Page 86 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
LESSON 17 (Speaking 3) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture

WEEK: __ TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
describing people’s characteristics / expressing an
opinion / supporting a point of view

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 Organise talk partners or
Main Skill Main Skill Activate prior knowledge in this lesson by writing on the board: fire- Student’s Book, p 26 grouping so that a more
fighter, politician, football player, librarian, flight attendant. Check Teacher’s Book, p 26 proficient pupil can help and
Speaking 2.1 Speaking 2.1.4 meaning then ask pupils to work with their talk partner(s) to come up support a less proficient pupil.
Communicate Explain and justify with a list of characteristics that a person from each profession should Support can be given to less
information, ideas, own point of view have and why, i.e. a footballer needs to be fit because he/she needs proficient pupils depending on
opinions and to run around the football pitch a lot. When ready, collect responses. their needs, such as by
feelings intelligibly providing vocabulary to use in
on familiar topics Lesson delivery the speaking activity, or
This lesson focuses on the speaking activity. See the Teacher’s sentence starters and model
Book for detailed guidance. The speaking activity must be extended to sentence constructions to
Complementary Complementary meet the main skill by adding a stage to the activity in which pupils help the pupil produce
Skill Skill explain and justify their point of view. For example: ask pupils to sentences. More proficient
choose which of the four professions they would be best at and justify pupils can be given
Listening 1.1 Listening 1.1.5 their answer by describing their own characteristics. To meet the ‘organiser’ or ‘team leader’
Understand Understand complementary skill in the lesson, add a further activity with complex positions so they can
meaning in a independently more questions (see definition of a complex question in the glossary). participate in the activities
variety of familiar complex questions These questions should be spoken by the teacher (use wait time, and manage them as well.
contexts on a wide range of repeat if necessary and select pupils for responses). For example:
familiar topics Explain why it is so important for an athlete to be passionate about For additional differentiation
what he/she does? Why would somebody who is anxious not make a strategies, please refer to the
good paramedic? provided list of differentiation
strategies and select
Post-lesson appropriate strategy/
Play the hot air balloon game. Divide the class into groups of 4-6. strategies based on the
Each pupil chooses a different profession from the lesson. Explain needs of the pupils.
that they are all in a hot air balloon but the balloon is going down so
one person must leave. Each pupil takes it in turn to explain why their
profession is the most important and therefore why they must remain
in the balloon. Once everyone has spoken, everybody in the balloon
votes for who should leave.

Secondary Form 4 Scheme of Work 43