presented

• find information quickly and systematically from a long text

• extract key points from a printed text without having to read and understand every word

• begin to use contextual clues, and their knowledge of basic grammar as an aid to comprehension

 sequence a series of such sentences using connectives such as first, then, next and finally

• Opportunities to revise times, and simple opinions, eg it’s dangerous!

• Pupils need to be taught to use their knowledge of grammar to help understand a text, eg an unfamiliar word flanked by n’t, for example, must be a negative. As well as skimming for main points, pupils should also look at texts in detail and might translate them into their own language.

This will help reinforce the meaning of key words such as already, if, even so, etc, which in turn will make it easier for pupils to skim-read in future.

• At times, teachers will need to someone to translate using home language to explain points such as reading skills. This should be used when it is the most efficient and effective way of ensuring that an important point is learnt.

- 41 -

KS3 Scheme of Work

– Induction

Unit 6


Lesson 32

• to use the infinitive of a following or dependent verb in order to state what they like to do as hobbies and leisure pursuits

• to use What

(learnt in another context) to ask about hobbies

• how to set out a simple informal letter to a penfriend, seeking and giving information about hobbies and interests



(20 minutes)

• Revise present tense, using examples of verbs which pupils know well, such as household tasks, as well as play .

Using suitable facial expressions and/or gestures, teach pupils how to combine verbs such as like dislike with the gerundive of known verbs and recently learnt hobbies. Vary the subject of the verb and encourage pupils to observe the pattern and work out the rule (ie that the gerundive never changes, whatever the subject of the main verb).

• Ask pupils to prepare telephone conversations to leisure centres for information about leisure opportunities using What can I do?

and Can we play……?

Development

(20 Minutes)

• Pupils research leisure and sporting opportunities in

Haringey via the internet and summarise what people can do.

Pupils use a dictionary in their own language to find hobbies which have not been covered by the teacher.

• Pupils complete a matching form with likes and dislikes, first with nouns, then with gerundives. They might then use a database or internet site to find suitable matches (for penfriends).

Plenary

(5-10 minutes)

• combine verbs such as to go, to like, to hate and I’d like with an infinitive to make sentences such as I like to listen to music, I’d like to go to the cinema , and the gerundive my sister loves going to the swimming pool, my brother doesn’t like playing rugby

• ask and understand questions about hobbies such as What hobbies do you do?

and You like sports, don’t you?

• use a model to write their own informal letter about hobbies, or to supply information for an internet site

Homework Notes

• The gerundive verbs might be introduced gradually, then of other known verbs.

• Pupils might do an exercise transferring imperatives to a more polite way of giving a command by using Do you want/ You want to go , as an example of adapting text for a different audience.

Alternatively, pupils might ask each other out on an imaginary date using What do you want to do?

• Text manipulation software provides an ideal medium for pupils to explore the language of a model letter. They are then better prepared to emulate the model.

NB SOW 9/03 - 42 -

KS3 Scheme of Work

– Induction

Unit 6


Lesson 33

• to use knowledge of the days of the week, the time and adverbs of frequency, in order to state and understand when and how often they pursue a hobby

• to link sentences using conjunctions to form complex sentences about interests and hobbies

• write about sports facilities or leisure interests



(20 minutes)

• Pupils listen to a text dealing with sports and leisure, in which adverbs are used, eg often, usually, every

….., today.

Pupils holding cards with certain adverbs of time and frequency have to stand up each time their own adverb is heard.

• Pupils respond to a multiple-choice, magazine-style quiz Are you Sporty?

Pupils use the quiz as a model to make up another one.

• Who am I talking about?

Pupils interview one another and use the information in speech and writing for an identification game.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• produce and understand, orally and in writing, sentences about when and how often they pursue their interests, eg I go skating every Friday. I’m going to judo today at 7.I like playing the guitar every day. Usually I go swimming

.

• Pupils link pairs of sentences with conjunctions chosen from a list ( and, but, or, where, because’ ). They describe their own interests and those of others. Produce sentences such as I go to the pool every

Saturday and play basketball on

Mondays. Mum doesn’t like going to the pool because she hates swimming. I play in a band, but I can’t play the guitar.

