SCHEME OF WORK FORM 3 2019

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)

WEEK: __ LESSON 25 (Listening 6) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related
Sus tainability vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Pre-lesson Organise talk partners or grouping
Main Skill Main Skill Play a game to review environment related vocabulary from Clos e-Up so that a more proficient pupil can
previous lessons and/or what pupils have learned about Great White Student’s Book, help and support a less proficient
Listening 1.3 Listening 1.3.1 Sharks. Alternatively, choose another appropriate pre-lesson activity p.36 pupil.
Recognis e Recognise with that better suits pupils’ needs/interests and that will review language
features of support typical and/or vocabulary and prepare the pupils for the lesson. Clos e-Up You can pause the track at
spoken genres on features at word, Teacher’s Book, selected intervals to allow pupils to
familiar topics sentence and text Lesson delivery p.34 think and complete a gap in Activity
levels of a small This lesson focuses on Activities C, D and E. See Teacher’s D. Alternatively, read and pause at
Complementary number of spoken Book for detailed guidance. To address the main skill with Activity C, Student’s Book specific intervals from the audio
Skill genres ensure that pupils are given additional guidance, if necessary, about Audio CD script in the Teacher’s Book if it
word level features of the language of s cience. As a follow-on helps less proficient pupils to listen
Speaking 2.1 Complementary discussion activity, pose the following question to the class: Do you to your voice rather than that of a
Com m unicate Skill think it’s important to protect sharks from extinction? Why? / Why native speaker. Play the track from
information, ideas, not? Ask pupils to discuss in groups. Monitor discussions and the CD when pupils feel more
opinions and Speaking 2.1.4 provide support for any problems with form or pronunciation. confident.
feelings intelligibly Explain own point of Provide comments and feedback to the whole class on points that
on familiar topics view came up in the discussions. Explain how this topic can be linked Support can be given to less
with the cross curricular element (environmental sustainability). proficient pupils during the post-
lesson activity, depending on their
Activities C and D focus on developing the main skill for this lesson. needs. For example, by providing
The follow-on discussion activity provides an opportunity for vocabulary to use in a speaking
developing the complementaryskill. task, or sentence starters and
model sentence constructions to
Post-lesson help the pupil produce sentences.
Choose a post-lesson activity based on your pupils’ abilityand
For additional differentiation
interes ts . strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/ strategies based on the
needs of the pupils.

51

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)

WEEK: __ LESSON 26 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sus tainability for explaining processes

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-speaking lesson Close-Up Student’s Organise talk partners or
activity on p.34 of the Teacher’s Book. Pupils look at the image in Book, p.37 grouping so that a more
Speaking 2.1 Speaking 2.1.2 the top right-hand corner of p.37 of the Student’s Book and predict proficient pupil can help and
Com m unicate Ask about and what the lesson is going to be about. Pupils then write down Close-Up Teacher’s support a less proficient pupil.
information, ideas, explain simple examples of environmental problems and consequences, which are Book, p.34-35
opinions and proces s es then shared as a class. Support can be given to less
feelings intelligibly Student’s Book Audio proficient pupils during the
on familiar topics Complementary Lesson delivery CD Activity A speaking task,
Skill This lesson focuses on Activities A and B. See Teacher’s Book depending on their needs.
Complementary for detailed guidance. Note that the pre-lesson activity helps to
Skill Listening 1.1.4 prepare pupils for Activity A. To address the main skill with Activity For additional differentiation
Unders tand A, ensure that pupils are given support for explaining processes strategies, please refer to the
Listening 1.1 independently (e.g. processes of environmental damage) such as useful provided list of differentiation
Unders tand longer sequences of words/expressions for describing cause and effect. In Activity B strategies and select
meaning in a clas s room pupils are asked to listen to the ‘Exam Task’ instruction (see appropriate strategy/
variety of familiar ins tructions Student’s Book Audio CD). strategies based on the
contexts needs of the pupils.
Activity A focuses on developing the main skill for this lesson.
Activity B focuses on the complementaryskill.

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. When
pupils are ready, collect and share words/expressions as a whole
class. Draw attention to words/expressions for explaining processes.

52

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)

WEEK: __ LESSON 27 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sus tainability for discussions

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 useful expressions for discussions. Alternatively, Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.4 choose another appropriate pre-lesson activity that better suits pupils’ p.37 proficient pupil can help and
Com m unicate Explain own point of needs/interests and that will review language and/or vocabularyand support a less proficient pupil.
information, ideas, view prepare the pupils for the lesson. Clos e-Up
opinions and Teacher’s Book, Support can be given to less
feelings intelligibly Complementary Lesson delivery p.35 proficient pupils during the
on familiar topics Skill This lesson focuses on Activities C and D. See Teacher’s Book for speaking tasks, depending on
detailed guidance. Note that in Activity C pupils are asked to match words their needs.
Complementary Reading 3.1.3 (i.e. make a relevant phrase). They then look for these words from this
Skill Guess the meaning activity in the ‘Exam Task’ (the pictures and captions about ways to For additional differentiation
of unfamiliar words protect the environment). Note that not all of the words from Activity C strategies, please refer to the
Reading 3.1 from clues provided can be found in the Exam Task written captions, in which case pupils provided list of differentiation
Understand a by other words and need to look for a match with a picture. strategies and select
variety of texts by by context on an appropriate strategy/
using a range of increased range of Activities C and D focus on developing the main skill. Activity C also strategies based on the
appropriate familiar topic focuses on the complementaryskill. needs of the pupils.
reading strategies
to construct Post-lesson
meaning Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. 37
of the Student’s Book. Monitor discussions and provide support for any
problems with form or pronunciation. Provide comments and feedback to
the whole class on their use of expressions in the discussions.

53

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)

WEEK: __ LESSON 28 (Writing 5) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sus tainability for an informal email

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-writing lesson Close-Up Student’s Fast finishers can move on to
activity on p.37 of the Teacher’s Book. Pupils discuss the three Book, p.40-41 the next activity in the
Writing 4.2 Writing 4.2.4 pictures on p. 40-41 of the Student’s Book. See Teacher’s Book for sequence. After Activity C,
Com m unicate Begin to use formal detailed guidance. Close-Up Teacher’s fast finishers can be given
with appropriate and informal Book, p.37-38 extension activities from the
language, form regis ters Lesson delivery Vocabulary and Grammar
and style appropriate to the This lesson focuses on Learning Focus on Activities A, B and activities on p. 38-39 of the
target audience in C. See Teacher’s Book for detailed guidance. Note that in Activity B Student’s Book. Alternatively,
Complementary familiar situations pupils are asked to scan the text for main points in the text. choose another appropriate
Skill extension activity that better
Complementary The reading text type in this lesson is instruction (Learning Focus) suits pupils’ needs/interests
Reading 3.1 Skill and an email (Activity A). The reading skill (i.e. understand specific and that will help pupils
Understand a details) is meant to support writing. develop further the main
variety of texts by Reading 3.1.2 and/or complementaryskill
using a range of Understand specific Activity B focuses on developing the main skill. Learning Focus and for this lesson.
appropriate details and Activity A focus on the complementaryskill.
reading strategies information in For additional differentiation
to construct longer texts on an Post-lesson strategies, please refer to the
meaning increased range of Ask pupils to review their learning in this lesson by getting them to provided list of differentiation
familiar topics identify with their talk partner(s) as manydifferent useful strategies and select
expressions for an informal email that they can think of. Ensure that appropriate strategy/
they have closed their textbooks. When pupils are ready, collect and strategies based on the
share words/expressions as a whole class. needs of the pupils.

