Page 105 - SoW Form 4

Unit 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
MAIN SKILL(S) FOCUS: Reading
LESSON 27 (Reading 5)
THEME: Consumerism and Financial Awareness
WEEK: __ TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
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CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Full Blast Plus 4 Activity D can be given for
Main Skill Main Skill Pre-lesson Student’s Book, homework if time does not
Activate prior knowledge in this lesson by asking pupils to discuss pp 38-39 allow doing it during class time.
Reading 3.1 Reading 3.1.2 their shopping habits. Put the following two questions on the board: Teacher’s Book, Alternatively fast finishers can
Understand a Understand specific Do you think shopping is a chore or a leisure activity? When was the pp 38-39 complete Activity D in class and
variety of texts by details and last time you went shopping? What did you buy? Give pupils the the rest at home. Pupils can
using a range of information in opportunity to discuss their ideas with talk partner(s) before use dictionaries to check their
appropriate extended texts on a collecting responses. Use this activity to elicit other vocabulary answers. Ensure to give out the
reading strategies wide range of relevant to the topic of shopping. answer key and explain
to construct familiar topics answers if necessary. ,.
meaning Lesson delivery Support can be given to less
This lesson focuses on Activities A, B, C and E. See the proficient pupils depending on
Complementary Complementary Teacher’s Book for detailed guidance. Complete Activity A. Note their needs, such as by
Skill Skill that in Activity B pupils are asked to read for gist. Allow pupils time providing vocabulary to use in
to discuss their ideas with their talk partner(s) before collecting the speaking tasks, or sentence
Speaking 2.1 Speaking 2.1.4 responses. In order to meet the complementary skill, allow pupils starters and model sentence
Communicate Explain and justify time to discuss ideas with their talk partner(s) before opening up the constructions to help the pupil
information, ideas, own point of view discussion to the class. Encourage pupils to expand on the answers produce sentences.
opinions and by explaining and justifying their points of view. For additional differentiation
feelings intelligibly strategies, please refer to the
on familiar topics Activities B and C focus on developing the main skill and Activity E provided list of differentiation
focuses on the complementary skill. strategies and select
Post-lesson appropriate strategy /strategies
based on the needs of the
Ask pupils to identify with their talk partner(s) at least three new pupils.
words or phrases that they have learned in relation to shopping.
When pupils are ready, collect and share words/phrases as a whole
class.

Secondary Form 4 Scheme of Work 53