Page 257 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 5)

LESSON: 70 (Listening 14) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: My new house CROSS-CURRICULAR ELEMENT: Language; LANGUAGE/GRAMMAR FOCUS: Questions with

Values
possessive pronoun: Whose?

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 Student’s Book, p.47 according to the needs of
Understand Understand with suits your pupils’ needs and interests and that will review clothes vocabulary to your pupils and class.
meaning in a support specific prepare pupils for the lesson. Teacher’s Book, p.77 Please see the seven
variety of familiar information and differentiation strategies
contexts details of short Lesson delivery listed in the introduction.
simple texts 2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review Please also consider the
the language Whose xxx is this/are these? and encourage pupils to ask the following:
Complementary questions, too. You could play a circle game. Choose pupils who are
Skill Complementary naturally outgoing to be the
Listening 1.2 Skill 3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again. thieves, even if they are
Understand Listening 1.2.5 4. Follow the instructions for Activity 3 (Teacher’s Book, p.77). not as proficient.
meaning in a Understand a wide Sometimes an overly
variety of familiar range of short Monitor as pupils listen and see how well they do in getting the correct active pupil can be
contexts supported answers. Based on this, you could give more Listening practice by asking motivated by an activity like
questions pupils about the clothes again or you could play a game to further review the this.
key vocabulary.
5. Play Stop thief! where you nominate two or three pupils to be the thieves. The
class closes their eyes and count to ten, and the thieves move around the
room and ‘steal’ some of the pupils’ pens, pencils etc. On ten, pupils open
their eyes and say Stop thief! The ‘thieves’ stop. Pupils ask and answer to find
out whose things they have ‘stolen’, and to return them. E.g. Whose pen is
this? / Whose books are these?
You could play this in small groups as well, if you have time and it is
appropriate for your class.
Post-lesson
6. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
 New words I remember

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