Page 147 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 4)

LESSON: 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: World of Self, Family & Friends
WEEK: TOPIC: Year in, year out CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Preposition + time

expression: on + days of the week; adverbs of frequency

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your Student’s Book, according to the needs
Understand Understand with pupils’ needs and interests and that focuses on the key vocabulary karate, computer p.37 of your pupils and
meaning in a support specific games, tennis, cinema. class. Please see the
variety of familiar information and Lesson delivery Teacher’s Book, seven differentiation
contexts details of short p.63 strategies listed in the
simple texts 2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it Worksheet (see introduction. Please
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have below) also consider the
Complementary Complementary karate on Monday; I never play computer games. Consider introducing more adverbs if following:
Skill Skill appropriate/necessary for your class, e.g. occasionally / from time to time, often When pupils are
Speaking 2.1 Speaking 2.1.2 3. Ask pupils to tell their partner how often and when they do the activities. exchanging
Communicate Find out about 4. Follow the instructions for Activity 3 (Teacher’s Book, p.63). information, encourage
simple information and describe basic more proficient pupils
intelligibly everyday routines 5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from to use full sentences.
Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s
Diary (Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen. Expect less language
from lower proficiency
6. Pupils exchange the information in pairs so they have a complete worksheet. They should pupils.
do this by speaking to each other to communicate the information, but they should not
look at each other’s worksheets. If pupils lack
confidence they can
7. Collect the worksheets and review pupils’ work. See how well they have remembered to check each answer
spell the words and how well they have achieved the Listening task. Make notes of
common mistakes and of pupils’ progress. (sentence) with their
partner‘s worksheet as
Post-lesson they do the activity.
8. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.

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