Page 231 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 90 (Listening 14)
MAIN SKILL(S) FOCUS: Listening
THEME: Health and Environment
WEEK: __ TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: facts and statistics
Sustainability

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 To support less confident
Main Skill Main Skill Ask pupils to review their learning from the previous lesson by getting them Student’s Book, pupils to achieve the main
to think of sentences using modal verbs. When ready, collect the examples. p106 task, give pupils a list of
Listening 1.3 Listening 1.3.1 Alternatively, choose another appropriate pre-lesson activity that better Teacher’s Book, features some present in the
Recognise Recognise with suits pupils’ needs/interests and will activate learner’s prior knowledge of p106 audio text, some not. Ask
features of support typical this lesson’s activities. pupils to tick the features that
spoken genres on features at word, they think can hear are
familiar topics sentence and text Lesson delivery present in the audio text.
levels of a range of This lesson focuses on the listening activities. The listening activity
spoken genres activates pupils’ prior knowledge of environmental issues. See the Support can be given to less
Teacher’s Book for detailed guidance. In order to meet the main skill, add a proficient pupils during the
new stage after Activity B. Ask pupils to listen to the radio programme speaking activity, depending
Complementary Complementary again and make a list of typical features of a radio programme like this with on their needs.
Skill Skill a regular host and guest, i.e. the host asking questions, discourse markers
or conversation fillers, an agreement or reaction to the previous speaker’s For additional differentiation
Speaking 2.2 Speaking 2.2.1 statement before moving on to a new topic, a semi-formal register. Allow strategies, please refer to the
Use register Use formal and pupils time to discuss their ideas with their talk partner(s) before collecting provided list of differentiation
appropriately informal registers responses. strategies and select
appropriately in appropriate strategy
most familiar In order to focus on the complementary skill, ask pupils to think about the /strategies based on the
contexts eco-quiz and the topics it raised, i.e. plastic, oil spills, population growth, needs of the pupils.
clean water. Can they list any other topics commonly associated with
having a negative impact on the environment? Which problems do they
think are the worse? Have they heard or read about any of the possible
future solutions (i.e. scientists have developed a natural, bio-degradable
plastic). Ask the questions from the ‘optional post-listening activity’ in the
Teacher’s Book and initiate a class discussion about environmental issues.

Post-lesson
Choose a post-lesson activity that summarises the learning achieved in the
lesson.

Secondary Form 4 Scheme of Work 116