Page 93 - SoW Form 4

SCHEME OF WORK: TEXTBOOK LESSON (UNIT 2)
MAIN SKILL(S) FOCUS: Language Awareness
LESSON 21 (Language Awareness 4)
THEME: People and Culture
WEEK: __ TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple vs. past
continuous

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Full Blast Plus For further practise write on board
This is a This is a grammar- Pre-lesson 4 Student’s (or if possible give out paper
grammar-focused focused lesson so Ask questions to pupils (or write questions on the board) to elicit Book, pp 29-30 copies) of a short story involving
lesson so listening, speaking, responses using either the past simple or past continuous. Ask pupils to Teacher’s pupils in the class. Leave a gap
listening, reading and writing explain why the past simple or past continuous is used. Elicit the Book, pp 29-30 instead of the verb form with the
speaking, reading skills are not different uses of past simple and past continuous (see Grammar verb to use in brackets. E.g. Nural
and writing skills explicitly covered. Reference in the Student’s Book). Ensure pupils have appropriate wait and Aisyah ………. (walk) to the
are not explicitly time and/or opportunities to discuss their responses with talk partners. market when they …………(meet)
covered. Note: In Full Blast plus 4 past continuous is known as past progressive. Mira who ………….(wear) a
Both names are acceptable. strange hat. Nural ,,………….(ask)
Mira why she …………..(wear) the
Lesson delivery hat. Give pupils the opportunity to
This lesson focuses on Grammar Past Simple vs. Past check and discuss their answers in
Progressive. See the Teacher’s Book for detailed guidance. Note that small groups before collecting
pupils have encountered the past simple and past continuous in Form responses. Get Pupils to work with
3. Give pupils the opportunity to check and discuss their answers in talk partner(s) and continue the
small groups before collecting responses. story. When ready, collect
responses.
Complete the Vocabulary activities as a follow up.
For additional differentiation
Post-lesson strategies, please refer to the
provided list of differentiation
Ask pupils to think of different questions that will elicit responses using strategies and select appropriate
either the past simple or past continuous. Pupils then share and strategy/ strategies based on the
respond to their questions in small groups. Monitor and assist to check
correct usage of the two different tenses. needs of the pupils.

Secondary Form 4 Scheme of Work 47