Page 262 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
LESSON 104 (Speaking 16) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture

WEEK: __ TOPIC: Image CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting different forms of art; words and phrases

used to describe artwork
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson Some of the language
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils if they have a Full Blast Plus 4 needed to describe the
favourite artist or a favourite piece of art – either an artwork by a Student’s Book, different forms of art could be
Speaking 2.4 Speaking 2.4.1 famous artist or something that is displayed in their home (perhaps by pp120-121 particularly challenging. Help
Communicate Summarise the a local artist or a relative) Ask pupils to describe the artwork or the Teacher’s Book, groups of less-proficient
appropriately to a main points of a style of the work (if a famous artist) to talk partner(s). When ready, pp 120-121 pupils by helping them use
small or large story, text or plot ask some pupils to share their ideas with the class. the vocabulary in the box to
group on familiar formulate their ideas by giving
topics Lesson delivery them model sentences
This lesson focuses on the speaking and listening activities. The describing the activity and art
Complementary Complementary speaking activity focuses on developing the main skill. See the works being created in each
Skill Skill Teacher’s Book for detailed guidance. Activity A gives pupils the picture. To support less
opportunity to talk about different forms of art. Before initiating a short proficient pupils complete the
Listening 1.1 Listening 1.1.2 discussion in Activity A, allow pupils time to discuss their ideas with speaking activity by
Understand Understand their talk partner(s). Activity B gives pupils further practice comparing summarising ideas, allow
meaning in a independently and contrasting different types of artists. In order to meet the main them to make note of any
variety of familiar specific information skill, add a new stage to this activity. Once pupils have discussed the crucial words that will help
contexts and details in three artists in detail using the list of ideas, ask pupils to swap them in their descriptions.
extended texts on a partners and take turns with their new partner to summarise the main
wide range of ideas about each artist from their previous discussion. Finally choose For additional differentiation
familiar topics some pairs to report their ideas to the class. The listening activity strategies, please refer to the
focuses on the complementary skill. provided list of differentiation
strategies and select
Give pupils homework for the next lesson (lesson 105 Writing), activity appropriate strategy
B, C and D. This way pupils can do the majority of reading activities at /strategies based on the
home so that you can use class time to focus on writing. needs of the pupils.

Post-lesson
Ask pupils what is their favourite colour? Why? Give pupils time to
discuss their ideas with their talk partner(s).before collecting
responses and initiating a short class discussion. Alternatively,
Choose another post-lesson activity that summarises the learning
achieved in the lesson.

Secondary Form 4 Scheme of Work 131