Page 245 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
LESSON 97 (Listening 15)
MAIN SKILL(S) FOCUS: Listening
THEME: People and Culture
WEEK: __ TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
to describe people, appearance and attire

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 To support less confident
Main Skill Main Skill Play a game to revise the Third condition from the previous lesson i.e. Student’s Book, pupils, pause the listening
write on the board three opening clauses and ask pupils to think of p115 track at selected intervals to
Listening 1.1 Listening 1.1.6 appropriate endings . Alternatively, choose another appropriate pre- Teacher’s Book, allow thinking time.
Understand Understand lesson activity that better suits pupils’ needs/interests and will prepare p115 and CD Alternatively, read and pause
meaning in a independently them for the lesson. at specific intervals from the
variety of familiar longer simple audio script in the Teacher’s
contexts narratives on a wide Lesson delivery Book if it helps less proficient
range of familiar This lesson focuses on the listening activity. See the Teacher’s pupils to listen to your voice
topics Book for detailed guidance. The matching listening activity focuses on rather than that of a native
achieving the main skill for this lesson Allow pupils time to discuss their speaker. Play the track from
Complementary Complementary ideas with their talk partner(s) before collecting responses. Use the the CD when pupils feel more
Skill Skill ‘Optional post-listening activity’ in the Teacher’s Book in order to focus confident.
on the complementary skill. Pupils can look at the statements a – f from For additional differentiation
Speaking 2.1 Speaking 2.1.5 the listening activity in the Student’s Book to remind themselves of the strategies, please refer to the
Communicate Express and different scenarios in the listening activity. Extend this activity by asking provided list of differentiation
information, ideas, respond to feelings pupils further questions about their feelings and reactions to other strategies and select
opinions and such as similar personal situations. For example, if they have younger / older appropriate strategy
feelings intelligibly amusement, anger brothers / sisters who borrow their clothes or do pupils borrow their /strategies based on the
on familiar topics and regret brother / sister’s clothes etc. How does that make them feel / make their needs of the pupils.
older brother / sister feel? Have they ever bought an item of clothing
and never worn it. When ready, collect ideas and share as a class.

Post-lesson
Ask pupils to work with a talk partner to discuss popular celebrities in
Malaysia. Who do they think are the most beautiful / handsome male or
female celebrities. What is it about the celebrity’s appearance that
makes them so appealing? Would the same celebrities be considered
attractive to the pupil’s parents’ generation?

Secondary Form 4 Scheme of Work 123