Page 137 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
LESSON 43 (Speaking 7)
MAIN SKILL(S) FOCUS: Speaking
THEME: People and Culture
WEEK: __ TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: talking about
and Communications Technology technology and education; expressing opinion

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 Fast finishers can move
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to discuss the following Student’s Book, on to the Vocabulary
questions in small groups. What is virtual reality? How is it used for p56 activities in the
Speaking 2.3 Speaking 2.3.1 entertainment purposes? How is it used for educational purposes? (i.e. gaming Teacher’s Book, Student’s Book.
Use appropriate Confirm and medical or military training) p56 Alternatively, some of
communication understanding in these activities can be
strategies discourse-level Lesson delivery Print or digital given for homework.
exchanges by This lesson focuses on Activities A and B of the speaking activity. resources
repeating back what See the Teacher’s Book for detailed guidance. Start with Activity A. To meet Support can be given to
a speaker has said the complementary skill, add a new stage at the beginning of Activity B. Ask Computer lab or less proficient pupils
pupils to work with their talk partner(s) and use digital resources or, if access to depending on their
unavailable, dictionaries, to look up / check the meaning of the words in the computers (tablets needs, such as by
Complementary Complementary blue box and, if necessary, ‘e-books’, ‘interactive whiteboard’ and ‘virtual or laptops) if using providing vocabulary to
Skill Skill reality’. Collect responses and share with the class. digital research use in the speaking
tools tasks, or sentence
Reading 3.1 Reading 3.1.4 Activity B focuses on developing the main skill for this lesson. The additional starters and model
Understand a Use independently stage at the beginning of Activity B addresses the complementary skill. sentence constructions
variety of texts by familiar and some Remind pupils that when appropriate, they should use the words in the blue to help the pupil
using a range of unfamiliar print and box. In order to fully meet the main learning skill, add a new stage to the produce sentences.
appropriate digital resources to discussion. First draw pupils’ attention to the ‘TIP’ and explain it (see Teacher’s
reading strategies check meaning and Book for instructions) then explain to pupils that they should respond to each For additional
to construct extend other’s ideas by saying ‘So, you think that…’ followed by a summary of what differentiation strategies,
meaning understanding the pupil has just said. If the summary is correct, they can move on, if not, the please refer to the
pupil replies ‘no, what I think is…’ When pupils are ready, collect responses provided list of
and share as a class. differentiation strategies
and select appropriate
Post-lesson strategy /strategies
Check pupil understanding of the words in the blue box. Divide the class into based on the needs of
groups. Give a definition of one of the words. See which group can give the the pupils.
right word first. Alternatively, pupils work in small groups and take it in turns to
describe the meaning of a word for the rest of the group to guess.

Secondary Form 4 Scheme of Work 69