54

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)

WEEK: __ LESSON 29 (Writing 6) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sus tainability for an informal email

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review useful expressions for an informal email. Close-Up Student’s Fast finishers can move on to the
Alternatively, choose another appropriate pre-lesson activity that Book, p.41 next activity in the sequence.
Writing 4.2 Writing 4.2.3 better suits pupils’ needs/interests and that will review language After Activity F, fast finishers can
Com m unicate Produce a plan or and/or vocabulary and prepare the pupils for the lesson. Close-Up Teacher’s be given extension activities from
with appropriate draft of two Book, p.38 the Vocabulary and Grammar
language, form paragraphs or more Lesson delivery activities on p. 38-39 of the
and style and modify this This lesson focuses on Activities D, E and F. See Teacher’s Student’s Book. Alternatively,
appropriately Book for detailed guidance. Note that Activity D refers to the choose another appropriate
Complementary independently example email on p. 40 of the Student’s Book. Also, note that in extension activity that better suits
Skill Activity E the pupils need to read the ‘Exam Close-up’ box, which pupils’ needs/interests and that
Complementary helps them with the main skill for this lesson. will help pupils develop further
Writing 4.2 Skill the main and/or complementary
Com m unicate Ask pupils to pay attention to punctuation when they write their skill for this lesson.
with appropriate Writing 4.2.1 email.
language, form Punctuate written Support can be given to less
and style work with moderate Pupils can either check each other’s emails or the teacher can proficient pupils for the planning
accuracy collect their work and give feedback. work in this lesson, such as a
mind map or a writing frame,
Activities D, E and F focus on developing the main skill for this depending on their needs.
lesson. Activity F also focuses on the complementaryskill.
For additional differentiation
Post-lesson strategies, please refer to the
Ask pupils to review their learning in this lesson bycompleting an provided list of differentiation
exit card: ‘what went well in your learning?’ and ‘your learning would strategies and select appropriate
have been even b etter if…’ Collect the cards and use them for strategy/strategies based on the
planning the writing lessons in lesson cycle 4. needs of the pupils.

55

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 30 (Literature in Action 3) 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

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Action list of differentiation strategies
Action 5.1.2 Teachers should ensure that their lesson covers the Literature in and select appropriate
5.1 Explain briefly the Action content and learning standard specified for this lesson. strategy/strategies based on
Engage with, development of plot, the needs of the pupils.
respond to and characters and Focus on characters.
interpret a variety themes in a text
of literary text
types

56

Secondary Form 3 Scheme of Work

UNIT 4 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 31 (Reading 7) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Since there are several opportunities
Main Skill Main Skill Pre-lesson Clos e-Up for pupils to interact in this lesson,
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils Student’s Book, organise talk partners or grouping so
Reading 3.1 Reading 3.1.1 discuss in small groups any special relationships that they have. p.43-45 that a more proficient pupil can help
Understand a Understand the Pupils then look at the picture on p. 43 of the Student’s Book and and support a less proficient pupil.
variety of texts by main points in discuss their reaction to it. Clos e-Up
using a range of longer texts on an Teacher’s Book, Support can be given to less
appropriate increased range of Lesson delivery p.40 proficient pupils during the speaking
reading strategies familiar topics This lesson focuses on Activities A, B and C. See Teacher’s activities, depending on their needs.
to construct Book for detailed guidance. Note that in Activity C pupils are
meaning Complementary asked to skim through the text to find the answer to the question. Fast finishers can move on to the
Skill next activity in the sequence. After
Complementary Activity C focuses on developing the main skill for this lesson. Activity C, fast finishers can be given
Skill Speaking 2.1.4 Activities A, B and C provide opportunities to practise the the Vocabulary activities on p.46 of
Explain own point of com plem entary s kill. the Student’s Book. Alternatively,
Speaking 2.1 view choose another appropriate
Com m unicate Post-lesson extension activity that better suits
information, ideas, Ask pupils to review their learning by giving a one-minute verbal pupils’ needs/interests and that will
opinions and summaryof the lesson. Allow pupils to discuss their ideas with help pupils develop further the main
feelings intelligibly their talk partner(s) and then to choose pupils to share their and/or complementaryskill for this
on familiar topics summaries with the class. 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.

57

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 32 (Reading 8) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review vocabulary from the previous lesson. Include Close-Up Student’s Fast finishers can move on to
the words in the ‘Word Focus’ box on p. 44 of the Student’s Book. Book, p.44-45 the next activity in the
Reading 3.1 Reading 3.1.2 Alternatively, choose another appropriate pre-lesson activity that sequence. After Activity E,
Understand a Understand specific better suits pupils’ needs/interests and that will review language Close-Up Teacher’s fast finishers can be given the
variety of texts by details and and/or vocabulary and prepare the pupils for the lesson. Book, p.40-41 Vocabulary activities on p.46
using a range of information in and/or p. 50 of the Student’s
appropriate longer texts on an Lesson delivery Book. Alternatively, choose
reading strategies increased range of This lesson focuses on Activities D and E. See Teacher’s Book for another appropriate extension
to construct familiar topics detailed guidance. Note that in Activity D the pupils need to read the activity that better suits pupils’
meaning ‘Exam Close-up’ box, which helps them with the main skill for this needs/interests and that will
Complementary lesson. Also note that in Activity D pupils do the task individuallybut help pupils develop further
Complementary Skill answers should then be discussed in small groups before checking the main and/or
Skill answers as a class. complementaryskill for this
Reading 3.1.3 lesson.
Reading 3.1 Guess the meaning Activity D focuses on developing the main skill. . Activity E focuses on
Understand a of unfamiliar words the complementary skill. For additional differentiation
variety of texts by from clues provided strategies, please refer to the
using a range of by other words and Post-lesson provided list of differentiation
appropriate by context on an Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on strategies and select
reading strategies increased range of p.45 of the Student’s Book. Monitor discussions and provide support appropriate strategy
to construct familiar topics for any problems with form or pronunciation. Provide comments and /strategies based on the
meaning feedback to the whole class on their use of vocabulary related to the needs of the pupils.
topic of relationships.

58

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: LESSON 33 (Language Awareness 4) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
__ TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Relative clauses

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson Close-Up Student’s Fast finishers can move on to
activity on p.42 of the Teacher’s Book. Pupils are asked questions Book, p.47 the next activity in the
This is a This is a grammar- that contain relative clauses. sequence. After Grammar
gram m ar-focused focused lesson so Close-Up Teacher’s Activity C, fast finishers can
lesson so listening, speaking, Lesson delivery Book, p.42 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. Learning Outline (i.e.
and writing skills explicitly covered. activities E-G).
are not explicitly Post-lesson
covered. Review pupils’ learning in this lesson with Tell me three things… See also p.50-51 in Student’s
Book for further vocabulary
• You have learnt today and grammar activities that
• You have done well can be used as extension
• Your talk partner has done well tasks and/or homework.

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.

59

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 34 (Listening 7) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Clos e-Up Organise talk partners or grouping
Play a game to review vocabulary and/or grammar from previous Student’s Book, so that a more proficient pupil can
Listening 1.1 Listening 1.1.3 lessons. Alternatively, choose another appropriate pre-lesson activity help and support a less proficient
Unders tand Recognise with little that better suits pupils’ needs/interests and that will review language p.48 pupil.
meaning in a or no support and/or vocabulary and prepare the pupils for the lesson.
variety of familiar attitudes or opinions Clos e-Up Support can be given to less
contexts in longer texts on an Lesson delivery Teacher’s Book, proficient pupils during Activity A,
increased range of This lesson focuses on Activities A and B. See Teacher’s Book for p.44 depending on their needs. For
Complementary familiar topics detailed guidance. Note that in Activity A pupils are asked to work with example, by providing vocabulary
Skill partners taking it in turns to describe the pictures on p.48 of the Student’s Book to use during the speaking task, or
Complementary Student’s Book. This activity addresses the complementaryskill and Audio CD sentence starters and model
Speaking 2.3 Skill works best if the pupil who is listening shuts their textbook so they sentence constructions to help the
Use appropriate cannot see the picture described to them. The pupil who is listening pupil produce sentences.
com m unication Speaking 2.3.1 must be encouraged to keep interaction going by asking their partner
s trategies Keep interaction to repeat or clarify what they have said. To support less confident pupils,
going in longer pause the listening track at
exchanges by Activity B focuses on developing the main skill. Activity A focuses on selected intervals to allow thinking
asking a speaker to the complementaryskill. time. Alternatively, read and pause
slow down, speak at specific intervals from the audio
up or to repeat what Post-lesson script in the Teacher’s Book if it
they have said Ask pupils to identify with their talk partner(s) at least one new word or helps less proficient pupils to listen
expression that they have learned in relation to the lesson topic. to your voice rather than that of a
When pupils are ready, collect and share words/expressions as a native speaker. Play the track from
whole class. the CD when pupils feel more
confident.

