Page 177 - Year 3 SOW (2020)

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

LESSON: 43 (Listening 9) 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
negative statements

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. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
1.2 1.2.2 suits your pupils’ needs and interests and that will review language and prepare p.29 your pupils and class. Please
Understand meaning Understand with pupils for the lesson. see the seven differentiation
in a variety of familiar support specific Teacher’s Book, strategies listed in the
contexts information and Lesson delivery p.51 introduction. Please also
details of short 2. Ask pupils to look at the Student’s Book, p.29. Tell pupils you will talk about the consider the following:
simple texts children in the picture. They should stop you when they hear you make a Choose the example(s) you
Complementary mistake. Talk about the picture, making some mistakes in relation to content. model on the board so that
Skill Use language pupils know: you are supporting the pupils
Writing Complementary who most need it. This will
4.3 Communicate Skill E.g.: There are eight children in the picture. They are all doing sports. I can see help them work more
with appropriate Writing two girls playing table tennis [mistake]. I think they are having fun. Etc… independently and get a
language form and 4.3.3 3. Follow instructions for Activity 3 (Teacher’s Book, p.51). greater sense of
style for a range of Plan, draft and write achievement.
purposes in print and an increased range 4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
digital media of simple sentences mistakes you highlighted. They should try to correct their sentences by Have more proficient pupils
themselves. work with you to help less
proficient pupils in the class
Ask pupils to re-write their sentences in their notebooks. Remind them that they with their redrafting.
should pay attention to spelling, punctuation and neatness in this final version. If
pupils made no mistakes, they could either focus on neatness or they could add Fast finishers can write more
one or more new sentences to their writing. sentences or write about
another person.
Monitor as pupils work, and make sure they understand their own corrections.
Remind them to ask for your help in English.
5. Collect the notebooks to look at and make a note yourself of pupils’
performance and effort in the redrafting process.
Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.

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