Page 150 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
MAIN SKILL(S) FOCUS: Speaking
THEME: People and Culture
LESSON 49 (Speaking 8)
WEEK: __ TOPIC: Being a Teen CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: words and phrases
and Communications Technology describing feelings

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Support can be given to less
Main Skill Main Skill Activate prior knowledge in the lesson’s focus by giving pupils a Full Blast Plus 4 proficient pupils depending on
scenario with two people where one of them feels awkward about Student’s Book, p61 their needs, such as by giving
Speaking 2.1 Speaking 2.1.2 something they have / haven’t done. (For example: you forgot to Teacher’s Book, p61 them an explanation of the
Communicate Ask about and meet your best friend at the cinema. You meet your best friend the Full Blast Plus 4 Audio words in the blue box and
information, ideas, explain causes and next morning in school) Ask pupils to act out the dialogue. When CD model sentences using the
opinions and consequences of ready, ask some pupils to act out their dialogues to the class. relevant vocabulary.
feelings intelligibly actions
on familiar topics events Lesson delivery For additional differentiation
simple processes This lesson focuses on the speaking and listening activities. strategies, please refer to the
See the Teacher’s Book for detailed guidance. Allow pupils time to provided list of differentiation
Complementary Complementary discuss their ideas with their talk partner(s) before collecting strategies and select
Skill Skill responses. appropriate strategy
The speaking activity focuses on developing the main skill in this /strategies based on the
Listening 1.1 Listening 1.1.2 lesson. To fully meet the main skill, after you have asked pupils to needs of the pupils.
Understand Understand look at the picture (see the Teacher’s notes) ask: What do you think
meaning in a independently is the cause of the problem here? What do you think will be the
variety of familiar specific information consequences? Allow pupils a minute to discuss with talk partner(s)
contexts and details in before collecting the responses. The listening Activities A and B
extended texts on a focus on developing the complementary skill in this lesson.
wide range of
familiar topics Post-lesson
Do a hot seat activity. Divide the class into small groups (3-5) Ask
one pupil to sit in the ‘hot seat’ in the middle with the other pupils in
a circle around. The pupil in the hot-seat is Monica (from listening
activity) The other pupils ask questions about the surprise party and
why Monica left immediately.

Secondary Form 4 Scheme of Work 75