Page 127 - Year 3 SOW (2020)

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

LESSON: 27 (Listening 6) 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

habits and occupations

CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Get Smart plus 3 Differentiate learning according to the
Listening Listening 1. Review the occupations flashcards as necessary for your pupils Student’s Book p.19 needs of your pupils and class. Please
1.2 1.2.1 with a game chosen from the list in the introduction that suits see the seven differentiation strategies
Understand Understand with your pupils’ needs and interests. Teacher’s Book p.37 listed in the introduction. Please also
meaning in a support the main 2. Ask pupils what they would like to be when they grow up. Use Occupations flashcards consider the following:
variety of familiar idea of short simple this as an opportunity to review some more challenging Provide more or less support to help
contexts texts occupations vocabulary from previous lessons. Worksheet (see below) pupils plan what to say about their
Colour pencils/pens pictures. It is better to have them write
Lesson delivery notes than to write full sentences so
Complementary Complementary 3. Show pupils the worksheet (see below) and ask them to choose they practise fluency, but some pupils
Skill Skill an occupation and draw it on the worksheet. They should write may need more support.
Speaking Speaking the occupation word under their picture. They should NOT write
2.3 2.3.1 their name on the worksheet at this point. Pupils can write more or fewer
Communicate Narrate very short 4. Tell pupils they will talk about the person on their picture. They sentences depending on their
appropriately to a basic stories and should plan what they are going to say. They could write notes proficiency level.
small or large events in their notebooks. See Activity 4 in Student’s Book p.19 and
group Teacher’s Book p.37 for more detail on this, although lesson
delivery does not follow the book.
5. Ask pupils to work in groups of 6–8. Try not to group pupils who
sit next to or near each other. They put their pictures together.
Each pupil in turn talks about their picture. The other pupils
listen carefully and guess which picture is the pupil’s. Ask pupils
to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a
turn speaking.
Monitor carefully as pupils do this activity and choose two or
three pupils for the post-lesson activity. They may be more
proficient pupils, or pupils who have made a particular effort to
the best of their ability and who are (more) confident.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have
chosen, providing plenty of praise.

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