Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 76 (Listening 16) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizens hip free time
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.100 grouping so that a more
Listening 1.1 Listening 1.1.2 verbs. Alternatively, choose another appropriate pre-lesson activity proficient pupil can help and
Unders tand Unders tand that better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
meaning in a independently and/or vocabulary and prepare the pupils for the lesson. Book, p.84
variety of familiar specific information Read and pause in between
contexts and details in longer Lesson delivery Student’s Book Audio recordings from the audio
texts on an This lesson focuses on Activities D and E. See Teacher’s Book CD script in the Teacher’s Book if
Complementary increased range of for detailed guidance. Note that as part of Activity D pupils are it helps less proficient pupils
Skill familiar topics asked to read the ‘Exam Close-up’ advice, which helps with to listen to your voice rather
practising the main skill. In Activity D pupils are then asked to write than that of a native speaker.
Writing 4.2 Complementary down words they think they might hear to do with the pictures Play the track from the CD
Com m unicate Skill Attention also needs to be given to the spelling of these words. For when pupils feel more
with appropriate Activity E exam conditions can be simulated byasking pupils to do confident.
language, form Writing 4.2.2 the activity on their own, and to listen to the recording twice. Then
and style Spell written work go through answers as a class and listen again to the recording to For additional differentiation
with moderate check pupils’ understanding. strategies, please refer to the
accuracy provided list of differentiation
Activity D and E focus on developing the main skill for this lesson. strategies and select
Activity D provides an opportunity to practise the complementary appropriate
skill, see the instructions in the Teacher’s Book. strategy/strategies based on
the needs of the pupils.
Post-lesson
Ask pupils to provide peer feedback on each other’s performance (in
pairs or small groups) using two stars and a wish: two things that
were good (stars) and one area for improvement (wish). While
monitoring the activity collect examples of the feedback to share
(anonymously) with the whole class.
101
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 77 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizens hip to talk about possibility
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Clos e-Up Organise talk partners or
Play a game to review vocabulary related to free time and/or modal verbs. Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.5 Alternatively, choose another appropriate pre-lesson activity that better suits p.101 proficient pupil can help and
Com m unicate Express and pupils’ needs/interests and that will review language and/or vocabularyand support a less proficient
information, ideas, respond to common prepare the pupils for the lesson. Clos e-Up pupil.
opinions and feelings such as Teacher’s Book,
feelings intelligibly happines s, Lesson delivery p.84-85 Support can be given to
on familiar topics sadness, surprise, This lesson focuses on Activities A and B. See Teacher’s Book for less proficient pupils during
and interest detailed guidance. Note that in Activity A pupils are asked to work in pairs the speaking tasks,
Complementary and take turns answering the questions. As well as expressing their feelings depending on their needs.
Skill Complementary in response to the questions, pupils can also be encouraged to express their
Skill responses to each other’s answers to the questions. In addition, during the For additional differentiation
Speaking 2.1 monitoring of Activity A, and as part of the answer check as a class for strategies, please refer to
Com m unicate Speaking 2.1.4 Activity B, check that pupils explain their attitudes or opinions of their talk the provided list of
information, ideas, Explain own point of partner. For Activity B pupils compare and justifytheir answers with a talk differentiation strategies
opinions and view partner and this provides a further opportunityto practise the main skill. and select appropriate
feelings intelligibly strategy/ strategies based
on familiar topics Activities A and B focus on developing the main and complementaryskills. on the needs of the pupils.
Post-lesson
Ask pupils to review their learning in this lesson bydescribing what they have
learnt in the lesson and how they learnt it. Allow pupils to discuss their ideas
with their talk partner(s) before collecting ideas as a class.
102
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizens hip to talk about possibility
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.101 grouping so that a more
Speaking 2.1 Speaking 2.1.3 verbs. Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Com m unicate Describe future better suits pupils’ needs/interests and that will review language and/or Close-Up Teacher’s support a less proficient pupil.
information, ideas, plans and ambitions vocabulary and prepare the pupils for the lesson. Book, p.84-85
opinions and Support can be given to less
feelings intelligibly Lesson delivery proficient pupils depending on
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book for their needs, such as by
detailed guidance. Note that in Activity C pupils should look at the providing vocabulary to use in
‘Useful Expressions’ boxthat contains phrases to use in Activity D. a speaking task, or sentence
starters and model sentence
Complementary Complementary Activities C and D focus on developing the main skill for this lesson. constructions to help the pupil
Activity D provides an opportunity to practise the complementaryskill. produce sentences.
Skill Skill
Speaking 2.3 Speaking 2.3.1 Post-lesson For additional differentiation
Use appropriate Keep interaction Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. strategies, please refer to the
going in longer 101 of the Student’s Book. Monitor discussions and provide support for provided list of differentiation
com m unication exchanges by any problems with form or pronunciation. Provide comments and strategies and select
asking a speaker to appropriate strategy/
s trategies slow down, speak feedback to the whole class on their us e of expressions for talking strategies based on the
up or to repeat what needs of the pupils.
they have said about possibility.
103
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 79 (Writing 15) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizens hip phras es
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Writing lesson activity on p.86 in Teacher’s Book. Pupils Book, p.104 the next activity in the
Writing 4.1 Writing 4.1.5 discuss writing postcards. They then look at the image in the top right- sequence. After Activity C,
Com m unicate Organise, sequence hand corner of p.104 and identify what they could write in a postcard Close-Up Teacher’s fast finishers can be given
intelligibly through and develop ideas about this picture. Book, p.86-87 activities from the Vocabulary
print and digital within short texts on and Grammar activities on
media on familiar familiar topics Lesson delivery p.102-103 of the Student’s
topics This lesson focuses on Activities A, B and C. See Teacher’s Book Book. Alternatively, choose
Complementary for detailed guidance. This lesson focuses on recognising linking words another appropriate extension
Complementary Skill and phrases (in activities A and C). It is important to explain to pupils activity that better suits pupils’
Skill that they will need to use these linking words and phrases in their own needs/interests and that will
Writing 4.2.2 writing when they want to organise, sequence and develop ideas. help pupils develop further
Writing 4.2 Spell written work the main and/or
Com m unicate with moderate Activities A and C focus on developing the main skill for this lesson. complementaryskill for this
with appropriate accuracy Activity B provides an opportunity to practise the complementaryskill. lesson.
language, form
and style Post-lesson Use the exit cards from
Ask pupils to review their learning by writing a postcard about their Lesson 70 (‘what went well in
learning in this lesson (the postcard can be addressed to an imagined your learning?’ and ‘even
friend in another class or school). Pupils need to re-use linking words b etter if…’ to identify any
and phrases from the lesson. Allow pupils to practise reading their individual needs in this lesson
postcard to a talk partner before selecting pupils to read their postcard and the next.
to the class.
