Page 114 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
LESSON 31 (Writing 5) MAIN SKILL(S) FOCUS: Writing THEME: Consumerism and Financial Awareness

WEEK: __ TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: questionnaire
language; words and phrases connected with personal
Education
information

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Support can be given to
Main Skill Main Skill Pre-lesson Full Blast Plus 4 less proficient pupils
Play a shopping word spelling game. For example: Ask for a volunteer to Student’s Book, p43 depending on their needs,
Writing 4.2 Writing 4.2.2 come to the board and ask: How do you spell… (value, receipt, discounts, Teacher’s Book, such as by providing
Communicate Spell written work bargain, offer, shopaholic, shopping therapy)? Write on the board the p43 vocabulary to use in the
with appropriate on a range of text word the volunteer spells out. Ask the class: is this right? Pupils respond writing or speaking tasks.
language, form types with by showing appropriate card (red to show No and green to show Yes).
and style reasonable For the pre-lesson activity,
accuracy Lesson delivery allow pupils who struggle to
This lesson focuses on Activity A and B. See the Teacher’s Book for spell words from memory to
Complementary Complementary detailed guidance. spell words on paper (like in
Skill Skill their notebook) before
In order to meet the complementary skill, ask pupils first to look at the first verbally spelling them.
Speaking 2.3 Speaking 2.3.1 part of the questionnaire and discuss questions 1 and 2 with talk Choose words that are less
partner(s). When ready, collect responses. Put pupils in new pairs and challenging for less
Use appropriate Confirm ask pupil A to interview pupil B using the second half of the questionnaire. proficient pupils.
communication understanding in Ask all pairs to confirm their understanding of the question/response
strategies discourse-level when necessary, repeating back what he/she answered. When pairs are For additional differentiation
exchanges by finished, ask them to swap roles, i.e. pupil B interviews pupil A using the strategies, please refer to
repeating back what second half of the questionnaire. Get both partners to check the the provided list of
a speaker has said completed forms with their details and correct any spelling mistakes. Ask differentiation strategies
pupils to use the completed questionnaire to write 5-7 sentences about and select appropriate
their talk partner’s shopping habits. Remind pupils to pay attention to their strategy /strategies based
spelling. on the needs of the pupils.
Post-lesson
Share some of the pupil’s sentences describing their partner’s shopping
habits with the class.

Secondary Form 4 Scheme of Work 57