At 8 o’clock I go to my room to play on the computer. Usually dad and I go fishing or else I go out with my friends .

• Pupils might prepare a leaflet to advertise the sports opportunities in their own area, ‘Come to Haringey!’.

Alternatively, they may write a letter to a friend about their leisure interests. If this is produced on computer, they will be able to redraft for improved accuracy and presentation.

Homework Notes

• compile a spoken record about themselves, their interests and school life, including their opinions

• Taped Record: each pupil prepares an end-of-induction tape, trying to include details of their likes, dislikes, family, hobbies and what they do at school. This could be built up incrementally for each unit if the teacher feels this to be appropriate and manageable.

 Pupils might try to use don’t like, go, don’t usually negatives.

NB SOW 9/03 - 43 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 34

• to understan d and give factual informatio n about

European countries

• numbers above 100


• Pupils reassemble the jigsaw of flags and countries.


(20 minutes)

• Pupils match country names to their shapes.

• Introduce European capitals/other cities of

Britain and use quiz to consolidate.

• Introduce names of national/regional languages and associate these with countries/areas on map. Compare names of countries, eg Spain, with language, eg

Spanish . Highlight differences, encourage strategies for learning these.

• Use countries/ capitals to teach structure of in (x), eg

Munich … is in

Germany or in

Belgium? Pupils can then invent similar items to challenge each other/the class

(team game). Extend above activities from

Europe to the world.

Development

(20 Minutes)

• Research and present information/ table of countries under various attributes, eg size, population, capital, population of capital, car ownership….. Use Encarta

CD-ROMs, internet sites or written reference books to provide statistics.

Plenary

(5-10 minutes)

Homework Notes

• With pictures of places/buildings challenge pupils to guess the place, eg

It’s in the US?

or

It’s in France? It’s in

Paris?

• Describe flags – pupils identify the country from what they hear; then pupils take over, giving descriptions.

• Introduce pupils to names of currencies and associate these with countries.

Pupils then use conversion charts and calculators to work out comparative values, eg

How much is

£10 in pesetas?

Might give opportunity for role play in next lesson, eg in a bureau de change .

By the end pupils should be able to: use country names, ask/answer questions, eg What’s the capital of Russia?

Moscow, present information orally, or in written or tabular form, ask for and give more detailed information about other countries and use numeracy skills to convert currency

NB SOW 9/03 - 44 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 35

• to learn and talk about different cultures

 Use of the passive voice


• take part in a language game and use English to keep the game going, eg your turn. Here are the dice!


(20 minutes)

• Focus on the use of is (is spoken, is played) with reference to languages and sports. Consolidate using question and answer work and additional examples with other verbs.

• Extend with matching game with numerous similar examples as halfsentences

– to solve in pairs. In

Canada English is spoken but in

Quebec French is spoken . Contrast with They speak

English in Canada but they speak

French in Quebec.

(An opportunity to introduce People + verb) .

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Pupils devise and play various games which involve speaking/writing names of countries, eg devise

European soccer knock-out competition, using dice to determine scores of games.

• Change from languages to adjectives of nationality using pictures of famous people who are familiar to pupils

–

What nationality is she?

And objects associated with a country. Produce sentences such as In the

United States they drink a lot of coke. In Canada they play ice hockey. Then the is drunk and is played forms .

• Pupils match portions of writing in various languages with the name of the language (get from the World Languages book).

Homework Notes

 the examples used could give pupils opportunities to consider the experiences of people living in other countries.

Use books in home languages if available.

NB SOW 9/03 - 45 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 36

• to become more aware of countries in which

English is spoken

• to adapt previously learnt language, using reference materials



(20 minutes)

• Introduce pupils to

English-speaking areas and countries by inviting them to say/guess which they are from a list/map; then get pupils to group them within continents.

• Listen/read for information. Pupils access a list of preselected websites from non-

European Englishspeaking countries, eg Ghana, Nigeria,

India . They word process a list of simple facts about each country.