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
104
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 80 (Writing 16) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizens hip phras es
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Pre-lesson Fast finishers can move on to the next
Main Skill Main Skill Play a game to review linking words and phrases. Alternatively, Clos e-Up activity in the sequence. After ActivityF,
choose another appropriate pre-lesson activity that better suits Student’s Book, fast finishers can be given activities from
Writing 4.2 Writing 4.2.1 pupils’ needs/interests and that will review language and/or p.105 the Vocabulary and Grammar activities
Com m unicate Punctuate written vocabulary and prepare the pupils for the lesson. on p.102-103 of the Student’s Book.
with appropriate work with moderate Clos e-Up Alternatively, choose another
language, form accuracy Lesson delivery Teacher’s Book, appropriate extension activity that better
and style This lesson focuses on Activities D, E and F. See Teacher’s p.87 suits pupils’ needs/interests and that will
Complementary Book for detailed guidance. Note that in Activities E and F pupils help pupils develop further the main
Complementary Skill must pay attention to punctuation. Monitor pupils’ written work and/or complementaryskill for this
Skill and provide support for any problems with punctuation. If lesson.
Writing 4.1.5 necessary, provide comments and feedback to the whole class
Writing 4.1 Organise, sequence on punctuation. Use the exit cards from Lesson 70
Com m unicate and develop ideas (‘what went well in your learning?’ and
intelligibly through within short texts on Activities E and F focus on developing the main skill for this ‘even b etter if…’ to identify any
print and digital familiar topics lesson. Activity E provides an opportunity to practise the individual needs in this lesson.
media on familiar com plem entary s kill.
topics Support can be given to less proficient
Post-lesson pupils depending on their needs, such
Ask pupils to review their learning in this lesson bycompleting as by providing vocabulary, sentence
an exit card: ‘what went well in your learning?’ and ‘your learning starters and model sentence
would have been even b etter if…’ Collect the cards and use constructions to use in the writing task
them for planning the writing lessons in lesson cycle 9. (in addition to the support provided in
the ‘Useful Expressions’ boxon p.105 of
the Student’s Book).
For additional differentiation strategies,
please refer to the provided list of
differentiation strategies and select
appropriate strategy/ strategies based
on the needs of the pupils.
105
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 81 (Literature in Action 8) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on PowerPoint presentation and visuals. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
im aginative im aginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
106
Secondary Form 3 Scheme of Work
UNIT 9 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 82 (Reading 17) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils look Book, p.109-111 the next activity in the
Reading 3.1 Reading 3.1.5 at the picture on p.109 of the Student’s Book and discuss this picture sequence. After Activity D,
Understand a Recognise with with a talk partner. See also ‘Background Information’ on p.91 of the Close-Up Teacher’s fast finishers can be given the
variety of texts by support the attitude Teacher’s Book. Book, p.91-92 Vocabulary activities on p.112
using a range of or opinion of the of the Student’s Book.
appropriate writer in simple Lesson delivery Alternatively, choose another
reading strategies longer texts on an This lesson focuses on Activities A, B, C and D. See Teacher’s appropriate extension activity
to construct increased range of Book for detailed guidance. Note that for Activity B pupils must quickly that better suits pupils’
meaning familiar topics read the text. Set a strict time limit for this activity in order to have needs/interests and that will
sufficient time for Activities C and D. Ensure that support and guidance help pupils develop further
Complementary Complementary is given to pupils during Activity B and when going through the answers, the main and/or
Skill Skill so that pupils are practising the main learning standard within the set complementaryskill for this
time limit. In Activity C pupils are asked to read the ‘Exam Close-up’ lesson.
Speaking 2.1 Speaking 2.1.4 guidance, which also helps them with the main skill.
Com m unicate Explain own point of For additional differentiation
information, ideas, view Activities B, C and D focus on developing the main skill for this lesson. strategies, please refer to the
opinions and Activity A provides an opportunity to practise the complementaryskill. provided list of differentiation
feelings intelligibly strategies and select
on familiar topics Post-lesson appropriate
Ask pupils to identify with their talk partner(s) at least one new word or strategy/strategies based on
expression that they have learned in relation to the topic for the lesson. the needs of the pupils.
When pupils are ready, collect and share words/expressions as a whole
clas s .
107
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 83 (Reading 18) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary from the Book, p.111 the next activity in the
Reading 3.1 Reading 3.1.4 previous lesson. Alternatively, choose another appropriate pre- sequence. After Activity E,
Understand a Use independently lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s fast finishers can be given
variety of texts by familiar print and review language and/or vocabulary and prepare the pupils for the Book, p.92 Vocabulary activities on p.112
using a range of digital resources to lesson. and/or p.116 of the Student’s
appropriate check meaning and Book. Alternatively, choose
reading strategies extend Lesson delivery another appropriate extension
to construct unders tanding This lesson focuses on Activity E and the ‘Ideas Focus’. See activity that better suits pupils’
meaning Teacher’s Book for detailed guidance. Note that in this lesson pupils needs/interests and that will
Complementary need to be supplied with dictionaries (print or digital) to practise the help pupils develop further
Complementary Skill main skill for this lesson. In Activity E pupils must re-read the same the main and/or
Skill text used in the previous lesson. There is an opportunity to develop complementaryskill for this
Speaking 2.1.4 the ‘Ideas Focus’ questions into a class debate. lesson.