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.

60

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 35 (Listening 8) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review vocabulary and/or grammar from previous Close-Up Student’s Organise talk partners or
Listening 1.2 lessons. Alternatively, choose another appropriate pre-lesson Book, p.48 grouping so that a more
Use appropriate Listening 1.2.1 activity that better suits pupils’ needs/interests and that will review proficient pupil can help and
lis tening Guess the meaning language and/or vocabulary and prepare the pupils for the lesson. Close-Up Teacher’s support a less proficient pupil.
strategies in a of unfamiliar words Book, p.45
variety of contexts from clues provided Lesson delivery To support less confident
by other words and This lesson focuses on Activities C, D and E. See Teacher’s Student’s Book Audio pupils, pause the listening
Complementary by context on an Book for detailed guidance. Note that in Activity C the pupils need to CD track at selected intervals to
Skill increased range of read the ‘Exam Close-up’ box, which helps them with the main skill allow thinking time.
familiar topics for this lesson. The listening text does not match the exam task Alternatively, read and pause
word for word, so pupils should try to listen for similar words. Extend at specific intervals from the
Complementary Activity E to include asking pupils to summarise what theyhave audio script in the Teacher’s
Skill heard using their own words. Book if it helps less proficient
pupils to listen to your voice
Speaking 2.1 Speaking 2.1.1 Activities C, D and E focus on developing the main skill for this rather than that of a native
Com m unicate lesson. Extension to Activity E provides an opportunity to practise speaker. Play the track from
information, ideas, Paraphrase short the complementaryskill. the CD when pupils feel more
opinions and simple texts confident.
feelings intelligibly Post-lesson
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word For additional differentiation
or expression that they have learned in relation to the lesson topic. strategies, please refer to the
When pupils are ready, collect and share words/expressions as a provided list of differentiation
whole class. strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

61

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 36 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice

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 and/or grammar from previous Book, p.49 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Com m unicate Explain own point of activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
information, ideas, view language and/or vocabulary and prepare the pupils for the lesson. Book, p.44
opinions and Support can be given to less
feelings intelligibly Complementary Lesson delivery Student’s Book Audio proficient pupils during the
on familiar topics Skill This lesson focuses on Activities A and B. See Teacher’s Book CD post-lesson activity,
for detailed guidance. Note that in Activity B pupils are asked to depending on their needs.
Complementary Listening 1.1.3 identify if a sentence gives advice, an order or makes suggestions.
Skill Recognise with little Pupils therefore need to recognise the speaker’s attitude. For additional differentiation
or no support strategies, please refer to the
Listening 1.1 attitudes or opinions Activity A focuses on developing the main skill for this lesson. provided list of differentiation
Unders tand in longer texts on an Activity B focuses on the complementaryskill. strategies and select
meaning in a increased range of appropriate strategy/
variety of familiar familiar topics Post-lesson strategies based on the
contexts Ask pupils to write down different sentences that give advice, orders needs of the pupils.
or suggestions. Allow pupils to share their sentences with talk
partner(s) before collecting examples as a class.

62

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 37 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice

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 useful expressions for giving advice. Book, p.49 grouping so that a more
Speaking 2.1 Speaking 2.1.3 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 Close-Up Teacher’s support a less proficient pupil.
information, ideas, plans and ambitions and/or vocabulary and prepare the pupils for the lesson. Book, p.44-45
opinions and Support can be given to less
feelings intelligibly Complementary Lesson delivery proficient pupils depending on
on familiar topics Skill This lesson focuses on Activity C and the ‘Ideas Focus’. See their needs, such as by
Teacher’s Book for detailed guidance. Note that in Activity C pupils providing vocabulary to use in
Complementary Listening 1.1.4 need to use phrases in the ‘Useful Expressions’ boxon p.49 as a speaking task, or sentence
Skill Unders tand these phrases are used to give advice about a future plan (whether starters and model sentence
independently or not to go to a party the night before an exam) and this practises constructions to help the pupil
Listening 1.1 longer sequences of the main skill for this lesson. In Activity C pupils are also asked to produce sentences.
Unders tand clas s room listen to the teacher reading out the ‘Exam Close-up’ tips, which is
meaning in a ins tructions how the complementaryskill is addressed. It is also important to For additional differentiation
variety of familiar emphasize to pupils that there are no right or wrong answers in strategies, please refer to the
contexts Activity C. provided list of differentiation
strategies and select
Activity C address es the main skill for this lesson. Activity C also appropriate strategy/
provides an opportunity to practise the complementaryskill. strategies based 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.

63

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: __ LESSON 38 (Writing 7) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Words/expressions
for telling a story

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Pre-lesson Fast finishers can move on to the
Main Skill Main Skill Activate prior knowledge in this lesson byasking pupils to discuss Clos e-Up next activity in the sequence. After
with their talk partner(s) how they think a story needs to be Student’s Book, Activity D, fast finishers can be given
Writing 4.1 Writing 4.1.3 organised/structured. Ensure that textbooks are kept closed during p.52 activities from the Vocabulary and
Com m unicate Summarise the these discussions. Then ask pupils to open the Student’s Book and Grammar activities on p. 50-51 of the
intelligibly through main points and to compare their ideas with the ideas in the ‘Learning Focus’ boxon Clos e-Up Student’s Book. Alternatively,
print and digital explain key details p.52. Elicit questions from the pupils to check their understanding of Teacher’s Book, choose another appropriate
media on familiar of a story, text or what they have read. p.46-47 extension activity that better suits
topics plot pupils’ needs/interests and that will
Lesson delivery help pupils develop further the main
Complementary Complementary This lesson focuses on Activities A, B, C and D. See Teacher’s and/or complementaryskill for this
Book for detailed guidance. Note that activities C and D must be lesson.
Skill Skill extended in order to address the main skill for this lesson. After
completing Activity D, pupils should write a short summaryin their Use the exit cards from Lesson 29
Reading 3.1 Reading 3.1.1 own words of the main points in the story that they have read. Ask (‘what went well in your learning?’
Understand a Understand the pupils to focus on the main events and leave out the description of and ‘even b etter if…’ to identify any
variety of texts by main points in the characters (e.g. adjectives describing Molly) and secondary individual needs in this lesson and
using a range of longer texts on an details (e.g. Before Molly turned into her street…). the next.
appropriate increased range of
reading strategies familiar topics Activities A-D (with the extension activity described above) focus on Support can be given to less
to construct the main skill for this lesson. Activities C and D also provide an proficient pupils depending on their
meaning opportunity to practise the complementaryskill. needs, such as by providing
vocabulary to use in the post-lesson
Post-lesson activity, or sentence starters and
Ask pupils to review their learning by telling what they learned in this model sentence constructions.
lesson and how the lesson went as a story. Pupils need to re-use
vocabulary from the lesson (e.g. the words in yellow in Activity A). For additional differentiation
Allow pupils to practise telling their story to a talk partner before strategies, please refer to the
selecting pupils to tell their story to the class. provided list of differentiation
strategies and select appropriate
strategy/ strategies based on the
needs of the pupils.

