Page 112 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
LESSON 30 (Speaking 5) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness

WEEK: __ TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: giving opinions;
Education
comparing / contrasting; words and phrases connected
with shopping and discount shops

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Full Blast Plus 4 Fast finishers can be given
Main Skill Main Skill Pre-lesson Student’s Book, pp 37 the activity to create an
Activate prior knowledge of shopping vocabulary by playing a game. & 42 advertisement for another
Speaking 2.1 Speaking 2.1.3 For example: Take a piece of paper and cut into small squares. Teacher’s Book, pp 37 discount shop selling
Communicate Explain advantages Make sure you have one square for each pupil. On half the squares & 42 something of their own
information, ideas, and disadvantages put a word / phrase related to shopping. On the other half put a choice.
opinions and of plans and corresponding definition. Give each pupil a paper. Tell them to stand
feelings intelligibly ambitions up and mingle until they find their partner, i.e. pupil with word and Support can be given to less
on familiar topics pupil with correct definition. proficient pupils depending on
their needs, such as by
Lesson delivery providing vocabulary to use in
Complementary Complementary This lesson focuses on Activities A, B and ‘Discuss’ on the unit the speaking tasks, or
Skill Skill first page (p 37). See the Teacher’s Book for detailed guidance. sentence starters and model
sentence constructions to
Reading 3.1 Reading 3.1.4 Activities A and B focus on developing the main skill for this lesson. help the pupil produce
Understand a Use independently The third activity of ‘Discuss’ focuses on developing the sentences.
variety of texts by familiar and some complementary skill. Allow pupils to guess the meaning of the
using a range of unfamiliar print and phrases in bold before using dictionaries or digital resources to look For additional differentiation
appropriate digital resources to up the meaning. You may need to provide further examples to clarify strategies, please refer to the
reading strategies check meaning and meaning. provided list of differentiation
to construct extend Post-lesson strategies and select
meaning understanding appropriate strategy
Ask pupils to write sentences that contain the words from the /strategies based on the
‘Discuss’ activity. Monitor and provide support for any problems with needs of the pupils.
form or spelling. When ready, select pupils to read out their
sentences. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
the vocabulary from this lesson.

Secondary Form 4 Scheme of Work 56