Speaking 2.1 Explain own point of
Com m unicate view Activity E focuses on developing the main skill for this lesson. The For additional differentiation
information, ideas, ‘Ideas Focus’ provides an opportunityto practise the complementary strategies, please refer to the
opinions and s kill. provided list of differentiation
feelings intelligibly strategies and select
on familiar topics Post-lesson appropriate strategy
Play a dictionarygame to review the main skill for this lesson. /strategies based on the
Alternatively, choose another appropriate post-lesson activity that needs of the pupils.
will check pupils’ understanding of grammar and/or vocabularyfrom
the lesson.
108
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 84 (Language Awareness 9) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: The passive voice
Communications Technology
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Grammar lesson activity on p.93 in Teacher’s Book. Book, p.113 the next activity in the
This is a This is a grammar- Ask pupils questions that are constructed using the passive voice. sequence. After Grammar
gram m ar-focused focused lesson so Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, Lesson delivery Book, p.93 be given other activities in the
lis tening, reading and writing This lesson focuses on Activities A, B, C and D. See Teacher’s textbook not covered in the
speaking, reading skills are not Book for detailed guidance. Note that in Activity D pupils are asked Learning Outline (i.e.
and writing skills explicitly covered. to look back at the text used in the previous reading lessons (on activities E-F).
are not explicitly p.110-111 of the Student’s Book). In Activity D pupils also encounter
covered. the passive voice constructed using the present perfect simple (has See also p.116 in Student’s
b een cleaned), past perfect simple (had b een put in) and future Book for further vocabulary
simple (will b e shown). See p.169-170 of Student’s Book for further activities that can be used as
support with the passive voice. extension tasks and/or
hom ework.
Post-lesson
For additional differentiation
Ask pupils to look at the picture in the top right-hand corner of p.113 strategies, please refer to the
of the Student’s Book. Pupils then write questions about the picture provided list of differentiation
strategies and select
using the passive voice. Ask pupils to practise asking and answering appropriate
their questions with talk partner(s) before selecting questions (and strategy/strategies based on
the needs of the pupils.
answers to the questions ) from pupils as a class.
109
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 85 (Listening 17) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Listening 1.1 Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Unders tand Listening 1.1.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
meaning in a Unders tand activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
variety of familiar independently the language and/or vocabulary and prepare the pupils for the lesson. Book, p.94
contexts main ideas in Support can be given to less
simple longer texts Lesson delivery Student’s Book Audio proficient pupils for the pre-
Complementary on an increased This lesson focuses on the pre-Listening lesson activity and CD Listening activity depending
Skill range of familiar Activities A and B. Note that in the pre-Listening activity (on p.94 in on their needs, such as by
topics Teacher’s Book) pupils take it in turns to describe to a talk partner providing sentence starters
the picture on p.114 of the Student’s Book. Pupils are then able to and model sentence
Complementary discuss whyscientists make robots and how robots might help us in constructions using future
Skill the future. Attention needs to be given to future tenses for this tenses, to help the pupil
activity in order to practise the complementaryskill. produce sentences.
Speaking 2.1 Speaking 2.1.3 Activity B focuses on developing the main skill for this lesson. The For additional differentiation
Com m unicate pre-Listening activity (on p.94 in Teacher’s Book) and Activity B strategies, please refer to the
information, ideas, Describe future provide an opportunity to practise the complementaryskill. provided list of differentiation
opinions and plans and ambitions strategies and select
feelings intelligibly Post-lesson appropriate strategy/
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word strategies based on the
or expression that they have learned in relation to the lesson topic. needs of the pupils.
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
110
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 86 (Listening 18) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review technology-related vocabulary from previous Close-Up Student’s Organise talk partners or
lessons. Alternatively, choose another appropriate pre-lesson Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.6 activity that better suits pupils’ needs/interests and that will review proficient pupil can help and
Unders tand Unders tand language and/or vocabulary and prepare the pupils for the lesson. Close-Up Teacher’s support a less proficient pupil.
meaning in a independently Book, p.94-95
variety of familiar longer simple Lesson delivery Pause the listening track at
contexts narratives on a This lesson focuses on Activities C, D and E. See Teacher’s Student’s Book Audio selected intervals to allow
range of familiar Book for detailed guidance. Note that in Activity C pupils read the CD pupils to think and complete
topics ‘Exam Close-up’ guidance. In Activity C pupils also read and an activity. For additional
underline the key words in the ‘Exam Task’. differentiation strategies,
please refer to the provided
Complementary Complementary The text type in this lesson is instruction and a quiz. list of differentiation strategies
and select appropriate
Skill Skill strategy/strategies based on
the needs of the pupils.
Reading 3.1 Reading 3.1.2 Activities C, D and E focus on developing the main skill for this
Understand a Understand specific lesson. Activity C also provides an opportunityto practise the
variety of texts by details and com plem entary s kill.
using a range of information in
appropriate longer texts on an Post-lesson
reading strategies increased range of
to construct familiar topics Ask pupils to identify with their talk partner(s) at least one new word
meaning or expression that they have learned in relation to the topic for the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
111
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 87 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
com m unication going in longer language and/or vocabulary and prepare the pupils for the lesson. Book, p.95
s trategies exchanges by Support can be given to less
asking a speaker to Lesson delivery proficient pupils depending on
Complementary slow down, speak This lesson focuses on Activities A, B and C. See Teacher’s their needs, such as by
Skill up or to repeat what Book for detailed guidance. Note that in Activity A pupils should be providing vocabulary to use in
they have said asked to listen to the questions read out by the teacher, before they a speaking task, or sentence
Listening 1.1 read them on their own, in order to practise the complementaryskill. starters and model sentence
Unders tand Complementary In Activity B pupils are asked to compare answers with their talk constructions to help the pupil
meaning in a Skill partner and to discuss anydifferences in their answers before the produce sentences.
variety of familiar answers are checked as a class. In Activity C pupils must then
contexts Listening 1.1.5 agree with their partner on a combined answer. In all three activities For additional differentiation
Unders tand in this lesson it is important to remind pupils that they need to keep strategies, please refer to the
independently m ore their interaction going and to draw attention to how they can do this. provided list of differentiation
com plex ques tions strategies and select
Activities A, B and C focus on developing the main skill for this appropriate strategy/
lesson. Activity A provides an opportunity to practise the strategies based on the
com plem entary s kill. needs of the pupils.
