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AQA GCSE English Language, Unit 2 – Speaking and Listening: Scheme of Work

GCSE English Language

Unit 2: Speaking and Listening

Scheme of Work OverviewThis scheme of work is designed to prepare students to complete the three Speaking and

Listening controlled assessment tasks.

Controlled Assessment Tasks for this UnitPresenting: Contemporary Issues Talk

Discussing and Listening: ‘Some students destined to fail at school.’

Role Playing: News Interview – Phone Hacking

Duration14 lessons of planning, preparation and rehearsal

6 lessons of performance / delivery

GCSE Specification Assessment ObjectivesAO1 Speaking and Listening

Read and understand texts, selecting material appropriate to purpose, collating from

different sources and making comparisons and cross-references as appropriate.

Develop and sustain interpretations of writers’ ideas and perspectives.

Explain and evaluate how writers use linguistic, grammatical, structural and

presentational features to achieve effects and engage and influence the reader.

Copyright © 2011 TES English www.tes.co.uk/gcseenglishlanguage 1


Linked Functional Skills StandardsSL2.1 Consider complex information and give a relevant, cogent response in appropriate

language.

SL2.2 Present information and ideas clearly and persuasively to others.

SL2.3 Adapt contributions to suit audience, purpose and situation.

SL2.4 Make significant contributions to discussions, taking a range of roles and helping to

move discussion forward.



Lesson 1

Objective(s)

To be able to identify what makes a successful speaker and listener.

To establish rules for successful speaking and listening.

Starter

Teacher introduces the unit and its value overall in GCSE in terms of the

proportion of students’ grades.

Students complete the ‘What makes a good/bad speaker & listener’ sheet. The

aim is for students to identify the qualities of the different people.

Feedback via whiteboards.

Development

Students watch some clips from YouTube (as chosen by the teacher) which

show people speaking in different contexts.

Suggestions might be:

- An exchange from the Jeremy Kyle show.

- An interview with the Prime Minister.

- A clip from a soap opera.

As they watch the clips, the students complete the ‘Evaluating Speakers &

Listeners’ grid.

Plenary / Homework

Students feedback from the previous activity.

They then work in pairs to come up with some rules for effective speaking and

listening and complete the ‘Rules for Speaking and Listening’ post ard.



Lesson 2

Objective(s)

To be able to explain contemporary issues.

To be able to identify different points of view in a text.

Starter

Teacher introduces the first Speaking and Listening task: Contemporary Issues

Talk. Students brainstorm what they think this might mean & feedback.

Students brainstorm a range of contemporary issues that they think might be

relevant topics for this task.

Feedback

Development

Students are put into male/female pairs and complete the ‘Contemporary

Issues Speed Dating’ activity in which they move round the classroom looking at

different materials on contemporary issues.

As they work in pairs, they complete the ‘Understanding Contemporary Issues’

grids to outline the key parts of the issue and then the different perspectives.

At the end of the session the students feedback via whiteboards & class

discussion.

Plenary / Homework

Students discuss which of the topics that they felt most energised by.

Students complete the plenary postcard.



Lesson 3 (ICT ACCESS ESSENTIAL)

Objective(s)

To identify a contemporary issue for the presenting task.

Starter

Teacher explains to students that today’s lesson is going to be focused on using

research skills to identify an appropriate topic for their Contemporary Issues

talk.

As they work through the lesson, students will need the ‘Contemporary Issues

Talk: Research Tasks’ sheet. Each of the parts of the lesson are structured

around activities linked to this document.

Students use the ICT facilities to visit a range of news websites (BBC, Sky News

etc). They identify the major news stories of the day and key information about

them.

Development

Using their findings as a starting point, students complete the ‘Exploring

Possible Topics’ section in which they do a brief search of the internet for

information and material on three different topics of their choosing.

Students identify the material; evaluate its use; and think about whether it is

something that they want to choose for their talk.

Students move on to complete the ‘Topic in Focus’ section of the tasks in which

they focus primarily on a topic they wish to explore further.

Plenary / Homework

Students complete the ‘The Topic for My Contemporary Issues Talk’ post card

and return it to the teacher.

Homework – students collect research for their talk and bring it to the next

lesson ready to plan and structure their presentation.



Lesson 4

Objective(s)

To be able to structure an effective Contemporary Issues Talk.

Starter

Students should have now decided on their chosen topics – on whiteboards

teacher checks that all students have a topic.

Students now need to think about the structure of their talk and the type of

information that they will include in their talk.

Students, in pairs, brainstorm a series of section headings that they could use to

structure their talk.

Feedback & the class agree a structure that will be used by all students to

structure their information.

Development

Students complete the ‘Structuring the Presentation’ card sort in which they

take a range of different information and re-organise it into an appropriate

sequence.

Feedback and explanations.

Students then use their own research to complete the ‘Structuring my

Presentation’ task sheet.

Students share their ideas and check that they fit the structure that the

students agreed.

Plenary / Homework

Students complete the ‘Overview Plan’ post card and return it to the teacher

who can then assess the effectiveness of the structuring.

Homework – students draft their speeches.



Lesson 5

Objective(s)

Students understand how to achieve their target grade on this task.

Starter

Teacher introduces the mark scheme for this task to the students and they

highlight and annotate it looking to show that they understand the key

descriptors in each band.

The teacher shows students the approximate grade breakdowns for the task.

Teacher needs to explicitly make the point that using notes is not acceptable

and will severely limit the grade a student can achieve.

Development

Teacher delivers two versions of the same talk to the class. The class use the

mark scheme to mark the teacher’s performance.

The class then form into groups of four to discuss what they have seen; agree

strengths/weaknesses; and to decide upon a mark.

Each group then appoints a spokesman who relays the findings of the group

back to the teacher.

