Page 219 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 85 (Speaking 13)
MAIN SKILL(S) FOCUS: Speaking
THEME: Health and Environment
WEEK: __ TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: expressing opinions;
Environmental Sustainability expressing likes and dislikes, describing places, making a decision

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Full Blast Plus 4 Fast finishers can help less
Put pupils in pairs and ask them to tell their talk partner(s) about the Student’s Book, proficient pupils to write their
Speaking 2.2 Speaking 2.2.1 latest outdoor activity they have done recently, if they liked the activities p102 proposals to the principle.
Use register Use formal and and why. Teacher’s Book, They can move around the
appropriately informal registers p102 room advising on spelling and
appropriately in Lesson delivery giving feedback.
most familiar This lesson focuses on the Speaking activity. See the Teacher’s Book
contexts for detailed guidance. Ask pupils to shut their textbooks. Show on the Support should be given to
whiteboard the list of activities in the pictures from the speaking activity less proficient pupils during the
Complementary (visit a castle on a hill, walk in the countryside, etc.). Divide the class into speaking and writing activities,
Complementary Skill eight groups and give each group one topic. Give pupils a set amount of depending on their needs. For
Skill time to think of as many words related to their topic as the can think of. example, by providing
Writing 4.2.2 When ready, collect pupils’ words. Elicit from the pupils the register they vocabulary or model sentence
Writing 4.2 Spell written work have used so far in the lesson (i.e. informal discussions) and tell them constructions to help the pupil
Communicate with on a range of text that they will now use a more formal register. produce sentences, or
appropriate types with reducing the number of
language, form reasonable Follow the instruction in the Teacher’s Book for the speaking activity. recommend trips if it is best to
and style accuracy Point out to pupils that the words / phrases presented in the boxes (I focus on the quality of one or
believe…I definitely think that…) are quite formal because they are two.
discussing the advantages and disadvantages of each visit or activity
with (an)other committee member(s). The speaking activity focuses on For additional differentiation
developing the main skill. strategies, please refer to the
provided list of differentiation
In order to meet the complementary skill, add a new stage to the lesson. strategies and select
Once each pair have decided on a final choice of three day-trips, ask appropriate strategy
them to write a short recommendation to the Principal of the school, /strategies based on the needs
stating their chosen three day-trips and reasons for their choices. (For of the pupils.
example: We believe a walk in the countryside is a good idea because
we will see some spectacular views of the impressive landscape / We
definitely think you will love to explore ancient ruins because it’s exciting
and a valuable learning experience too.)

Secondary Form 4 Scheme of Work 110