Post-lesson
Ask pupils to identify with their talk partner(s) how they kept the
interaction going in the discussion activities in this lesson. When
pupils are ready, collect and share ideas as a whole class.
112
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 88 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Communications Technology for making decisions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
com m unication going in longer language and/or vocabulary and prepare the pupils for the lesson. Book, p.95-96
s trategies exchanges by Support can be given to less
asking a speaker to Lesson delivery proficient pupils during the
Complementary slow down, speak This lesson focuses on Activity D and the ‘Ideas Focus’. Note in discussion activities,
Skill up or to repeat what Activity D pupils must read the ‘Useful Expressions’, which they depending on their needs.
they have said need to use in their group discussions. For the ‘Ideas Focus’
Speaking 2.1 discussions pupils should be asked to reach a group answer to each For additional differentiation
Com m unicate Complementary ques tion. strategies, please refer to the
information, ideas, Skill provided list of differentiation
opinions and Activity D and ‘Ideas Focus’ both focus on developing the main strategies and select
feelings intelligibly Speaking 2.1.4 complementary skills for this lesson. appropriate
on familiar topics Explain own point of strategy/strategies based on
view Post-lesson the needs of the pupils.
Ask pupils to shut their textbooks and to write down useful
expressions for reaching decisions in a group discussion. Monitor
and provide support for any problems with spelling. When ready,
select pupils to read out their ideas and, if necessary, provide
additional expressions. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review language and/or vocabulary from this lesson.
113
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Use the pre-Writing lesson activity on p.97 in the Teacher’s Book to Close-Up Student’s Fast finishers can move on to the
activate prior knowledge. Ask pupils to read the ‘Learning Focus’ Book, p.118 next activity in the sequence.
Writing 4.1 Writing 4.1.1 box and then to think of further examples of collocations. Allow After Activity C, fast finishers can
Com m unicate Explain simple pupils time to discuss their ideas with their talk partner(s) before Close-Up Teacher’s be given activities from the
intelligibly through content from what collecting ideas as a class. Book, p.97-98 Grammar activities on p.117 of
print and digital they have read or the Student’s Book. Alternatively,
media on familiar heard Lesson delivery choose another appropriate
topics This lesson focuses on Activities A, B, and C. See Teacher’s extension activity that better s uits
Book for detailed guidance. Note that in Activity C pupils must be pupils’ needs/interests and that
Complementary Complementary asked to write down their answers as complete sentences in order will help pupils develop further
to practise the main skill. the main and/or complementary
Skill Skill skill for this lesson.
Activity C focuses on developing the main skill for this lesson.
Writing 4.2 Writing 4.2.2 Activity B focuses on developing the complementaryskill. Use the exit cards from Lesson
Com m unicate Spell written work 80 (‘what went well in your
with appropriate with moderate Post-lesson learning?’ and ‘even b etter if…’)
language, form accuracy Ask pupils to identify with their talk partner(s) at least one new word
and style or expression that they have learned in relation to the lesson topic. to identify any individual needs in
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson this lesson and the next.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/ strategies based on the
needs of the pupils.
114
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 90 (Writing 18) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary and/or Book, p.118-119 the next activity in the
Writing 4.2 Writing 4.2.2 collocations from the previous lesson. Alternatively, choose another sequence. After Activity H,
Com m unicate Spell written work appropriate pre-lesson activity that better suits pupils’ Close-Up Teacher’s fast finishers can be given
with appropriate with moderate needs/interests and that will review language and/or vocabularyand Book, p.98 activities from the Grammar
language, form accuracy prepare the pupils for the lesson. activities on p.117 of the
and style Student’s Book and/or the
Lesson delivery ‘Ideas Focus’ questions on
Complementary Complementary This lesson focuses on Activities D, E, F, G and H. See p.120 of the Student’s Book
Teacher’s Book for detailed guidance. Note that in Activity D pupils as writing tasks. Alternatively,
Skill Skill are asked to speculate on why certain words in the writing task have choose another appropriate
been underlined. Allow pupils to discuss their ideas with talk extension activity that better
Speaking 2.1 Speaking 2.1.4 partner(s) before collecting opinions as a class. In activities E, F and suits pupils’ needs/interests
Com m unicate Explain own point of H pupils must pay attention to spelling. and that will help pupils
information, ideas, develop further the main
opinions and view. Activities E, F and H focus on developing the main skill for this and/or complementaryskill
feelings intelligibly lesson. Activity D provides an opportunity to practise the for this lesson.
on familiar topics com plem entary s kill.
For additional differentiation
Post-lesson strategies, please refer to the
provided list of differentiation
Ask pupils to identify with their talk partner(s) at least one new word strategies and select
or expression that they have learned in relation to the lesson topic. appropriate strategy/
When pupils are ready, collect and share words/expressions as a strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
115
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 91 (Literature in Action 9) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on Posters and visuals. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
im aginative im aginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
116
Secondary Form 3 Scheme of Work
UNIT 10 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 92 (Reading 19) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Clos e-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils discuss the Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.1 picture on p.121 of the Student’s Book. p.121-123 After Activity C, fast finishers
Understand a Understand the can be given the Vocabulary
variety of texts by main points in Lesson delivery Clos e-Up activities on p.124 of the
using a range of longer texts on an Teacher’s Book, Student’s Book. Alternatively,
appropriate increased range This lesson focuses on Activities A, B and C. See Teacher’s Book for p.100-101 choose another appropriate
reading strategies of familiar topics detailed guidance. Note that in Activity B pupils are asked to skim read the extension activity that better
to construct texts. Activity C is preparation for the Exam Task in Activity D, which pupils suits pupils’ needs/interests and
meaning complete in the next lesson. Pupils read the ‘Exam Close-up’ guidance as part that will help pupils develop
of Activity C. In Activity C it is important to activate pupils’ prior knowledge of further the main and/or
Complementary Complementary text types, particularlyof short texts (e.g. email, text message, advert), before complementaryskill for this
pupils identifythe five text types in the activity. For all activities ensure that lesson.
