Page 59 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON 4 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology

WEEK: __ TOPIC: Let’s Chat CROSS CURRICULAR ELEMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to free-time activities; phrases expressing likes
and Communications Technology
and dislikes; phrases expressing opinion

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Full Blast Plus 4 Organise talk partners or
Pre-lesson Student’s Book, p 12 grouping so that a more
Speaking 2.1 Speaking 2.1.1 Activate prior knowledge in this lesson with a True/False activity. Teacher’s Book, p12 proficient pupil can help and
Communicate Explain simple Give pupils red and green cards (red to show False, green to show support a less proficient pupil.
information, ideas, content on familiar True). Start the lesson verbally or with a series of statements on the Support can be given to less
opinions and topics from what whiteboard and pupils have to tell whether they think each proficient pupils depending on
feelings intelligibly they read and hear statement is True or False using their cards. For example, the their needs, such as by
on familiar topics statements might focus on specific aspects of language use or providing vocabulary to use in
understanding of grammar from previous lessons. the speaking activity, or
sentence starters and model
Complementary Complementary Lesson delivery sentence constructions to
Skill Skill This lesson focuses on the speaking activity. See the Teacher’s help the pupil produce
Book for detailed guidance. In order to focus on the main skill sentences.
Listening 1.1 Listening 1.1.5 extend the speaking activity by adding a stage in which pupils report
Understand Understand back on their discussions (for example, by rearranging groups). To For additional differentiation
meaning in a independently more focus on the complementary skill in the lesson, add a further activity strategies, please refer to the
variety of familiar complex questions with additional complex questions. For example: Do you think it’s provided list of differentiation
contexts on a wide range of better to do sport in groups or individually? / What benefit(s) do you strategies and select
familiar topics get from doing a group sport like football or volleyball? / What appropriate strategy/
benefit(s) do you get from practicing a sport, like running, on your strategies based on the
own? / Why do you think some people like to practice extreme needs of the pupils.
sports like bungee jumping, rock climbing or white water rafting? ).
These questions should be spoken by the teacher (use wait time
and select pupils for responses).
Post-lesson

Ask pupils to review their learning in this lesson by completing an
exit card: ‘what went well in your learning?’ and ‘your learning would
have been even better if…’ Collect the cards and use them for
planning subsequent lessons.

Secondary Form 4 Scheme of Work 30