64

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)

WEEK: LESSON 39 (Writing 8) MAIN SKILL FOCUS: Writing THEME: Health and Environment
__ TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Using adjectives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Fast finishers can move on to the
Main Skill Main Skill Pre-lesson Clos e-Up next activity in the sequence. After
Play a game to review expressions for telling a story. Alternatively, Student’s Book, Activity H, fast finishers can be
Writing 4.1 Writing 4.1.5 choose another appropriate pre-lesson activity that better suits p.53 given activities from the
Com m unicate Organise, sequence pupils’ needs/interests and that will review language and/or Vocabulary and Grammar activities
intelligibly through and develop ideas vocabulary and prepare the pupils for the lesson. Clos e-Up on p. 50-51 of the Student’s Book.
print and digital within short texts on Teacher’s Book, Alternatively, choose another
media on familiar familiar topics Lesson delivery p.47 appropriate extension activity that
topics This lesson focuses on Activities E, F, G and H. See Teacher’s better suits pupils’ needs/interests
Complementary Book for detailed guidance. Note that in Activity G pupils are asked and that will help pupils develop
Complementary Skill to read the ‘Exam Close-up’ tips, which helps them to practise the further the main and/or
Skill main skill. There is also an opportunity for pupils to think about the complementaryskill for this lesson.
Speaking 2.1.2 language of explaining processes used in the ‘Exam Close-up’ tips
Speaking 2.1 Ask about and (e.g. use of the imperative). In Activity G, pupils discuss with a talk Use the exit cards from Lesson 29
Com m unicate explain simple partner their ideas for a story, and this discussion should include (‘what went well in your learning?’
information, ideas, proces s es ideas for the sequencing of events in the story, which is also and ‘even b etter if…’ to identify any
opinions and practise for the complementaryskill. Provide examples of language individual needs in this lesson.
feelings intelligibly for the pupils to use in these discussions that focuses on
on familiar topics sequencing (e.g. first, next, finally). Support can be given to less
proficient pupils depending on their
Activities G and H focus on the main skill for this lesson. Activity G needs, such as by providing a
provides an opportunity to practise the complementaryskill. writing frame to use in Activity H
(e.g. sentence starters and/or
Post-lesson model sentence constructions).

Ask pupils to review their learning in this lesson bycompleting an For additional differentiation
exit card: ‘what went well in your learning?’ and ‘your learning would strategies, please refer to the
have been even b etter if…’ Collect the cards and use them for provided list of differentiation
strategies and select appropriate
planning the writing lessons in lesson cycle 5. strategy/ strategies based on the
needs of the pupils.

65

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 40 (Literature in Action 4) 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

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Action list of differentiation strategies
Action 5.1.2 Teachers should ensure that their lesson covers the Literature in and select appropriate
5.1 Explain briefly the Action content and learning standard specified for this lesson. strategy/strategies based on
Engage with, development of plot, the needs of the pupils.
respond to and characters and Focus on themes.
interpret a variety themes in a text
of literary text
types

66

Secondary Form 3 Scheme of Work

UNIT 5 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 41 (Reading 9) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home related
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 Book, p.57-58 the next activity in the
Reading 3.1 Reading 3.1.4 brainstorm words theyassociate with the word ‘home’. Pupils then look sequence. After Activity B,
Understand a Use independently at the picture on p. 57 of the Student’s Book and work with their talk Close-Up Teacher’s fast finishers can be given the
variety of texts by familiar print and partner to describe the picture. Book, p.51 Vocabulary activities on p.60
using a range of digital resources to of the Student’s Book.
appropriate check meaning and Lesson delivery Alternatively, choose another
reading strategies extend This lesson focuses on Activities A and B. See Teacher’s Book for appropriate extension activity
to construct unders tanding detailed guidance. Note that in all activities (including pre-lesson) pupils that better suits pupils’
meaning need to be supplied with dictionaries (print or digital) to practise the needs/interests and that will
Complementary main skill for this lesson. In Activity B, for example, pupils can use help pupils develop further
Complementary Skill dictionaries to find more job titles. The final phase to Activity B (pupils the main and/or
Skill explaining their answers) addresses the complementaryskill. complementaryskill for this
Speaking 2.1.4 lesson.
Speaking 2.1 Explain own point of Activities A and B focus on the main skill for this lesson. Activity B
Com m unicate view provides an opportunity to practise the complementaryskill. For additional differentiation
information, ideas, strategies, please refer to the
opinions and Post-lesson provided list of differentiation
feelings intelligibly Play a dictionarygame to review the main skill for this lesson. strategies and select
on familiar topics Alternatively, choose another appropriate post-lesson activity that will appropriate strategy
check pupils’ understanding of grammar and/or vocabularyfrom the /strategies based on the
lesson. needs of the pupils.

67

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 42 (Reading 10) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review home-related vocabularyfrom the previous Close-Up Student’s Fast finishers can move on to
lesson. Alternatively, choose another appropriate pre-lesson activity Book, p.59 the next activity in the
Reading 3.1 Reading 3.1.2 that better suits pupils’ needs/interests and that will review language sequence. After Activity D,
Understand a Understand specific and/or vocabulary and prepare the pupils for the lesson. Close-Up Teacher’s fast finishers can be given
variety of texts by details and Book, p.51-52 Vocabulary activities on p.60
using a range of information in Lesson delivery and p.64 of the Student’s
appropriate longer texts on an This lesson focuses on Activities C, D and Ideas Focus. See Book. Alternatively, choose
reading strategies increased range of Teacher’s Book for detailed guidance. Note that in Activity D the another appropriate extension
to construct familiar topics answers are checked as a class. activity that better suits pupils’
meaning needs/interests and that will
Complementary Activities C and D focus on the main skill for this lesson. ‘Idea Focus’ help pupils develop further
Complementary Skill focuses on the complementaryskill. the main and/or
Skill complementaryskill for this
Speaking 2.1.4 Post-lesson lesson.
Speaking 2.1 Explain own point of Choose a post-lesson activity that summarises the learning achieved so
Com m unicate view far. For additional differentiation
information, ideas, strategies, please refer to the
opinions and provided list of differentiation
feelings intelligibly strategies and select
on familiar topics appropriate strategy
/strategies based on the
needs of the pupils.

68

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 43 (Language Awareness 5) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Future forms (will, b e
Technology going to)

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson Close-Up Student’s Fast finishers can move on to
activity on p.53 of the Teacher’s Book. Pupils look at the picture in Book, p.61 the next activity in the
This is a This is a grammar- the top right-hand corner of p.61 of the Student’s Book. Working sequence. After Grammar
gram m ar-focused focused lesson so with their talk partner, they talk about what they might be able to see Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, and do there. Book, p.53 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-G).
are not explicitly Book for detailed guidance.
covered. See also p.64-65 in Student’s
Post-lesson Book for further vocabulary
Ask pupils to write their own sentences using the future forms and grammar activities that
practised in this lesson. Alternatively, choose another appropriate can be used as extension
post-lesson activity that will check pupils’ understanding of grammar tasks and/or homework.
and/or vocabulary from 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.