Skill Skill pupils have opportunities to discuss their answers with talk partner(s) before
checking answers as a class, in order to practise the complementaryskill. Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils for the pre-
Com m unicate Explain own point Activities B and C focus on developing the main skill for this lesson. Activities lesson activity depending on
information, ideas, of view A, B and C provide an opportunity to practise the complementaryskill. their needs, such as by
opinions and providing sentence starters and
feelings intelligibly Post-lesson model sentence constructions,
on familiar topics to help the pupil produce
Ask pupils to identify with their talk partner(s) at least one new word or s entences .
expression that they have learned in relation to the lesson topic. When pupils
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.
117
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 93 (Reading 20) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabularyfrom the Book, p.123 the next activity in the
Reading 3.1 Reading 3.1.3 previous lesson. Alternatively, choose another appropriate pre- sequence. After the ‘Ideas
Understand a Guess the meaning lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s Focus’ activity, fast finishers
variety of texts by of unfamiliar words review language and/or vocabulary and prepare the pupils for the Book, p.101 can be given the Vocabulary
using a range of from clues provided lesson. activities on p.124 and/or p.
appropriate by other words and 128 of the Student’s Book.
reading strategies by context on an Lesson delivery Alternatively, choose another
to construct increased range of This lesson focuses on Activities D, E and ‘Ideas Focus’. See appropriate extension activity
meaning familiar topics Teacher’s Book for detailed guidance. Note that in Activity D pupils that better suits pupils’
should re-read the ‘Exam Close-up’ guidance (this was done as part needs/interests and that will
Complementary Complementary of Activity C in previous lesson). help pupils develop further
Skill Skill the main and/or
Activities D and E focus on developing the main skill for this lesson. complementaryskill for this
Speaking 2.3 Speaking 2.3.1 The ‘Ideas Focus’ provides an opportunityto practise the lesson.
Use appropriate Keep interaction com plem entary s kill.
com m unication going in longer For additional differentiation
s trategies exchanges by Post-lesson strategies, please refer to the
asking a speaker to provided list of differentiation
slow down, speak Ask pupils to identify with their talk partner(s) at least one new word strategies and select
up or to repeat what or expression that they have learned in relation to the lesson topic. appropriate strategy
they have said When pupils are ready, collect and share words/expressions as a /strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
118
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 94 (Language Awareness 10) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: That’s Entertainment LANGUAGE/GRAMMAR FOCUS: Reported speech
CROSS-CURRICULAR ELEMENT: Creativity and
Innovation
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review entertainment-related vocabularyfrom Close-Up Student’s Fast finishers can move on to
previous lesson. Alternatively, choose another appropriate pre- Book, p.125 the next activity in the
This is a This is a grammar- lesson activity that better suits pupils’ needs/interests and that will sequence. After Grammar
gram m ar-focused focused lesson so review language and/or vocabulary and prepare the pupils for the Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, lesson. Book, p.102 be given other activities in the
lis tening, reading and writing textbook not covered in the
speaking, reading skills are not Lesson delivery Learning Outline (i.e.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s activities E-F).
are not explicitly Book for detailed guidance. Note that further support and
covered. explanation of the grammar in this lesson is available on p.170-171 See also p.129 in Student’s
of the Student’s Book. Book for further grammar
activities that can be used as
Post-lesson extension tasks and/or
Ask pupils to write sentences that report on what other pupils have hom ework.
said in this lesson. Ask pupils to show these to their talk partner(s),
to practise saying the sentences and to receive peer feedback on For additional differentiation
them, before selecting pupils to read out their sentences to the strategies, please refer to the
clas s . provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.
119
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 95 (Listening 19) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Organise talk partners or grouping
Main Skill Main Skill Pre-lesson Clos e-Up so that a more proficient pupil can
Use pre-Listening lesson activity on p.103 in Teacher’s Book. Ask Student’s Book, help and support a less proficient
Listening 1.1 Listening 1.1.4 pupils if they have ever acted in a play or been behind the scenes in p.126 pupil.
Unders tand Unders tand a theatre. Ask them what it was like. If they have not had these
meaning in a independently experiences, ask them what they imagine it would be like. Clos e-Up Support can be given to less
variety of familiar longer sequences of Teacher’s Book, proficient pupils during Activity B,
contexts clas s room Lesson delivery p.103 depending on their needs. For
ins tructions This lesson focuses on Activities A, B and C. See Teacher’s example, by providing vocabulary
Complementary Book for detailed guidance. Note that in Activity B the word ‘props’ Student’s Book to use during the speaking task, or
Skill Complementary refers to any objects used on the stage by actors during a Audio CD sentence starters and model
Skill performance. In all activities pupils must be asked to listen to the sentence constructions to help the
Speaking 2.1 activity instruction, in order to practise the main skill. Ask pupils to pupil produce sentences.
Com m unicate Speaking 2.1.4 close their textbooks while giving instruction and check for pupils’
information, ideas, Explain own point of understanding of instructions before theyopen their books again. To support less confident pupils,
opinions and view pause the listening track at
feelings intelligibly Activities A, B and C focus on developing the main skill for this selected intervals to allow thinking
on familiar topics lesson. Activity B provides an opportunity to practise the tim e.
com plem entary s kill.
For additional differentiation
Post-lesson strategies, please refer to the
Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
or expression that they have learned in relation to the lesson topic. strategies and select appropriate
When pupils are ready, collect and share words/expressions as a strategy/ strategies based on the
whole class. needs of the pupils.
120
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 96 (Listening 20) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabularyfrom Book, p.126 grouping so that a more
Listening 1.1 Listening 1.1.2 previous lessons. Alternatively, choose another appropriate pre- proficient pupil can help and
Unders tand Unders tand lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s support a less proficient pupil.
meaning in a independently review language and/or vocabulary and prepare the pupils for the Book, p.103
variety of familiar specific information lesson. To support less confident
contexts and details in longer Student’s Book Audio pupils, pause the listening
texts on an Lesson delivery CD track at selected intervals to
Complementary increased range of This lesson focuses on Activities D, E and F. See Teacher’s allow thinking time.
