Page 233 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 91 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: Health and Environment

WEEK: __ TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting; words and phrases describing urban and
Sustainability
rural settings
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 If necessary, pupils can be
Main Skill Main Skill With books closed, activate prior knowledge in this lesson by asking Student’s Book, given Vocabulary Activities A
pupils to work with a talk partner to discuss all the advantages and p107 and B to finish for homework.
Speaking 2.2 Speaking 2.2.1 disadvantages of living in an urban area compared to living in a rural Teacher’s Book,
Use register Use formal and area. When ready, collect responses. p107 For the debate, make up
appropriately informal registers groups of pupils of similar
appropriately in Lesson delivery ability i.e. more proficient
most familiar This lesson focuses on the speaking activity and vocabulary pupils grouped together,
contexts activity. See the Teacher’s Book for detailed guidance. In order to meet average proficiency pupils
the main skill, add another stage after Activities A and B. Quickly brain grouped together and less-
storm the main types of urban pollution (i.e. air, noise, light, waste or proficient pupils. Support can
Complementary Complementary rubbish). Divide the class in small groups (6-8) and tell pupils they are be given to less proficient
Skill Skill going to hold a public debate. Half the group will represent the local groups by staying with their
residents of a polluted city. The other half will represent the local debate and modelling
Reading 3.1 Reading 3.1.3 government. The local people put forward measures that they would appropriate questions and
Understand a Guess the meaning like to see put into place, the government representatives either agree responses.
variety of texts by of unfamiliar words or disagree giving reasons for their answers (i.e. too expensive, too
using a range of from clues provided impractical, would affect businesses) For additional differentiation
appropriate by other words and Tell pupils they should use a formal register and remind them of the strategies, please refer to the
reading strategies by context on a words and phrases they used to agree or disagree in the previous provided list of differentiation
to construct wide range of Speaking lesson. Allow pupils a few minutes to discuss their ideas strategies and select
meaning familiar topics before carrying out the debate. appropriate strategy
/strategies based on the
In order to focus on the complementary skill complete Activities A and B needs of the pupils.
of the vocabulary activity. (p106)
Give pupils homework for the next lesson (lesson 92 Writing), Activities
B and C. This way pupils can do the majority of reading activities at
home so that you can use class time to focus on writing.

Post-lesson
Ask pupils to identify with their talk partner(s) at least three new words
or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a whole
class.

Secondary Form 4 Scheme of Work 117