Page 192 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
LESSON 71 (Listening 11) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
WEEK: __ TOPIC: Time out CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases

connected with free-time activities.

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson To support less confident
Main Skill Main Skill Prepare an activity to review the active and passive forms from the Full Blast Plus 4 pupils, pause the listening
previous Language Awareness lesson. Student’s Book, p85 track at selected intervals to
Listening 1.2 Listening 1.2.1 Teacher’s Book, p85 allow thinking time.
Use appropriate Guess the meaning Lesson delivery Alternatively, read and pause
listening of unfamiliar words This lesson focuses on the listening activity. See the Teacher’s at specific intervals from the
strategies in a from clues provided Book for detailed guidance. In order to meet the complementary audio script in the Teacher’s
variety of contexts by other words and skill, tell pupils to keep their books closed. Explain that they are Book if it helps less proficient
by context on a going to hear people talking in five different situations. They need to pupils to listen to your voice
wide range of be able to say who is talking and also explain in what situation. Give rather than that of a native
familiar topics pupils the opportunity to check and discuss their answers in small speaker. Play the track from
groups before collecting responses. the CD when pupils feel more
Complementary Complementary confident.
Skill Skill In order to meet the main skill, extend the listening activity by adding
another stage after completing the questions in the book. Write on Organise talk partners or
Speaking 2.1 Speaking 2.1.1 the board: 1 mown / freshly; 2 level / ability; 3 tournament / board; 4 grouping so that a more
Communicate Explain simple hoops / official; 5 alarm / starving (use other words if they better suit proficient pupil can help and
information, ideas, content on familiar the needs of your pupils). Ask pupils to look for the meaning of the support a less proficient pupil
opinions and topics from what words as they are used in the context of this listening. Explain how during the speaking activity.
feelings intelligibly they read and hear to do this by using the clues provided by other words and by the
on familiar topics context of the topic. Play the track again. Give pupils the opportunity For additional differentiation
to check and discuss their answers in small groups before collecting strategies, please refer to the
responses. provided list of differentiation
strategies and select
Post-lesson appropriate strategy
Play a dictionary game to review the main skill for this lesson. For /strategies based on the
example, ask pupils to find an unfamiliar word in the dictionary then needs of the pupils.
write a sentence using the word in context. When ready, gather the
sentences and see if the class can guess the meaning of the word
from the context of the sentence. Alternatively, choose another
appropriate post-lesson activity that will check pupils’ ability to guess
meaning via context.

Secondary Form 4 Scheme of Work 96