Skill familiar topics Book for detailed guidance. Note that in Activity D pupils are asked
to think of words that could fit in each gap in the Exam Task text, For additional differentiation
Reading 3.1 Complementary which is practice for the complementaryskill. strategies, please refer to the
Understand a Skill provided list of differentiation
variety of texts by Activities D, E and F focus on developing the main skill for this strategies and select
using a range of Reading 3.1.3 lesson. Activity D also provides an opportunityto practise the appropriate strategy/
appropriate Guess the meaning complementary skill. strategies based on the
reading strategies of unfamiliar words needs of the pupils.
to construct from clues provided Post-lesson
meaning by other words and Ask pupils to identify with their talk partner(s) at least one new word
by context on an or expression that they have learned in relation to the lesson topic.
increased range of When pupils are ready, collect and share words/expressions as a
familiar topics whole class.
121
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 97 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabularyfrom previous Book, p.127 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons and/or useful expressions for describing people, places or proficient pupil can help and
Use appropriate Keep interaction things. Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s support a less proficient pupil.
com m unication going in longer better suits pupils’ needs/interests and that will review language and/or Book, p.104
s trategies exchanges by vocabulary and prepare the pupils for the lesson. Support can be given to less
asking a speaker to proficient pupils depending on
slow down, speak Lesson delivery their needs, such as by
up or to repeat what This lesson focuses on Activities A, B and C. See Teacher’s Book providing vocabulary to use in
they have said for detailed guidance. Activate pupils’ prior knowledge of useful a speaking task, or sentence
expressions for describing people, places or things. starters and model sentence
Complementary Complementary constructions to help the pupil
Activities A, Band C focus on developing the main skill for this lesson. produce sentences.
Skill Skill Activity A also provides an opportunityto practise the complementary
s kill. For additional differentiation
Speaking 2.1 Speaking 2.1.5 strategies, please refer to the
Com m unicate Express and Post-lesson provided list of differentiation
respond to common Ask pupils to provide peer feedback on each other’s performance in the strategies and select
information, ideas, feelings such as lesson (in pairs or small groups) using two stars and a wish: two things appropriate strategy/
happines s, that were good (stars) and one area for improvement (wish). While strategies based on the
opinions and sadness, surprise, monitoring the activity collect examples of the feedback to share needs of the pupils.
and interest (anonymously) with the whole class.
feelings intelligibly
on familiar topics
122
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabularyfrom Book, p.127 grouping so that a more
Speaking 2.1 Speaking 2.1.5 previous lessons and/or useful expressions for describing people, proficient pupil can help and
Com m unicate Express and places or things. Alternatively, choose another appropriate pre- Close-Up Teacher’s support a less proficient pupil.
information, ideas, respond to common lesson activity that better suits pupils’ needs/interests and that will Book, p.104
opinions and feelings such as review language and/or vocabulary and prepare the pupils for the Support can be given to less
feelings intelligibly happines s, lesson. proficient pupils depending on
on familiar topics sadness, surprise, their needs, such as by
and interest Lesson delivery providing vocabulary to use in
Complementary This lesson focuses on Activity D and the ‘Ideas Focus’. The a speaking task, or sentence
Skill Complementary ‘Ideas Focus’ focuses on developing the main skill for this lesson. starters and model sentence
Skill Both Activity D and ‘Ideas Focus’ provide an opportunity to practise constructions to help the pupil
the complementaryskill. produce sentences.
Speaking 2.3 Speaking 2.3.1 Post-lesson For additional differentiation
Use appropriate Keep interaction Review pupils’ learning in this lesson with Tell me three things… strategies, please refer to the
com m unication going in longer provided list of differentiation
s trategies exchanges by • You have learnt today strategies and select
asking a speaker to • You have done well appropriate strategy/
slow down, speak • Your talk partner has done well strategies based on the
up or to repeat what needs of the pupils.
they have said
123
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 99 (Writing 19) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use pre-Writing lesson activity on p.106 in Teacher’s Book. Read Book, p.130 the next activity in the
Writing 4.1 Writing 4.1.2 the ‘Learning Focus’ information. Ask pupils to complete a sentence sequence. After Activity C,
Com m unicate Explain simple using the phrases for ordering ideas. See Teacher’s Book for Close-Up Teacher’s fast finishers can be given
intelligibly through proces s es Book, p.106-107 activities from the Vocabulary
print and digital detailed guidance. and Grammar activities on p.
media on familiar 128-129 of the Student’s
topics Lesson delivery Book. Alternatively, choose
This lesson focuses on Activities A, B and C. See Teacher’s another appropriate extension
Complementary Complementary Book for detailed guidance. As a follow-up activity to Activity A, and activity that better suits pupils’
needs/interests and that will
Skill Skill to practise further the main skill for this lesson, ask pupils to write an help pupils develop further
the main and/or
explanation of a simple process (e.g. how to make a cup of tea or complementaryskill for this
lesson.
change a bicycle tire) using phrases for ordering ideas.
For additional differentiation
Reading 3.1 Reading 3.1.1 The text type in this lesson is instruction and a letter. strategies, please refer to the
Understand a Understand the provided list of differentiation
variety of texts by main points in Activity A and the follow-up activity focus on developing the main strategies and select
using a range of longer texts on an skill for this lesson. Activity C and ‘Learning Focus’ provide an appropriate strategy/
appropriate increased range of strategies based on the
reading strategies familiar topics opportunity to practise the complementaryskill. Activity B prepares needs of the pupils.
to construct
meaning the pupils to do Activity C in preparation for the writing task in the
next writing lesson.