69

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 44 (Listening 9) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
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 home-related vocabularyfrom previous Book, p.62 grouping so that a more
Listening 1.2 Listening 1.2.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Use appropriate Guess the meaning activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
lis tening of unfamiliar words language and/or vocabulary and prepare the pupils for the lesson. Book, p.53-54
strategies in a from clues provided To support less confident
variety of contexts by other words and Lesson delivery Student’s Book Audio pupils, pause the listening
by context on an This lesson focuses on Activities A, B and C. See Teacher’s CD track at selected intervals to
increased range of Book for detailed guidance. Note that this lesson provides an allow thinking time.
familiar topics opportunity for pupils to see how the main (listening) skill connects Alternatively, read and pause
with an identical complementaryskill (for reading). at specific intervals from the
audio script in the Teacher’s
Complementary Complementary Activities B and C focus on the main skill for this lesson. Activities B Book if it helps less proficient
Skill Skill and C also provide an opportunity to practise the complementary pupils to listen to your voice
s kill. rather than that of a native
Reading 3.1 Reading 3.1.3 speaker. Play the track from
Understand a Guess the meaning Post-lesson the CD when pupils feel more
variety of texts by of unfamiliar words Ask pupils to identify with their talk partner(s) at least one new word confident.
using a range of from clues provided or expression that they have learned in relation to the lesson topic.
appropriate by other words and When pupils are ready, collect and share words/expressions as a For additional differentiation
reading strategies by context on an whole class. strategies, please refer to the
to construct increased range of provided list of differentiation
meaning familiar topics strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

70

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 45 (Listening 10) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology 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
Play a game to review home-related vocabularyfrom previous Student’s Book, help and support a less proficient
Listening 1.3 Listening 1.3.1 lessons. Alternatively, choose another appropriate pre-lesson p.60 and p.62 pupil.
Recognis e Recognise with activity that better suits pupils’ needs/interests and that will review
features of support typical language and/or vocabulary and prepare the pupils for the lesson. Clos e-Up Support can be given to less
spoken genres on features at word, Teacher’s Book, proficient pupils depending on their
familiar topics sentence and text Lesson delivery p.54 needs, such as by providing
levels of a small This lesson focuses on Activities D, E, F and ‘Ideas Focus’ (on vocabulary to use in the post-
Complementary number of spoken p.60 of the Student’s Book). See Teacher’s Book for detailed Student’s Book lesson speaking task, or sentence
Skill genres guidance. Note that in Activity D pupils are asked to read the ‘Exam Audio CD starters and model sentence
Close-up’ box. This also provides an opportunity to draw pupils’ constructions to help the pupil
Speaking 2.1 Complementary attention to the use of technical words as a language feature of produce sentences.
Com m unicate Skill science and technology information texts . Use the ‘Ideas Focus’
information, ideas, questions on p.60 of the Student’s Book for small group discussions. To support less confident pupils,
opinions and Speaking 2.1.4 Pose each question to the class and ask pupils to discuss in their pause the listening track at
feelings intelligibly Explain own point of groups. Monitor discussions and provide support for any problems selected intervals to allow thinking
on familiar topics view with form or pronunciation. time. Alternatively, read and pause
at specific intervals from the audio
Activities D, E and F focus on the main skill for this lesson. The script in the Teacher’s Book if it
‘Ideas Focus’ provides an opportunityto practise the complementary helps less proficient pupils to listen
s kill. to your voice rather than that of a
native speaker. Play the track from
Post-lesson the CD when pupils feel more
Choose an appropriate post-lesson activity that will check pupils’ confident.

understanding of grammar and/or vocabularyfrom 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.

71

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 46 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions

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 home-related vocabularyfrom previous Book, p.63 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Com m unicate Explain own point of activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
information, ideas, view language and/or vocabulary and prepare the pupils for the lesson. Book, p.54
opinions and Support can be given to less
feelings intelligibly Complementary Lesson delivery proficient pupils depending on
on familiar topics Skill This lesson focuses on Activities A, B and C. See Teacher’s their needs, such as by
Book for detailed guidance. Note that pupils need to read the ‘Useful providing vocabulary to use in
Complementary Speaking 2.3.1 Expressions’ before doing Activity A. a speaking task, or sentence
Skill Keep interaction Activities A and B focus on the main skill for this lesson. Activity C starters and model sentence
going in longer provides an opportunity to practise the complementaryskill. constructions to help the pupil
Speaking 2.3 exchanges by produce sentences.
Use appropriate asking a speaker to Post-lesson
com m unication slow down, speak Ask pupils to provide peer feedback on each other’s performance in For additional differentiation
s trategies up or to repeat what the lesson (in pairs or small groups) using two stars and a wish: two strategies, please refer to the
they have said things that were good (stars) and one area for improvement (wish). provided list of differentiation
While monitoring the activity collect examples of the feedback to strategies and select
share (anonymously) with the whole class. appropriate strategy/
strategies based on the
needs of the pupils.

72

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 47 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions

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 home-related vocabularyand expressions Book, p.63 grouping so that a more
Speaking 2.1 Speaking 2.1.5 from previous lessons. Alternatively, choose another appropriate proficient pupil can help and
Com m unicate Express and pre-lesson activity that better suits pupils’ needs/interests and that Close-Up Teacher’s support a less proficient pupil.
information, ideas, respond to common will review language and/or vocabulary and prepare the pupils for Book, p.55
opinions and feelings such as the lesson. Support can be given to less
feelings intelligibly happines s, proficient pupils depending on
on familiar topics sadness, surprise, Lesson delivery their needs, such as by
and interest This lesson focuses on Activities D, E. and ‘Ideas Focus’. See providing vocabulary to use in
Teacher’s Book for detailed guidance. a speaking task, or sentence
starters and model sentence
Complementary Complementary Activities D, E and ‘Ideas Focus’ focus on the main skill for this constructions to help the pupil
Skill Skill lesson. These activities all provide an opportunity to practise the produce sentences.
complementaryskill as well.
Speaking 2.3 Speaking 2.3.1 For additional differentiation
Use appropriate Keep interaction Post-lesson strategies, please refer to the
com m unication going in longer Ask pupils to review their learning in this lesson bydescribing what provided list of differentiation
s trategies exchanges by they have learnt in the lesson and how they learnt it. Allow pupils to strategies and select
asking a speaker to discuss their ideas with their talk partner(s) before collecting ideas appropriate strategy/
slow down, speak as a class. strategies based on the
up or to repeat what needs of the pupils.
they have said

73

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 48 (Writing 9) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions

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
Activate prior knowledge in this lesson with the pre-writing lesson Book, p.66-67 the next activity in the
Writing 4.1 Writing 4.1.5 activity on p.57 of the Teacher’s Book. Pupils discuss their previous sequence. After Activity D,
Com m unicate Organise, sequence experiences of sending letters to friends and what kind of things Close-Up Teacher’s fast finishers can be given
intelligibly through and develop ideas they write about. Share ideas as a whole class. If pupils have no Book, p.57 extension activities from the
print and digital within short texts on prior experience of writing letters to friends then ask them to think Vocabulary and Grammar
media on familiar familiar topics about other ways they communicate with friends (e.g. email, social activities on p. 64-65 of the
topics media etc.). Student’s Book.
Complementary
Complementary Skill Lesson delivery Alternatively, choose another
Skill This lesson focuses on Activities A, B, C and D. See Teacher’s appropriate extension activity
Reading 3.1.1 Book for detailed guidance. that better suits pupils’
Reading 3.1 Understand the needs/interests and that will
Understand a main points in In this lesson, pupils are beginning to prepare for writing a letter to help pupils develop further
variety of texts by longer texts on an respond to a friend. Pupils will start actual writing in lesson 49 the main and/or
using a range of increased range of (Writing 10). complementaryskill for this
appropriate familiar topics lesson.
reading strategies Activity A and C focus on the main skill for this lesson. Activities B,
to construct C and D provide an opportunity to practise the complementaryskill. For additional differentiation
meaning strategies, please refer to the
Post-lesson 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/
Encourage pupils to focus on words/expressions that can be used strategies based on the
for writing an informal letter to a friend. When pupils are ready, needs of the pupils.
collect and share words/expressions as a whole class.

