Page 21 - SoW Form 4

Textbook-based lessons in the Learning Outline provide teachers with a structured description for what to cover and how to plan their lessons.
They refer to specific activities in the Student’s Book and the associated guidance available in the Teacher’s Book. Some additional explanation
or instruction may be provided in the Lesson Delivery to ensure teachers plan activities that relate to the main and complementary Learning
Standards specified for the lesson. Please note that textbook-based activities may not appear in the same order as in the Student’s and
Teacher’s Book. This is to ensure the best activities are selected for the stated Learning Standards and to follow the lessons cycle (Reading,
Language Awareness, etc.).

As teachers are working with pupils and supporting their learning, they should be aware of their pupils’ development and the emerging
challenges. Throughout the lessons, teachers are expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils’ progress and give clear and meaningful feedback. This feedback should enable pupils to understand which areas they need to pay
attention to and how to improve. Of course, teachers are not expected to give every pupil feedback after every activity in every lesson.
However, teachers should use all opportunities available to communicate feedback to pupils and help them take ownership of their own
learning.

Teachers are encouraged to follow the instruction in the Lesson Delivery stage when provided because it reduces lesson preparation time and
ensures the Content and Learning Standards are addressed.

Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a
short activity as an opportunity for pupils to share what they already know about the lesson topic or language. They provide an opening to the
lesson and get pupils in the right frame of mind for hearing, reading and using English. They are often whole class activities which are fun and
engaging. Pupils are all active in these activities physically as well as mentally. This can help teachers to manage energy levels before settling
pupils into their learning.

Post-lesson activities are short activities that take place at the end of lessons to review and consolidate the learning from a lesson. Although
post-lesson activities can be fun and should not be too challenging so that pupils leave the class in a positive frame of mind, they are an
important stage that should be planned by the teachers. During the post-lesson stage, teachers can conduct a quick and informal evaluation of
the lesson and the pupils’ understanding of the learning that have taken place. Post-lesson activities can be used for formative assessment and
can give teachers an overall evaluation of the pupils’ development and indicate any issues individual pupils might have. Evaluating learning in
the post-lesson stage is particularly useful when new language is introduced for the first time or followed up from a previous lesson. Therefore,
teachers should give careful consideration to the purpose of the post-lesson activities they choose for their lessons. Post-lesson activities are
not, therefore, optional extras to be done if there is time. Teachers should make sure to leave a few minutes for post-lesson activities, even if
they are running short of time in their main lesson stages.

Secondary Form 4 Scheme of Work 11