Post-lesson
Ask pupils to identify with their talk partner(s) at least one new word
or expression that they have learned in relation to the topic of the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
124
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 100 (Writing 20) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabularyfrom Book, p.131 the next activity in the
Writing 4.1 Writing 4.1.5 previous lessons and/or phrases for ordering ideas. Alternatively, sequence. After Activity G,
Com m unicate Organise, choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s fast finishers can be given
intelligibly through sequence and pupils’ needs/interests and that will review language and/or Book, p.107 activities from the Vocabulary
print and digital develop ideas vocabulary and prepare the pupils for the lesson. and Grammar activities on p.
media on familiar within short texts 128-129 of the Student’s
topics on familiar topics Lesson delivery Book. Alternatively, choose
This lesson focuses on Activities D, E, F and G. See Teacher’s another appropriate extension
Complementary Complementary Book for detailed guidance. Note that in Activity G pupils should be activity that better suits pupils’
Skill Skill given time to plan their letter or story in the lesson. The writing task needs/interests and that will
can then be set as homework if necessary. There is additional help pupils develop further
Writing 4.2 Writing 4.2.3 support for the writing task in the Student’s Book: for writing letters the main and/or
Com m unicate Produce a plan or on p.177; for writing stories on p.179. complementaryskill for this
with appropriate draft of two lesson.
language, form paragraphs or more Activities D-G focus on developing the main and complementary Support can be given to less
and style and modify this skills for this lesson. proficient pupils depending on
appropriately their needs, such as by
independently Post-lesson providing a writing frame to
Ask pupils to review their learning by telling a story about their use in Activity G (e.g.
learning in this lesson. Pupils need to re-use the phrases for sentence starters and/or
ordering ideas that they learnt in this lesson and the previous model sentence
lesson. Allow pupils to practise telling their story to a talk partner cons tructions ).
before selecting pupils to tell their story to the class.
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
125
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 101 (Literature in Action 10) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on blogs and webpages. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
im aginative im aginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
126
Secondary Form 3 Scheme of Work
UNIT 11 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 102 (Reading 21) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizens hip education
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Clos e-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils write down in Student’s the next activity in the sequence.
Reading 3.2 Reading 3.2.1 one minute as manywords and phrases theyknow related to education. They Book, p.135- After the ‘Ideas Focus’
Explore and Read, enjoy and then look at the picture on p.135 of the Student’s Book and describe what they 137 discussion, fast finishers can be
expand ideas for give a personal think the boy in the picture is feeling. given the Vocabulary activities
pers onal response to Clos e-Up on p.138 of the Student’s Book.
development by fiction / non- Lesson delivery Teacher’s Alternatively, choose another
reading fiction and other This lesson focuses on Activities A, B, C and ‘Ideas Focus’. See Teacher’s Book, p.111- appropriate extension activity
independently and suitable print Book for detailed guidance. Note that in Activity C pupils are asked to scan the 112 that better suits pupils’
widely and digital texts texts, this is to address ‘reading’ in 3.2.1. Pupils’ answer which courses are needs/interests and that will help
of interest creative and non-creative. After Activity C, ask pupils to discuss in small groups pupils develop further the main
Complementary the first question in the ‘Ideas Focus’ activity (‘Are you interested in any of the and/or complementaryskill for
Skill Complementary activities mentioned in the texts? Which ones?’).Encourage pupils to give a this lesson.
Skill personal response in the discussion in order to practise the main skill for the
lesson. Support can be given to less
proficient pupils during the
Speaking 2.1 Speaking 2.1.4 Activity C and ‘Ideas Focus’ discussion activity focuses on developing the main speaking elements of activities,
Com m unicate skill for this lesson. Activities A and B provide opportunities to practise the depending on their needs, such
information, ideas, Explain own com plem entary s kill. as by providing vocabulary to
opinions and point of view use or sentence starters and
feelings intelligibly Post-lesson model sentence constructions to
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or help the pupil produce
expression that they have learned in relation to the lesson topic. When pupils s entences .
are ready, collect and share words/expressions as a whole class. Alternatively,
choose another appropriate post-lesson activity that better suits pupils’ For additional differentiation
needs/interests and that will review learning in the lesson. strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.
127
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 103 (Reading 22) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizens hip education
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review education-related vocabularyfrom the previous Clos e-Up Fast finishers can move on to
lesson. Alternatively, choose another appropriate pre-lesson activity that Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.6 better suits pupils’ needs/interests and that will review language and/or p.136-137 After the ‘Ideas Focus’
Understand a Recognise with vocabulary and prepare the pupils for the lesson. discussion, fast finishers can be
variety of texts by support typical Clos e-Up given the Vocabulary activities
using a range of features at word, Lesson delivery Teacher’s Book, on p.138 and/or p.142 of the
appropriate sentence and text This lesson focuses on Activities D, E, F and ‘Ideas Focus’. See p.111-112 Student’s Book. Alternatively,
reading strategies levels of a range of Teacher’s Book for detailed guidance. Note that Activity E requires the choose another appropriate
to construct genres following additional phase: explain to the pupils what the term ‘persuasion’ extension activity that better
meaning means; ask pupils to look for word and sentence level features in the suits pupils’ needs/interests and
adverts that help persuade the reader (such as rhetorical questions that the that will help pupils develop
Complementary Complementary advert answers and attention-grabbing adjectives); ask pupils to explain further the main and/or
how these features persuade the reader. For the ‘Ideas Focus’ discussion, complementaryskill for this
Skill Skill pupils discuss the second and third question (the first question is covered lesson.
in the previous lesson). Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils during the
Com m unicate Explain own point of Activity E (with the added phase) focuses on developing the main skill for ‘Ideas Focus’ discussions,
information, ideas, view this lesson. The ‘Ideas Focus’ provides an opportunityto practise the depending on their needs, such
opinions and com plem entary s kill. as by providing vocabulary to
feelings intelligibly use or sentence starters and
on familiar topics Post-lesson model sentence constructions to
Ask pupils to identify with their talk partner(s) at least one new word or help the pupil produce
expression that they have learned in relation to the lesson topic. When s entences .
pupils are ready, collect and share words/expressions as a whole class.
Alternatively, choose another appropriate post-lesson activity that better For additional differentiation
suits pupils’ needs/interests and that will review learning in the lesson. strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.