74

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)

WEEK: __ LESSON 49 (Writing 10) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions

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 home-related vocabularyand expressions Book, p.67 the next activity in the
Writing 4.2 Writing 4.2.4 from previous lessons. Alternatively, choose another appropriate sequence. After Activity H,
Com m unicate Begin to use formal pre-lesson activity that better suits pupils’ needs/interests and that Close-Up Teacher’s fast finishers can be given
with appropriate and informal will review language and/or vocabulary and prepare the pupils for Book, p.57-58 extension activities from the
language, form regis ters the lesson. Vocabulary and Grammar
and style appropriate to the activities on p. 64-65 of the
target audience in Lesson delivery Student’s Book.
Complementary familiar situations This lesson focuses on Activities E, F, G and H. See Teacher’s
Skill Book for detailed guidance. Note that in Activity G pupils are asked Alternatively, choose another
Complementary to read the ‘Useful Expressions’ box, which provides support for the appropriate extension activity
Reading 3.1 Skill writing task. that better suits pupils’
Understand a The reading text type in this lesson is a letter (reference to Activity needs/interests and that will
variety of texts by Reading 3.1.2 D). The reading skill (i.e. understand specific details) is meant to help pupils develop further
using a range of Understand specific support the writing. the main and/or
appropriate details and Activities G and H focus on the main skill for this lesson. Activities E- complementaryskill for this
reading strategies information in G provide an opportunity to practise the complementaryskill. lesson.
to construct longer texts on an
meaning increased range of Post-lesson For additional differentiation
familiar topics Ask pupils to review their learning in this lesson bycompleting an strategies, please refer to the
exit card: ‘what went well in your learning?’ and ‘your learning would provided list of differentiation
have been even b etter if…’ Collect the cards and use them for strategies and select
planning the writing lessons in lesson cycle 6. appropriate strategy/
strategies based on the
needs of the pupils.

75

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 50 (Literature in Action 5) 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

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Action list of differentiation strategies
Action 5.1.2 Teachers should ensure that their lesson covers the Literature in and select appropriate
5.1 Explain briefly the Action content and learning standard specified for this lesson. strategy/strategies based on
Engage with, development of plot, the needs of the pupils.
respond to and characters and Focus on the themes.
interpret a variety themes in a text
of literary text
types

76

Secondary Form 3 Scheme of Work

UNIT 6 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 51 (Reading 11) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation 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. Note that Book, p.69 - 71 the next activity in the
Reading 3.1 Reading 3.1.5 pupils mayneed prompts to identify when they would hear the sequence. After Activity C,
Understand a Recognise with phrase ready, steady, go! (stage one of the opener). In stage two of Close-Up Teacher’s fast finishers can be given the
variety of texts by support the attitude the activity pupils describe the picture on p. 69 of the Student’s Book Book, p.60 ‘Ideas Focus’ tasks on p. 71
using a range of or opinion of the and discuss as a class how they feel about the image. of the Student’s Book as
appropriate writer in simple either speaking or writing
reading strategies longer texts on an Lesson delivery tas ks .
to construct increased range of This lesson focuses on Activities A, B and C. See Teacher’s
meaning familiar topics Book for detailed guidance. Note that in Activity A pupils are asked Alternatively, choose another
to discuss their ideas with a talk partner. In Activity C pupils read the appropriate extension activity
Complementary Complementary ‘Exam Task’ box on p.71 and are as ked to recognise that better suits pupils’
Skill Skill attitudes/opinions in this text. needs/interests and that will
help pupils develop further
Speaking 2.1 Speaking 2.1.4 Activity C focuses on developing the main skill for this lesson. The the main and/or
Com m unicate Explain own point of discussion stages in Activity A provide an opportunity to practise the complementaryskill for this
information, ideas, view com plem entary s kill. lesson.
opinions and
feelings intelligibly Post-lesson For additional differentiation
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word strategies, please refer to the
or expression that they have learned in relation to the lesson topic. provided list of differentiation
When pupils are ready, collect and share words/expressions as a strategies and select
whole class. appropriate strategy
/strategies based on the
needs of the pupils.

77

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 52 (Reading 12) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary

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 sport related vocabulary from previous lessons. Student’s Book, grouping so that a more
Reading 3.1 Reading 3.1.3 Alternatively, choose another appropriate pre-lesson activity that better p.71 proficient pupil can help and
Understand a Guess the meaning suits pupils’ needs/interests and that will review language and/or support a less proficient pupil.
variety of texts by of unfamiliar words vocabulary and prepare the pupils for the lesson. Clos e-Up
using a range of from clues provided Teacher’s Book, Support can be given to less
appropriate by other words and Lesson delivery p.61 proficient pupils during Activity E
reading strategies by context on an This lesson focuses on Activities D, E and F. See Teacher’s Book depending on their needs. For
to construct increased range of for detailed guidance. Note that in Activity E the class discussion of the example, useful expressions for
meaning familiar topics answers provides an opportunityfor pupils to paraphrase sections of paraphrasing can be made
the text. See also the ‘Background Information’ boxon p.61 of the available.
Complementary Complementary Teacher’s Book for further information about each sport mentioned in
the text. In Activity F pupils read the text to find words to complete gaps Fast finishers can move on to the
Skill Skill in sentences. Other forms of the words are given in the yellow word next activity in the sequence.
bank. Draw attention to the method of looking at word formation as a After Activity F, fast finishers can
Speaking 2.1 Speaking 2.1.1 strategy for guessing the meaning of words. be given the Vocabulary tasks on
Com m unicate p.72 of the Student’s Book.
information, ideas, Paraphrase short Activity F focuses on developing the main skill for this lesson. The class Alternatively, choose another
opinions and simple texts discussion stage in Activity E provides an opportunity to practise the appropriate extension activity
feelings intelligibly com plem entary s kill. that better suits pupils’
on familiar topics needs/interests and that will help
Post-lesson pupils develop further the main
Ask pupils to identify with their talk partner(s) at least one new word or and/or complementaryskill for
expression that they have learned in relation to the lesson topic. When this lesson.
pupils are ready, collect and share words/expressions as a whole 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.

78

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 53 (Language Awareness 6) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Zero and First
Innovation Conditional

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
Ask ‘if’ sentence questions to pupils (or write questions on the Book, p.73 the next activity in the
This is a This is a grammar- board) and elicit responses (see questions in the pre-Grammar sequence. After Grammar
gram m ar-focused focused lesson so lesson activity guidance on p.62 of the Teacher’s Book). Explain that Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, the questions use conditionals. Book, p.62-63 be given Vocabulary activities
lis tening, reading and writing on p.72 and p.76 and/or
speaking, reading skills are not Lesson delivery Grammar activities on p.77.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s
are not explicitly Book for detailed guidance. For additional differentiation
covered. strategies, please refer to the
Post-lesson provided list of differentiation
Ask pupils to think of different ‘if’ sentence questions to ask their strategies and select
peers. Pupils then share and respond to their questions in small appropriate
groups. Monitor and assist to check correct usage of the strategy/strategies based on
conditionals (including use of the comma to separate clauses). the needs of the pupils.

79

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for expressing emotions

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 sport related vocabulary from previous lessons. Book, p.74 grouping so that a more
Listening 1.1 Listening 1.1.5 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Unders tand Unders tand better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
meaning in a independently m ore and/or vocabulary and prepare the pupils for the lesson. Book, p.63
variety of familiar com plex ques tions Fast finishers can be given
contexts Lesson delivery Vocabulary activities on p.72
Complementary This lesson focuses on Activities A and B. See Teacher’s Book for and p.76 and/or Grammar
Complementary Skill detailed guidance. Note that in Activity A pupils need to listen to the activities on p.77.
Skill questions read out by the teacher in order to practise the main skill
Speaking 2.1.5 (the questions in the Student’s Book can be covered to emphasize To support less confident
Speaking 2.1 Express and this). Read the questions out one at a time and give pupils wait pupils, pause the listening
Com m unicate respond to common time before selecting pupils for their response to the question. track at selected intervals to
information, ideas, feelings such as Do not include the activity in the ‘Teaching Tip’ box on p.63 of the allow thinking time.
opinions and happines s, Teacher’s Book (this activity is covered in the next lesson). Alternatively, read and pause
feelings intelligibly sadness, surprise, at specific intervals from the
on familiar topics and interest Activity A focuses on developing the main skill for this lesson. audio script in the Teacher’s
Activities A and B provide opportunities to practise the complementary Book if it helps less proficient
s kill. pupils to listen to your voice
rather than that of a native
Post-lesson speaker. Play the track from
CD when pupils feel more
Ask pupils to review their learning in this lesson bydescribing what confident.

they have learnt in the lesson and how they learnt it. Allow pupils to For additional differentiation
discuss their ideas with their talk partner(s) before collecting ideas as strategies, please refer to the
a class. Draw attention to connections between the pupils’ ideas and provided list of differentiation
strategies and select
the main and complementaryskills. appropriate strategy/
strategies based on the
needs of the pupils.

