Page 299 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 6)

WEEK: LESSON: 86 (Listening 17) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends

TOPIC: Food, please!
LANGUAGE/GRAMMAR FOCUS: Some & Any: Questions
CROSS-CURRICULAR ELEMENT: Language

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Get Smart plus 3
Main Skill Main Skill Differentiate learning
Listening 1.2 Listening 1.2.5 1. Choose an appropriate pre-lesson activity from the list in the introduction that Student’s Book, according to the needs of
Understand Understand a wide suits your pupils’ needs and interests and that will focus attention on omelettes p.57 your pupils and class.
meaning in a range of short to prepare pupils for the lesson. Please see the seven
variety of familiar supported questions Teacher’s Book, differentiation strategies
contexts Lesson delivery p.91 listed in the introduction.
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the Food flashcards, Please also consider the
Complementary board. As you stick them on, say There are/is some… and at the end, There magnets/tape/tack following:
Complementary Skill isn’t/aren’t any… For fast finishers, or if you
Skill Listening 1.2.2 have extra time, you could
Listening 1.2 Understand with 3. Ask pupils to turn around while you remove one card. They should tell you what ask them to write one or
Understand support specific is missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take more sentences about
meaning in a information and the role of the teacher. what they heard, e.g.
variety of familiar details of short 4. Ask questions about the flashcards on the board to introduce and model the 1. There’s some cheese in
contexts simple texts my sandwich.
questions and answers: Are/Is there any…? Yes there is/are /No, there
isn’t/aren’t.

5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Have pupils do this activity individually and then check with their partner.
Monitor as they do this and note any particular problems and/or pupils who are
having difficulties with this activity. Review the vocabulary and form as
necessary after the activity.
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction that
suits your pupils’ needs and interests and that will review the main areas
covered in the lesson.

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