Page 243 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
MAIN SKILL(S) FOCUS: Language Awareness
LESSON 96 (Language Awareness 15)
THEME: Science and Technology
WEEK: __ TOPIC: Image CROSS CURRICULAR ELEMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: the causative form
Technology and third conditional

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson For differentiation strategies,
This is a This is a grammar- Devise an activity or play a game to revise the vocabulary from the Full Blast Plus 4 please refer to the provided
grammar-focused focused lesson so previous lesson. Alternatively, choose another appropriate pre- Student’s Book, pp list of differentiation strategies
lesson so listening, speaking, lesson activity that better suits pupils’ needs/interests and will 113, 115 and select appropriate
listening, reading and writing prepare them for the grammar focus of the lesson. Teacher’s Book, pp strategy/strategies based on
speaking, reading skills are not 113, 115 the needs of the pupils.
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar activities in Unit 8.
covered. The first grammar activity focuses on the causative form. See the
Teacher’s Book for detailed guidance. Allow pupils time to discuss
their ideas with their talk partner(s) for sentences 1-6 before
collecting responses. The second grammar activity presents the
third condition to pupils. See the Teacher’s Book for detailed
guidance. Allow pupils time to discuss their ideas with their talk
partner(s) for sentences 1-6 before collecting responses.

Post-lesson
Devise a fun activity for pupils to practise the third condition. For
example create a story where someone (perhaps a pupil in class if
appropriate) has a disastrous day (i.e. its pouring with rain and
they’ve forgotten their umbrella, they’re late, they trip over running
for the bus and miss it, a car goes past and splashes water all over
them, they have to walk to school so they’re very late and miss half
their English exam so get a terrible mark, etc). Then ask pupils to
make sentences about the story. For example: If Aidan had got up
earlier, he wouldn’t have needed to run for the bus. When ready,
collect responses.

Secondary Form 4 Scheme of Work 122