SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (UNIT 1)

WEEK: __ LESSON 6 (Speaking 2) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture

TOPIC: Using formal register at a speaking CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Formal language;
exam words/phrases related to: leisure time, likes/dislikes
feelings (e.g. fear, excitement), celebrations

CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson List of questions For differentiation strategies,
about likes and please refer to the provided
Speaking 2.2 Speaking 2.2.1 Choose an appropriate pre-lesson activity that suits pupils’ dislikes and special list of differentiation strategies
Use register Use formal and needs/interests and that will review language and/or vocabulary and occasions. See Part 1 and select appropriate
appropriately informal registers prepare the pupils for the lesson. Speaking from strategy/strategies based on
appropriately in Sample Paper 1 for the needs of the pupils.
most familiar and Lesson delivery
examples, or use
some unfamiliar This lesson focuses on speaking activities. The speaking activities other sources or Give new rounds of questions
contexts focus on the main skill (i.e. use of appropriate register). The final teacher’s own to pairs that are proficient and
speaking activity (pupils’ feelings about past speaking tests) focuses materials provided give feedback to the pairs
Complementary on the complementary skill. they meet the that need support then ask
Skill Complementary learning standards for them to repeat their role play.
Ask pupils to work in pairs and discuss the following question: What is
Speaking 2.1 Skill this lesson.
the appropriate register to use when speaking to an examiner in a Plan additional speaking
Communicate Speaking 2.1.5
speaking test? Why? Allow pupils to discuss in pairs or small groups. activities in case your pupils
information, ideas, Explain and justify
For example, respectful, quite formal – but not too formal, articulate, complete all the role play
opinions and own feelings or
fluent, coherent, no slang/colloquial language, etc. rounds and there is still time,
feelings intelligibly those of others
on familiar topics Ask pupils to work in pairs: A and B. Pupil A takes on the role of the
examiner to ask two questions from the likes and dislikes. For
exemplar questions, see Part 1 Speaking from Sample Paper 1
(available on www.cambridgeenglish.org/exams-and-
tests/first/preparation/). Pupil B answers the questions. The pairs then
swap roles. Pupil B asks two questions from the remaining questions
and Pupil A answers. Monitor carefully, focusing on the
appropriateness of register, but do not intervene. Make a note of any
errors, register use or any particular successful responses and go
over these with the class afterwards. Use questions from the special
occasion section if there is time.
At the end of the role play rounds, ask pupils to explain in pairs or
small groups the feelings they experienced in previous speaking tests.
Select a few pupils to share with the rest of the class their feelings
about past speaking tests and encourage the class to ask them to
justify these feelings. Ensure this activity is done as it focuses on the
complementary skill.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit
card about the speaking activities: ‘what they were able to do well in
the activities?’ and ‘what they found particularly challenging about the
activities’ Collect the cards and use them for planning subsequent
lessons.