Page 389 - Year 3 SOW (2020)

Primary Year 3 SK Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 8)

LESSON: 123 (Listening 24) MAIN SKILL FOCUS: Listening THEME: World of self, family and friends
WEEK: TOPIC: Where were you yesterday? CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past simple (was/were)

statements (positive & negative)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Get Smart plus 3
Main Skill Main Skill Pre-lesson Differentiate learning
Listening 1.2 Listening 1.2.2 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ Student’s Book, according to the
Understand Understand with needs and interests and that will review language to prepare them for the lesson. p.80 needs of your pupils
meaning in a support specific Lesson delivery and class. Please see
variety of familiar information and Teacher’s Book, the seven
contexts details of short 2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one p.122 differentiation
simple texts of these and ask them how it was. Review some adjectives at this point and introduce/review strategies listed in the
interesting. Ask pupils for examples of something they find interesting. Flashcards of introduction. Please
Complementary 3. Follow the instructions for Vocabulary on Teacher’s Book, p.122. lesson also consider the
Skill Complementary 4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look vocabulary following:
Speaking 2.2 Skill carefully at the pictures in Activity 1: first ask pupils to tell you the names of the characters. You can use more
Use appropriate Speaking 2.2.1 proficient or confident
communication Keep interaction 5. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line pupils to model the
strategies going in short to an adjective each in pencil. They should tell their partner their guesses. Model the dialogue with you in
exchanges by exchange, e.g. step 5 You could write
repeating key Pupil A: I think the circus was noisy. it on the board to
words from the Pupil B: Noisy? Me too. / I do not think so. I think it was boring. support some pupils,
other speaker 6. Tell pupils what the children did and how it was. You can make up your own sentences here, perhaps erasing it
or can use: after some time.
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum. It was
very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the
information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
9. 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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