128
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 104 (Language Awareness 11) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT:
LANGUAGE/GRAMMAR FOCUS: Gerunds and
infinitives
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Use the pre-Grammar lesson activity on p.116 in Teacher’s Book. Close-Up Student’s Fast finishers can move on to
Pose the questions to pupils and collect responses. Explain that the Book, p.143 the next activity in the
This is a This is a vocabulary questions use gerunds and infinitives and explain what these are. sequence. After Grammar
vocabulary and and grammar Close-Up Teacher’s Activity F, fast finishers can
grammar focused focused lesson so Lesson delivery Book, p.116 be given other activities in the
lesson so listening, speaking, This lesson focuses on Activities A, B, C, D, E and F. See textbook not covered in the
lis tening, reading and writing Teacher’s Book for detailed guidance. Learning Outline (i.e.
speaking, reading skills are not activities G-K).
and writing skills explicitly covered. Post-lesson
are not explicitly Ask pupils to write questions that use gerunds and infinitives. Allow For additional differentiation
covered. Complementary pupils to practise asking and answering questions with a talk partner strategies, please refer to the
Skill before selecting pupils to ask questions to the class. provided list of differentiation
Complementary strategies and select
Skill appropriate
strategy/strategies based on
the needs of the pupils
This is a This is a vocabulary
vocabulary and and grammar
grammar focused focused lesson so
lesson so listening, speaking,
lis tening, reading and writing
speaking, reading skills are not
and writing skills explicitly covered.
are not explicitly
covered.
129
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 105 (Listening 21) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizens hip education
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Clos e-Up Organise talk partners or grouping so
Use the pre-Listening lesson activity on p.114 in Teacher’s Book. Student’s that a more proficient pupil can help
Listening 1.1 Listening 1.1.6 Pupils discuss the picture in the bottom half of p.140 of the Book, p.140- and support a less proficient pupil.
Unders tand Unders tand Student’s Book. 141
meaning in a independently You can pause the track at selected
variety of familiar longer simple Lesson delivery Clos e-Up intervals to allow pupils to think and
contexts narratives on a This lesson focuses Activities A, B, C and D. See Teacher’s Teacher’s complete an activity.
range of familiar Book for detailed guidance. Book, p.114
topics For additional differentiation strategies,
For Activity B, pupils close their books and listen to the teacher’s Student’s Book please refer to the provided list of
explanation of the content of Exam Close-up. The teacher’s Audio CD differentiation strategies and select
explanation should be clear. Respond to all pupils’ questions appropriate strategy/strategies based
Complementary Complementary before they return to the task. Then pupils can open their books on the needs of the pupils.
and underline the key words in the Exam Task.
Skill Skill
Listening 1.1 Listening 1.1.4 Note that in Activity C pupils are asked to work with a partner and
Unders tand Unders tand compare the words they underlined in Activity B.
meaning in a independently
variety of familiar longer sequences Activities C and D focus on developing the main skill for this
contexts of classroom lesson. Activity B provides an opportunity to practise the
ins tructions com plem entary s kill.
Post-lesson
Ask pupils to identify with their talk partner(s) at least one new
word or expression that they have learned in relation to the lesson
topic. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
130
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK OR NON-TEXTBOOK BASED LESSON
WEEK: LESSON 106 (Revision 3 - Listening) MAIN SKILL FOCUS: Listening THEME: Teacher to select
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Teachers will need to develop their own lesson based on the needs For differentiation strategies,
Main Skill Main Skill of their pupils. Teacher to select please refer to the provided list of
Prepare materials to practise listening skills that need further differentiation strategies and select
This is a listening This is a listening consolidation and/or use listening activities from previous units that appropriate strategy/ strategies
review lesson so review lesson so pupils would benefit from practising again. based on the needs of the pupils.
teacher to choose teacher to choose
from the listening from the listening
learning learning standards
s tandards
131
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 107 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizens hip for discussions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review education-related vocabularyfrom previous Book, p.141 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons and/or useful expressions for discussions. Alternatively, proficient pupil can help and
Com m unicate Explain own point of choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s support a less proficient pupil.
information, ideas, view pupils’ needs/interests and that will review language and/or Book, p.114-115
opinions and vocabulary and prepare the pupils for the lesson. Support can be given to less
feelings intelligibly Complementary proficient pupils during the
on familiar topics Skill Lesson delivery speaking tasks, depending on
This lesson focuses on Activities A, B, C and D. See Teacher’s their needs.
Complementary Reading 3.1.3 Book for detailed guidance. Note that time will need to be closely
Skill Guess the meaning monitored for Activities A, B and C in order to have sufficient time for For additional differentiation
of unfamiliar words Activity D. strategies, please refer to the
Reading 3.1 from clues provided provided list of differentiation
Understand a by other words and Activities A, C and D focus on developing the main skill for this strategies and select
variety of texts by by context on an lesson. Activity B provides an opportunity to practise the appropriate strategy/
using a range of increased range of com plem entary s kill. strategies based on the
appropriate familiar topics needs of the pupils.
reading strategies Post-lesson
to construct Ask pupils to review their learning in this lesson bydescribing what
meaning they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.
132
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 108 (Writing 21) MAIN SKILL FOCUS: Writing THEME: Teacher to select
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Teachers will need to develop their own lesson based on the main Teachers to select their For differentiation strategies,
and complementarylearning standards in this lesson. The writing own materials please refer to the provided
Writing 4.2 Writing 4.2.3 lessons content in the textbook (p144-145) focuses on report writing list of differentiation strategies
Com m unicate Produce a plan or which is not part of Form 3 learning. and select appropriate
with appropriate draft of two strategy/strategies based on
language, form paragraphs or more the needs of the pupils.
and style and modify this
appropriately
independently
Complementary Complementary
Skill Skill
Writing 4.1 Writing 4.1.5
Com m unicate Organise, sequence
intelligibly through and develop ideas
print and digital within short texts on
media on familiar familiar topics
topics
133
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: LESSON 109 (Revision 4) MAIN SKILL FOCUS: Revision THEME: N/A
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision list of differentiation strategies
lesson so several lesson so several Relevant revision materials from the Student’s Book include: Review and select appropriate
skills will be skills will be 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
covered. covered. the needs of the pupils.
134
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON
WEEK: LESSON 110 (Revision 5) MAIN SKILL FOCUS: Revision THEME: N/A
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision list of differentiation strategies
lesson so several lesson so several Relevant revision materials from the Student’s Book include: Review and select appropriate
skills will be skills will be 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
covered. covered. the needs of the pupils.
135
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Listening, Speaking, Reading THEME: Teacher to select
& 2) and Writing
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
an appropriate an appropriate main topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies
com plem entary com plem entary s kill and select appropriate
skill based on the based on the needs strategy/strategies based on
needs and and interest of the the needs of the pupils.
interest of the pupils,
pupils,
136
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/
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