Page 248 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
LESSON 98 (Speaking 15)
MAIN SKILL(S) FOCUS: Speaking
THEME: People and Culture
WEEK: __ TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage angst

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 Fast finishers can write more
Main Skill Main Skill Activate prior knowledge in this lesson by writing ‘angry’, ‘sad’ and ‘amused’ Student’s Book, problems to the agony aunt
on the board and asking pupils to work in pairs to list all the synonyms for p116 and swap with other fast
Speaking 2.1 Speaking 2.1.5 these words they can think of. When ready, collect responses and make a Teacher’s Book, finishers to write a solution to
Communicate Express and class list. p116 their problem.
information, ideas, respond to Support can be given to less-
opinions and feelings such as Lesson delivery proficient pupils by helping
feelings intelligibly amusement, anger This lesson focuses on the speaking activity. See the Teacher’s Book for them to use the words /
on familiar topics and regret detailed guidance. phrases in the boxes
The speaking activity focuses on developing the main skill for this lesson. appropriately. You could
Add a stage to the Role Play activity where student A describes how they choose a more proficient
Complementary feel about their problem (i.e. wretched, overwhelmed, insecure) and student pupil to model a conversation
Skill Complementary B responds to this (i.e. by giving reassurance). Teachers can create different with you at the front of the
Skill scenarios to the three given in the Student’s Book that better suits their class.
Writing 4.1 pupils’ needs/interests if necessary. Monitor the class carefully as
Communicate Writing 4.1.4 they write their problems and
intelligibly through Express and In order to meet the complementary skill, ask pupils if they know what an then respond by offering
print and digital respond to ‘agony aunt’ is. Explain that an agony aunt usually has an advice column in solutions to make sure that
media on familiar opinions and a magazine. Readers write in to the agony aunt with a problem they have. pupils are sensitive to each
topics common feelings The agony aunt writes a solution to the reader’s problem. Both problem and other ideas. Model
such as solution are printed in the magazine. appropriate language and
amusement, anger Ask pupils to work in pairs and write a short letter to an agony aunt structures where necessary.
and regret describing their problem and how they feel about it. For example: I am so
frustrated because my little sister is always borrowing my clothes to wear For additional differentiation
without asking my permission. strategies, please refer to the
When ready, ask pupils to swap the problems with another pair. Now they provided list of differentiation
take on the role of the agony aunt. Tell pupils to respond sympathetically to strategies and select
the readers problem and then to write a solution to the problem. For appropriate strategy
example, I’m so sorry to hear about the problems you are having with your /strategies based on the
sister. Maybe you should speak to your sister and let her know how you feel needs of the pupils.
about her borrowing your clothes.

Secondary Form 4 Scheme of Work 124