Page 186 - Primary Year 4 SK SoW

Unit 5

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

WEEK: __ LESSON: 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends

LANGUAGE/GRAMMAR FOCUS: Phonemes
TOPIC: Eating right
CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Pre-lesson Get Smart Plus 4 Differentiate
Main Skill Main Skill learning according
1. Introduce and review food vocabulary from the pre-lesson activities with a categorisation activity Activity 1 (Track to the needs of your
Listening Listening (e.g. sweet foods, fruit, etc). 71) , Activities 1-2 pupils and class.
Student’s Book Please see the
1.3 1.3.1 Lesson delivery (page 49) and seven differentiation

Use appropriate Guess the 2. Introduce the new vocabulary by following instructions for Vocabulary (Track 70) in the Teacher’s Book strategies listed in
(page 78)
listening meaning of Teacher’s Book. the introduction.
strategies in a unfamiliar words 3. Ask pupils to close their books and listen to the song (Track 71). Ask pupils to highlight words
variety of from clues they don’t know in the text (e.g. yummy, market), or direct them to these words. Get them to guess
contexts provided by the meaning of these words based on the topic knowledge. Provide pupils with various possible Activity 1
knowledge of the (phonics),
topic definitions for these words and ask them to think about the topic to decide what the words mean. Teacher’s Book

4. Follow the instructions for Activity 1 (Track 71) in the Teacher’s Book. Note that the focus of this (page 175) and
Student’s Book
lesson should be on listening, so you could adapt the activity (e.g. hide the song lyrics or ask
Complementary Complementary pupils to close their books when listening the first time) in order to help the pupils to focus on (page 120)
Skill Skill listening, not reading or speaking.
Listening Listening 5. Ask pupils to find a word with the sound /eə/ in the song [pear]. Focus on this sound using the Vocabulary (Track
instructions for Activity 1 in Teacher’s Book Phonics* (page 175) and Student’s Book (page 120). 70)
1.1 1.1.1
6. Ask pupils to brainstorm more words with each of the three sounds. Pupils could work in groups
Recognise and Recognise and on one sound each group.
reproduce target reproduce with
language support a wide 7. Optional: Follow instructions for TPR Activity in the Teacher’s Book.
sounds range of target Post-lesson
language
8. Choose an activity from the post-lesson tasks which focuses on reviewing and consolidating
phonemes
either the main or complementary skill in this lesson.
Primary Year 4 SK Scheme of Work 107