80

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 55 (Listening 12) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for expressing emotions

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 sport related vocabulary from previous Book, p.74 grouping so that a more
Listening 1.1 Listening 1.1.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Unders tand Unders tand activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
meaning in a independently the language and/or vocabulary and prepare the pupils for the les son. Book, p.63-64
variety of familiar main ideas in To support less confident
contexts simple longer texts Lesson delivery Student’s Book Audio pupils, pause the listening
on an increased This lesson focuses on Activities C and D. See Teacher’s Book CD track at selected intervals to
Complementary range of familiar for detailed guidance. Note that in Activity C pupils are asked to allow thinking time.
Skill topics read the ‘Exam Close-up’ boxand identify words they expect to hear Alternatively, read and pause
that will express certain emotions (this is practice for both listening at specific intervals from the
Speaking 2.1 Complementary and speaking) as well as the ‘Exam Task’ text. audio script in the Teacher’s
Com m unicate Skill Book if it helps less proficient
information, ideas, Activities C and D focus on developing the main and complementary pupils to listen to your voice
opinions and Speaking 2.1.5 s kills . rather than that of a native
feelings intelligibly Express and speaker. Play the track from
on familiar topics respond to common Post-lesson the CD when pupils feel more
feelings such as Ask pupils to practise with their talk partner(s) saying the sentences confident.
happines s, and expressing the emotions mentioned in Activity B on p.74 of the
sadness, surprise, Student’s Book — see the ‘Teaching Tip’ box on p.63 of the For additional differentiation
and interest Teacher’s Book. When ready, select pupils to demonstrate strategies, please refer to the
expressing the different emotions. provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

81

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: LESSON 56-57 (Revision lessons 1 & 2) MAIN SKILL FOCUS: Revision THEME: N/A
__ TOPIC: N/A CROSS-CURRICULAR ELEMENT: N/A 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 s trategies
lesson so more lesson so more than Relevant revision materials from the Student’s Book include: Review and select appropriate
than one skill can one skill can be 1 (p. 29-30); Review 2 (p. 55-56); Review 3 (p. 81-82). strategy/strategies based on
be covered. covered. the needs of the pupils.

82

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 58 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for giving opinions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Speaking 2.1.4 Play a game to review sport related vocabulary from previous Book, p.75 grouping so that a more
Speaking 2.1 Explain own point of lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Com m unicate view activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
information, ideas, language and/or vocabulary and prepare the pupils for the lesson. Book, p.64
opinions and Complementary Support can be given to less
feelings intelligibly Skill Lesson delivery proficient pupils during the
on familiar topics This lesson focuses on Activities A, C, D and E. See Teacher’s speaking activities and post-
Book for detailed guidance. Ensure that Activity A is a short lesson activity, depending on
Complementary discussion activity in order to have suitable time for Activities D and their needs.
Skill E.
For additional differentiation
Speaking 2.1 Speaking 2.1.5 Activities A, C, D and E focus on developing the main and strategies, please refer to the
Com m unicate Express and complementary skill for this lesson. provided list of differentiation
information, ideas, respond to common strategies and select
opinions and feelings such as Post-lesson appropriate strategy/
feelings intelligibly happines s, Pose the ‘Ideas Focus’ questions to the class (see also Teacher’s strategies based on the
on familiar topics sadness, surprise, Book for detailed guidance). Ask pupils to discuss the questions in needs of the pupils.
and interest groups. Monitor discussions and provide support for any problems
with form or pronunciation. Provide comments and feedback to the
whole class on points that came up in the discussions, as well as
any structural mistakes that were made (without saying who made
them). Pupils can be asked to provide corrections.

83

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 59 (Writing 11) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/clauses of purpose

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 the pre-Writing lesson activity in Teacher’s Book. Read through the Student’s Book, the next activity in the
Writing 4.2 Writing 4.2.2 ‘Learning Focus’ boxon p.78 of the Student’s Book and then ask pupils to p.78-79 sequence. After Activity D,
Com m unicate Spell written work look at the pictures on p.78-79. Pupils then discuss with talk partner(s) the fast finishers can be given
with appropriate with moderate skills needed for the different sports, using clauses of purpose. Clos e-Up activities from the Vocabulary
language, form accuracy Teacher’s Book, and Grammar activities on p.
and style Lesson delivery p.66-67 76-77 of the Student’s Book.
Complementary This lesson focuses on Activities A, B, C and D. See Teacher’s Book for Alternatively, choose another
Complementary Skill detailed guidance. Note that in Activity D, pupils work in pairs: one pupil appropriate extension activity
Skill reads a sentence from Activity C and the other writes it. After they have that better suits pupils’
Listening 1.1.4 finished, they check their spelling and correct their errors. In Activity B ask needs/interests and that will
Listening 1.1 Unders tand pupils to close their books and listen to the teacher reading the instruction help pupils develop further
Unders tand independently in order to address the complementaryskill. the main and/or
meaning in a longer sequences of complementaryskill for this
variety of familiar clas s room Activity A is intended to enhance pupils’ writing skills. lesson.
contexts ins tructions
Activity D and the follow-up activity focus on developing the main skill for Support can be given to less
this lesson. Activity B provides an opportunityto practise the proficient pupils during the
com plem entary s kill. pre-lesson speaking activity,
depending on their needs.
Post-lesson
Ask pupils to write down sentences that contain clauses of purpose. Use a For additional differentiation
sentence starter based on the lesson topic (e.g. ‘We play sport…’). Monitor strategies, please refer to the
and provide support for any problems with form or punctuation. When provided list of differentiation
ready, select pupils to read out their sentences. Alternatively, choose strategies and select
another appropriate post-lesson activity that better suits pupils’ appropriate strategy/
needs/interests and that will review language and/or vocabularyfrom this strategies based on the
lesson. needs of the pupils.

84

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)

WEEK: __ LESSON 60 (Writing 12) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/clauses of purpose

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 clauses of purpose covered in the previous Book, p.79 the next activity in the
Writing 4.2 Writing 4.2.2 lesson. Alternatively, choose another appropriate pre-lesson activity sequence. After Activity G,
Com m unicate Spell written work that better suits pupils’ needs/interests and that will review language Close-Up Teacher’s fast finishers can be given
with appropriate with moderate and/or vocabulary and prepare the pupils for the lesson. Book, p.67 activities from the Vocabulary
language, form accuracy and Grammar activities on p.
and style Lesson delivery 76-77 of the Student’s Book.
Complementary This lesson focuses on Activities E, F and G. See Teacher’s Alternatively, choose another
Complementary Skill Book for detailed guidance. Note that in Activity G pupils must appropriate extension activity
Skill complete the sentences bywriting them in their books. Focus that better suits pupils’
Reading 3.1.2 attention on correct spelling during this activity. Also draw attention needs/interests and that will
Reading 3.1 Understand specific to how possible word type (verb, noun, preposition, adverb or help pupils develop further
Understand a details and adjective) for the gaps in the sentences in Activity G is based on the main and/or
variety of texts by information in position in the sentence. complementaryskill for this
using a range of longer texts on an lesson.
appropriate increased range of The text type in this lesson is instruction and a quiz. The reading
reading strategies familiar topics skill (i.e. understand specific details) is meant to support the Use the exit cards from
to construct listening tasks in Activities F and G. Lesson 49 (‘what went well in
meaning your learning?’ and ‘even
Activity G focuses on developing the main skill for this lesson. b etter if…’ to identify any
Activities F and G provide an opportunity to practise the individual needs in this
com plem entary s kill. lesson.

