Page 97 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
LESSON 23 (Speaking 4)
MAIN SKILL(S) FOCUS: Speaking
THEME: People and Culture
WEEK: __ TOPIC: Ready for anything CROSS CURRICULAR ELEMENT(S): LANGUAGE/GRAMMAR FOCUS: words / phrases
Science and Technology describing an accident / connected to trains/ questions

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Full Blast Plus Fast finishers can write a
Main Skill Main Skill Pre-lesson 4 Student’s diary entry of the train driver
Activate prior knowledge in this lesson by asking pupils to read the role for Book, p 31 explaining why he didn’t slow
Speaking 2.1 Speaking 2.1.2 Student A in the Student’s Book and the questions below in the blue box with Teacher’s down the train in time, that
Communicate Ask about and talk partner(s) and ask them to think of some plausible answers. When ready, Book, p 31 happened afterwards and
information, ideas, explain causes and collect responses. how he feels about the
opinions and consequences of accident.
feelings intelligibly actions Lesson delivery Support can be given to less
on familiar topics events This lesson focuses on the speaking activity in the textbook. See the proficient pupils depending
simple processes Teacher’s Book for detailed guidance. The speaking activity must be on their needs, such as by
extended in order to meet the main skill by adding two more roles to the providing vocabulary to use
Complementary Complementary original role play. Divide pupils into groups of four. Pupil A and B take the in the speaking activity, or
Skill Skill roles Student A and B in Student’s Book. Pupil C is a second reporter (see sentence starters and model
Student A in the Student’s Book). Pupil D is the train driver. Give a role card sentence constructions to
Writing 4.1 Writing 4.1.4 to pupil D saying: Imagine you are the train driver. You forgot to slow down help the pupil produce
Communicate Express and the train and had to slam on the break to stop the train crashing into the sentences.
intelligibly through respond to opinions platform. The train came off the track. Carry out interviews A-B, C-D then A- For additional differentiation
print and digital and common D, C-B. When interviews are complete collect responses. Ask: What caused strategies, please refer to the
media on familiar feelings such as the train crash? What happened after the train came off the track? How did provided list of differentiation
topics amusement, anger the driver feel? How did the eye witness feel? In the same groups of four, ask strategies and select
and regret pupils to write a short newspaper article about the accident including a quote appropriate strategy/
from the eyewitness and train driver describing how they felt about the strategies based on the
accident. needs of the pupils.

*Give pupils homework for the next lesson (Lesson 24 Writing 4,
Activity C, p33) This way pupils can review the linking words / phrases
activity at home so that you can use class time to focus on the writing
activity.
Post-lesson.
Do a hot seat activity. Ask one volunteer to take on the role of the driver. Tell
the volunteer they must answer the questions in character of the driver. The
rest of the class take turns to ask the driver questions i.e. how long have you

Secondary Form 4 Scheme of Work 49