Page 44 - English Lesson Plan Year 3

Primary Year 3 SK Scheme of Work
UNIT 2
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 2)

LESSON: 17 (Listening 4) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Every day CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple for

routines

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the Student’s Book according to the needs of
1.2 1.2.2 words/phrases at this point. See Teacher’s Book p.32 for more detail. You could have p.15 your pupils and class. Please
see the seven differentiation
Understand Understand with pupils sit or stand in a circle from this stage of the lesson.
meaning in a support specific Lesson delivery Teacher’s Book strategies listed in the
variety of familiar information and p.32 introduction. Please also
contexts details of short 2. Introduce the flashcards and play a circle game to have pupils practise the phrases. Flashcards of the consider the following:
simple texts 3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the new vocabulary You could introduce one or
class what is on their card. (at least one card two more daily routine
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up per pupil) expressions at this time, if
Complementary Complementary their card when they hear their action. Play the recording once. you think your pupils may
Skill Skill already know this vocabulary.
Listening Listening 5. Play the recording again. This time, all pupils should mime all the actions as they hear
1.3 Use 1.3.1 them. Do not insist that all pupils do
appropriate Guess the 6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the every action as they listen to
listening strategies meaning of words before drawing a line to match the pictures, as shown in the example on p.15. the song. Some pupils may
in a variety of unfamiliar words Watch pupils carefully during these activities to see how well they have understood the just do one or two because it
contexts by using visual new vocabulary. can be difficult to hear,
clues when a 7. Follow the guidelines for Grammar Box in Teacher’s Book p.32. understand and mime
teacher or quickly. If this is too
classmate is Post-lesson challenging, then ask pupils
speaking 8. Have pupils play a mime game in pairs or small groups. Alternatively, you could to mime just the action they
choose an appropriate post-lesson activity from the list in the introduction that suits have on their card.
your pupils’ needs and interests and that will review the main areas covered in the
lesson.

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