 Pupils research and present products which originate in various Englishspeaking countries,

eg In

Jamaica they grow sugar

.

Development

(20 Minutes)

• research and prepare short oral presentations.

• It may be appropriate to get information from home language sources rather than in English, but if using

Encarta then pupils will need guidance to extract information from longer sentences in the texts. The list of facts could be incorporated into a publicity leaflet featuring images copied from the internet.

Plenary

(5-10 minutes)

NB SOW 9/03

Homework Notes



- 46 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 37

• to vary language to suit context, audience and purpose in a

TV show simulation



(20 minutes)

• use prepared and spontaneous language in an extended simulation, using phrases such as I don’t like the

Spanish song. I

Like the Turkish song better. Here is the Belgium judge’s vote. Germany 7 points ……. Hello, is that London?

This is Rome in

Italy. Good evening.

Here are the results from the Italian judges.

Development

(20 Minutes)

Reorganise the classroom to enable pupils to work in groups. Simplify the scoring by allocating fixed scores:

10;8;6;4;1.Two pupils could introduce songs/compère the voting.

Key skills in communication, number and working with others will be developed.

• Simulate the

Eurovision song contest . Divide the class into small teams which are the voting juries for each country

(pupils make country labels).

They hear a compilation of extracts from records (or of video clips from an off-air recording of the actual contest). Juries confer and write down their votes. A presenter, teacher or pupil, asks for the votes and chats.

Extend the small talk between presenter/jury, eg What time is it in Greece?

Plenary

(5-10 minutes)

NB SOW 9/03

Homework Notes



- 47 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 38

• to understand and talk about the weather

• to vary language to produce graphs, charts

• to use context to decode unfamiliar weather terms

• to use

English in progressively more demanding contexts, eg a simulated weather report



(20 minutes)

• Teach weather phrases and seasons, then present seasonal weather/temperatur e charts for various locations.

Practise/consolidat e numbers by getting pupils to convert from

Celsius to

Fahrenheit.

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Pupils read authentic materials, consult reference sources for information and produce seasonal country/city weather charts

(using symbols, words and temperature/rainfall graphs).

 From audio/video-recorded weather forecasts pupils predict which weather phrases will occur and/or show recognition, eg by raising their hands or clicking their fingers, of those they hear.

• After hearing recorded examples, pupils present weather reports

(using overhead transparency (OHT) maps and superimposed symbols) as on radio/TV. Some pupils might do this with little support.

Homework Notes



NB SOW 9/03 - 48 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 39

• to understand and produce more complex sentences using if and when


Unit 7

Other

Countries

Lesson 40

• to apply knowledge, skills and understandi ng learnt in this unit



(20 minutes)

• Combine known language of sports and activities to present and stimulate the use of complex sentences associating on , weather phrases and adverbs of time, eg associate weather symbols with pictures of activities. 

Include locations.


(20 minutes)

• Show a broadcast video on aspects of life in an Englishspeaking country.

Exploit linguistic content through question/answer work or a quiz.

Development

(20 Minutes)

• adapt previously learnt language and combine with new language to produce sentences such as If it doesn’t rain in the summer we eat in the garden. If it’s sunny we play baseball in the park. When it snows they go skiing in Austria. But if it rains we go to the amusement park.

Development

(20 Minutes)

• Pupils could then prepare an oral or written presentation on aspects of a specific country (possibly their own), drawing on all they have learnt in this unit.

Plenary

(5-10 minutes)

•

People can again be consolidated using familiar contexts, eg routines.

Plenary

(5-10 minutes)

Homework

Homework

Notes



Notes



NB SOW 9/03 - 49 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 41



(20 minutes)

• Invite pupils to find symbols of locations on a real/imaginary town plan.

• Pupils ask/answer questions about location. Some pupils may concentrate on recognition of language.

• Use the ‘finished’ map to exploit prepositions and prepositional phrases, eg opposite . A sk and answer questions, eg Where is the cinema? It’s on the

High Street, and use prepositions eg opposite the hospital. V ary question forms, eg

Is there a restaurant near here, please?

