Page 161 - Year 3 SOW (2020)

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

LESSON: 38 (Listening 8) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: TOPIC: Right now CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Present continuous

Values
questions (be + -ing)

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Get Smart plus 3 Differentiate learning
Listening Listening 1. Play a guessing game where you draw, on the board, a picture of a person Student’s Book, according to the needs of
1.2 1.2.2 doing an action. Draw it line-by-line/part-by-part and after each line/part ask p.27 your pupils and class. Please
Understand Understand with pupils ‘what’s he/she doing?’ Pupils can have one guess each time until see the seven differentiation
meaning in a support specific someone guesses the correct answer. Teacher’s Book, strategies listed in the
variety of familiar information and Lesson delivery p.49 introduction. Please also
contexts details of short Flashcards for new consider the following:
simple texts 2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to vocabulary Decide how many, and
Complementary their partners about the pictures. Feed back on this by eliciting details about all which, new words/phrases to
Skill of the pictures, to check that all pupils have understood the pictures and introduce depending on your
Listening Complementary remember the key vocabulary. You could introduce the characters’ names at pupils’ performance in the
1.3 Skill this point, if you think the names will confuse pupils when they hear the lesson so far. It shouldn’t be
Use appropriate Listening recording. more than four or five, even
listening strategies 1.3.1 3. Follow the instructions for Activity 3 (Teacher’s Book, p.49). with more proficient pupils.
in a variety of Guess the 4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’
contexts meaning of lives (e.g. playing the guitar, throwing a ball, playing badminton).
unfamiliar words
by using visual 5. Have pupils play a mime game in pairs or small groups. Student A mimes an
clues when a action; Student B asks What are you doing?; Student A says I’m xxxing xxx.
teacher or Post-lesson
classmate is 6. Ask pupils to tell you what new words they have learned today. Keep this
speaking informal, so you can see how much they remember and which pupils seem to

remember most. Note any that are missing so that you can review these words
in particular next time. Alternatively, you could design a short, fun speaking pair
or small group activity to review the vocabulary from this lesson.

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