Page 166 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
LESSON 58 (Listening 9) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture

WEEK: __ TOPIC: Globetrotting CROSS CURRICULAR ELEMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
Sustainability
action and events; words and phrases describing snow-
covered landscape.

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 To support less confident
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work in small Student’s Book, pupils, pause the listening
groups to answer the following: What’s snow? Where’s snow most likely to p71 track at selected intervals to
Listening 1.1 Listening 1.1.5 fall? Which countries have a lot of snow? What sports are associated with Teacher’s Book, allow thinking time.
Understand Understand snow? p71 Alternatively, read and
meaning in a independently more pause at specific intervals
variety of familiar complex questions Lesson delivery from the audio script in the
contexts on a wide range of This lesson focuses on Activities A, B and C. See the Teacher’s Book for Teacher’s Book if it helps
familiar topics detailed guidance. Complete Activities A and B. In order to meet the main less proficient pupils to
skill, ask pupils to close their textbooks and listen again. After listening, ask listen to your voice rather
Complementary Complementary them the questions Activity C without reading the multiple choices. (You than that of a native
Skill Skill should convert question 5 statement to a question like Why did Carrie panic speaker. Play the track from
when Mark pulled her leg?). Give pupils the opportunity to check and discuss the CD when pupils feel
Speaking 2.4 Speaking 2.4.1 their answers in small groups before collecting responses. Ask pupils to open more confident.
Communicate Summarise the their textbooks and quickly complete the multiple choice questions in Activity
appropriately to a main points of a C (with or without listening depending on your class proficiency level). For additional differentiation
small or large story, text or plot strategies, please refer to
group on familiar In order to meet the complementary skill, add another stage after Activity C. the provided list of
topics Divide the class in groups of 4 (A-D). Pupil A takes the role of Carrie and differentiation strategies
summarise to pupil B what happened from her point of view. Pupil C takes and select appropriate
the role of Mark and summarise to pupil D what happened from his point of strategy /strategies based
view. Then pupils swap partners. Pupil B repeats Carries story (told by pupil on the needs of the pupils.
A) to pupil C. Pupil D repeats Mark’s story (told by pupil C) to pupil A. If time
allows choose 2 competent pupils to do a hot seat activity. One can be Carrie
and one can be Mark while the rest of the class take it in turns to ask
questions about the events of the day of the avalanche

Post-lesson
Elicit what natural disasters are more common in Malaysia. Then use the
Optional post-listening activity in the Teacher’s Book to create a class
discussion, focusing the questions on a natural disaster which pupils are
more familiar with / that happens more commonly in Malaysia.

Secondary Form 4 Scheme of Work 83