Where is there a restaurant, please?… .

Development

(20 Minutes)

Plenary

(5-10 minutes)

• Use ‘jigsaw’ maps, ie two similar street maps have some locations marked and labelled in common, but some places are located but not labelled, thus offering an information gap. Through pair-work question and answer, pupils complete the information on both maps, eg What’s opposite the station?

• Standardise the symbols/pictograms for places in town so that they can be frequently reused, to minimise the need for word prompts, eg in roleplay cues.

• In question and answer sequences, drill alternative question forms, eg by dividing the class in two and getting alternate teams to offer a different way of formulating the same question.

• Extend this to previously encountered contexts, eg Is there a garden in your house?

• Use Worldtalk multimedia CD-

ROM to practise directions.

NB SOW 9/03

Homework Notes



- 50 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 42

• to understand and use ordinal numbers in different contexts



(20 minutes)

• Teach ordinal numbers (first to sixth) by reference to streets on a map.

• Physical response: pupils move arms to right/left and indicate the first to fifth streets by displaying the correct number of fingers, eg thumb and index for

‘second’.

Development

(20 Minutes)

• Extend by inviting pupils to predict which position in league (or pop chart) football teams (or singers/groups) will end up. Distinguish between cardinal and ordinal numbers

– use ordinal numbers in appropriate contexts, eg take the third turning on the right. In sixth place are Tottenham

Hotspurs .

• Give directions from point X, pupils follow directions and give name of place where they end up. Extend this more actively, through pairwork or information-gap activities.

Plenary

(5-10 minutes)

NB SOW 9/03

Homework Notes



- 51 -

KS3 Scheme of Work

– Induction

Unit 7

Other

Countries

Lesson 43

• how to give directions using imperative s

• how to use imperative s creatively in different contexts

• how to use verb tables



(20 minutes)

 Use of a map to teach imperatives go down, go straight on, go until you reach…….

Include some negatives, eg cross the road/ don’t cross the road.

Present directions in stages, concentrating on recognition and understanding at first. Extend in pair work using different ‘jigsaw’ maps or sets of cards. Pupils use the positive or negative form as appropriate.



 Put a scale on the

OHT map, which then enables pupils to add a phrase about time and/or distance taken to get there,

eg it’s five minutes away/100 meters away.

Development

(20 Minutes)

• Develop concept/form of imperatives by reminding pupils of instruction phrases in other contexts, eg classroom language previously introduced as lexical items: listen to the cassette, look at the map .

Then get pupils to invent similar phrases. Highlight pronunciation.

• In order to find the correct imperative of unfamiliar verbs pupils will need to refer to a dictionary. This is an appropriate moment to introduce and explain the basic patterns of regular verbs, using examples such as choose , finish , answer, wait .

Plenary

(5-10 minutes)

• Following a model, pupils devise positive/negative imperative slogans for various purposes/causes.

Some pupils might make up simpler instructions, eg brief advertising slogans for sports venues.

Protect the environment! Or

Don’t walk on the grass! Don’t run near the pool!

Homework

NB SOW 9/03 - 52 -

Notes



KS3 Scheme of Work

– Induction

Unit 7

Other

Countries



(20 minutes)

Development

(20 Minutes)

Plenary

(5-10 minutes)

Homework Notes

NB SOW 9/03 - 53 -

Week - Online Support for Ethnic Minority Attainment

Unit 1

Myself

Unit 2

My family

Unit 3

House and home

Unit 4

Things I do often

Unit 5

My Day

Unit 6

Out-ofschool activities

Unit 7

Other

Countries

Unit 8

Do this ...

Do that!

eg In

Jamaica they grow sugar

eg it’s five minutes away/100 meters away.

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Week - Online Support for Ethnic Minority Attainment

Unit 1

Myself

Unit 2

My family

Unit 3

House and home

Unit 4

Things I do often

Unit 5

My Day

Unit 6

Out-ofschool activities

Unit 7

Other

Countries

Unit 8

Do this ...

Do that!

eg In

Jamaica they grow sugar

eg it’s five minutes away/100 meters away.

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