Page 124 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
LESSON 36 (Speaking 6) MAIN SKILL(S) FOCUS: Speaking THEME: Consumerism and Financial Awareness

WEEK: __ TOPIC: Buy it! CROSS CURRICULAR ELEMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
comparing and contrasting; words phrases describing
Education
jobs

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Full Blast Plus 4 Less confident pupils can
Activate prior knowledge in this lesson by playing the A-Z of jobs. Pupils Student’s Book, p write one paragraph in the
Speaking 2.1 Speaking 2.1.4 work with talk partner(s). Give each pair a piece of paper. Tell them to write 47 writing activity, with three
Communicate Explain and justify the alphabet down the left hand margin. When ready set a time limit and Teacher’s Book, p sentences describing their
information, ideas, own point of view ask pupils to write one profession for every letter of the alphabet (i.e. A - 47 ideal job and giving an
opinions and actor, B - builder…Z- zoologist) Pupils score a point for every correct explanation why.
feelings intelligibly answer but some letters are quite tricky.
on familiar topics For additional
Lesson delivery differentiation strategies,
Complementary Complementary This lesson focuses on Activities A and B of Speaking. See the please refer to the
Skill Skill Teacher’s Book for detailed guidance. Give pupils the opportunity to check provided list of
and discuss their answers in small groups before collecting responses. differentiation strategies
Writing 4.1 Writing 4.1.3 and select appropriate
Communicate Explain the main Activities A and B focus on developing the main skill for this lesson. strategy /strategies based
intelligibly through points of an idea or Collect responses to Activities A and B and have a short class discussion on the needs of the pupils.
print and digital argument about what pupils consider their ideal job. Elicit the names of different jobs
media on familiar on the board and ask what sort of characteristics a person would need to
topics do the job and what sort of skills or qualifications. In order to meet the
complementary skill, add a new stage where pupils write a short paragraph
describing their ideal job and why they think it is perfect for them. Remind
pupils to use the sort of persuasive language covered in Lesson 33.
Post-lesson.
Put pupils in groups and tell them to take turns to read their drafts. Tell the
rest of the group to listen carefully and feedback on whether the ideas were
organised and clear enough and how successful the use of persuasive
language was.

Secondary Form 4 Scheme of Work 62