The class agree a mark, which the teacher verifies.

Plenary / Homework

Students complete the ‘How do I Achieve my Target Grade on the Presenting

Task’ postcard.

Lessons 6 -7

Students deliver their presentations to the class.



Lesson 8

Objective(s)

To understand the requirements of the ‘Discussing and Listening’ task.

To be able to extract relevant information from media texts.

Starter

The teacher introduces the discussing and listening task to students and

explains that it will be based on the topic ‘Are some students destined to fail at

school?’

Students brainstorm what they think the implications of this title are. For

example, meaning of the word ‘destined’ and ‘fail’? What do these words mean

and imply?

Feedback & teacher explains the format the task will take.

Development

Students need the ‘Jamie’s Dream School’ task sheet. Students watch episode

one of ‘Dream School’ and complete the tasks as they watch it.

Plenary / Homework

Students complete the plenary postcard based on what they have gleaned from

the documentary.



Lesson 9

Objective(s)

To be able to identify attitudes and perspectives.

To be able to extract, deduce and infer information from texts.

Starter

Students complete the ‘Dream School: Case Studies’ starter in which they look

at some of the people featured in the documentary and try to identify their

attitudes to education.

Feedback from the group.

Development

Students use the Internet to research the issue of school achievement & failure.

Students then complete the ‘Constructing My Own Opinion’ task sheet, which

asks them to carefully build up their own view on the topic.

Plenary / Homework

Students complete the plenary postcard, which asks them to identify their own

perspective about the topic.



Lesson 10

Objective(s)

To understand the principles of debate.

To be able to identify good practice in debate situations.

Starter

Teacher introduces the concept of ‘debate’ to students. Students work in pairs

to brainstorm what the term means and what some of the rules of debate

might be. ‘Students can use the: ‘Key Features of an Effective Debate’

worksheet.

Feedback to the class.

Development

Students need the ‘What makes a successful debate’ task sheet.

They watch an extended clip from Question Time – a suggested clip is from the

episode where Nick Griffin appears – and they complete the task sheet as they

watch the programme.

Students work in pairs to discuss their findings and then feedback to the class.

Students review the ‘Key Features of an Effective Debate’ worksheet.

Plenary / Homework

Students complete plenary postcard.



Lesson 11

Objective(s)

To be able to convincingly adopt the role of someone other than yourself.

Starter

Students move into groups of 5.

Students draw pieces of paper from an envelope / container which have on

them the role that they will adopt for the debate.

Once they have their assigned role, students then complete the ‘What would

they think?’ activity in which they brainstorm what position they think their

character would take on the issue.

Development

Students look back at the information that they explored in lesson nine of the

sequence.

They scan and skim the information looking for things that would be relevant to

their position in the debate.

Having highlighted the material, they then complete the ‘Debate Notes’ sheet,

which asks them to identify the material and the reason why.

Plenary / Homework

In their groups, students discuss the information that they intend to use and

offer suggestions to one another about how they can add / amend things.



Lesson 12

Objective(s)


Starter







Development

Students watch some examples of ‘Discussing and Listening’ tasks from the AQA

standardising DVD. The class use the mark scheme to mark the teacher’s

performance.


strengths / weaknesses; and to decide upon a mark.




Plenary / Homework

Students complete the ‘How do I Achieve my Target Grade on the Presenting

Task’ postcard.

Lessons 13 -14

Students perform their discussions.



Lesson 15

Objective(s)

To understand the requirements of the ‘Discussing and Listening’ task.

To be able to extract relevant information from media texts.

Starter

Teacher introduces students to the ‘Drama-based’ task explaining that they are

going to work in pairs, and role-play a media interview on the topic of phone

hacking.

Students complete the ‘What is Phone Hacking’ starter activity in which they

test what they think they already know about it and its moral implications.

Feedback to the group.

Development

Students use the Internet to research phone hacking.

The teacher then shows a range of individually selected YouTube clips of news

coverage, political responses, etc, to the issue.

Students take any notes which will illuminate their understanding.

Plenary / Homework

Students complete the ‘What do I know about Phone Hacking’ plenary quiz.



Lesson 16

Objective(s)

To understand the principles of effective interview practice.

Starter

Teacher introduces the concept of the ‘media interview’ to students. Students

work in pairs to brainstorm what the term means and what some of the rules of

interview might be. Students use the: ‘Key Features of an Effective Interview’

worksheet.

Feedback to the class.

Development

Students need the ‘What makes a successful interview’ task sheet.

They watch an extended clip from current affairs programmes. Some examples

might be Newsnight with Jeremy Paxman; post-match football interview, etc.

They complete the task sheet as they watch the programme.

Students work in pairs to discuss their findings and then feedback to the class.

Students review the ‘Key Features of an Effective Interview’ worksheet.

Plenary / Homework

Students complete plenary postcard.



Lesson 17

Objective(s)

To be able to develop and sustain a role.

Starter

Students work in their pairs to divide up the roles that they will undertake –

where there is dispute the teacher might make this a random activity.

Students then discuss with each other, using the material from the Media Pack,

how they think the interview will work.

Development

Students work together to draft a script for the interview.

Having completed their script, they then rehearse their interview.

As they rehearse, students need to keep their minds focused clearly on the

emphasis on sustaining their role.

Plenary / Homework

Students perform to another pair who provide feedback on their delivery.



Lesson 18

Objective(s)


Starter







Development

Students watch some examples of ‘Drama Based’ tasks from the AQA

standardising DVD. The class use the mark scheme to mark the teacher’s

performance.


strengths/weaknesses; and to decide upon a mark.




Plenary / Homework

Students complete the ‘How do I Achieve my Target Grade on the ‘Drama-based

Task’ postcard.

Lesson 19 – 20

Students perform their interviews.


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