Post-lesson For additional differentiation
Ask pupils to write down sentences that contain the words they strategies, please refer to the
provided list of differentiation
found for the gaps in the sentences theycompleted for Activity G. strategies and select
Monitor and provide support for any problems with form or spelling. appropriate strategy/
When ready, select pupils to read out their sentences. Alternatively, strategies based on the
choose another appropriate post-lesson activity that better suits needs of the pupils.
pupils’ needs/interests and that will review language and/or
vocabulary from this lesson.

85

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 61 (Literature in Action 6) 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

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in list of differentiation strategies
Action Action Teachers should ensure that their lesson covers the Literature in and select appropriate
5.2 5.2.1 Action content and learning standard specified for this lesson. strategy/strategies based on
Analyse and Identify key stylistic the needs of the pupils.
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them

86

Secondary Form 3 Scheme of Work

UNIT 7 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 62 (Reading 13) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

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 Book, p. 83-85 the next activity in the
Reading 3.1 Reading 3.1.1 brainstorm words theyknow that can be associated with extreme sequence. After Activity B,
Understand a Understand the situations. Theythen look at the picture on p.83 and describe to Close-Up Teacher’s fast finishers can be given the
variety of texts by main points in their talk partner(s) what they think is happening in the picture. Book, p.71 ‘Ideas Focus’ tasks on p.85 of
using a range of longer texts on an the Student’s Book as either
appropriate increased range of Lesson delivery speaking or writing tasks.
reading strategies familiar topics This lesson focuses on Activities A and B. See Teacher’s Book Alternatively, choose another
to construct for detailed guidance. Note that in Activity A pupils are asked to appropriate extension activity
meaning discuss their answers in small groups. that better suits pupils’
needs/interests and that will
Complementary Complementary Activities A and B focus on developing the main skill for this lesson. help pupils develop further
Skill Skill Activity A provides an opportunity to practise the complementary the main and/or
s kill. complementaryskill for this
Speaking 2.1 Speaking 2.1.4 lesson.
Com m unicate Explain own point of Post-lesson
information, ideas, view Ask pupils to identify with their talk partner(s) at least one new word For additional differentiation
opinions and or expression that they have learned in relation to the lesson topic. strategies, please refer to the
feelings intelligibly When pupils are ready, collect and share words/expressions as a provided list of differentiation
on familiar topics whole class. strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

87

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 63 (Reading 14) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

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 vocabulary related to extreme situations from Book, p.85 the next activity in the
Reading 3.1 Reading 3.1.1 the previous lesson. Alternatively, choose another appropriate pre- sequence. After Activity E,
Understand a Understand the lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s fast finishers can be given the
variety of texts by main points in review language and/or vocabulary and prepare the pupils for the Book, p.71-72 Vocabulary activities on p.86
using a range of longer texts on an lesson. of the Student’s Book.
appropriate increased range of Alternatively, choose another
reading strategies familiar topics Lesson delivery appropriate extension activity
to construct This lesson focuses on Activities C, D and E. See Teacher’s that better suits pupils’
meaning Complementary Book for detailed guidance. Note that in Activity C pupils read the needs/interests and that will
Skill ‘Exam Close-up’ boxand this provides an opportunity to link the help pupils develop further
Complementary skills that are explained in this box to the main skill. In order to the main and/or
Skill Reading 3.1.4 address the complementaryskill, in Activity D pupils must be complementaryskill for this
Use independently allowed to use dictionaries (print and/or online) to help them find the lesson.
Reading 3.1 familiar print and meaning of the words in the yellow word bank.
Understand a digital resources to For additional differentiation
variety of texts by check meaning and Activity C focuses on developing the main skill for this lesson. strategies, please refer to the
using a range of extend Activity D provides an opportunity to practise the complementary provided list of differentiation
appropriate unders tanding s kill. strategies and select
reading strategies appropriate strategy
to construct If you have time, cover Activity E or assign it as homework. /strategies based on the
meaning needs of the pupils.
Post-lesson
Play a dictionarygame to review the main skill for this lesson.
Alternatively, choose another appropriate post-lesson activity that
will check pupils’ understanding of grammar and/or vocabularyfrom
the lesson.

88

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: LESSON 64 (Language Awareness 7) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
__ TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Past perfect simple
vs. past perfect continuous

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 pre-Grammar lesson activity on p.73 in Teacher’s Book for Book, p.87 the next activity in the
This is a grammar This is a grammar detailed guidance. Ask pupils questions using the past perfect sequence. After Grammar
focused lesson so focused lesson so simple and past perfect continuous. Close-Up Teacher’s Activity E, fast finishers can
lis tening, listening, speaking, Book, p.73-74 be given other activities in the
speaking, reading reading and writing Lesson delivery textbook not covered in the
and writing skills skills are not This lesson focuses on Activities A, B, C, D and E. See Learning Outline (i.e.
are not explicitly explicitly covered. Teacher’s Book for detailed guidance. activities F-H).
covered.
Post-lesson For additional differentiation
Ask pupils to write their own sentences using the tenses practised in strategies, please refer to the
this lesson. Alternatively, choose another appropriate post-lesson provided list of differentiation
activity that will check pupils’ understanding of grammar and/or strategies and select
vocabulary from the lesson. appropriate
strategy/strategies based on
the needs of the pupils.

89

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
See pre-Listening lesson activity on p.74 in Teacher’s Book for Book, p.88 grouping so that a more
Listening 1.1 Listening 1.1.4 detailed guidance. Ask pupils to look at the picture on p.88 of the proficient pupil can help and
Unders tand Unders tand Student’s Book and to come up with as many ideas as possible Close-Up Teacher’s support a less proficient pupil.
meaning in a independently about why people might be walking across the desert. Allow pupils Book, p. 74-75
variety of familiar longer sequences of to discuss their ideas with their talk partner(s) before collecting ideas To support less confident
contexts clas s room as a class. Student’s Book Audio pupils, pause the listening
ins tructions CD track at selected intervals to
Complementary Lesson delivery allow thinking time.
Skill Complementary This lesson focuses on Activities A and B. See Teacher’s Book Alternatively, read and pause
Skill for detailed guidance. Note that in Activity B pupils must be asked to at specific intervals from the
Reading 3.1 close the Student’s Book and to listen to the classroom instruction audio script in the Teacher’s
Understand a Reading 3.1.3 and task read aloud by the teacher in order to address the main Book if it helps less proficient
variety of texts by Guess the meaning skill. Repeat or paraphrase instruction to make sure pupils pupils to listen to your voice
using a range of of unfamiliar words understand what they should do in Activity B. rather than that of a native
appropriate from clues provided speaker. Play the track from
reading strategies by other words and In activity A, some pupils mayfind a few of the highlighted words the CD when pupils feel more
to construct by context on an difficult. While completing the sentences , theycan guess their confident.
meaning increased range of meaning and decide if they fit in the gap. They can then check their
familiar topics guesses during feedback. For additional differentiation
strategies, please refer to the
Activity B focuses on developing the main skill for this lesson provided list of differentiation
(including the teacher reading instruction). Activity A provides an strategies and select
opportunity to practise the complementaryskill. appropriate strategy/
strategies based on the
needs of the pupils.

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.

90

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 66 (Listening 14) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

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 from previous lessons. Book, p.88 grouping so that a more
Listening 1.1 Listening 1.1.2 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Unders tand Unders tand 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.75
variety of familiar specific information You can pause the track at
contexts and details in longer Lesson delivery Student’s Book Audio selected intervals to allow
texts on an This lesson focuses on Activities C, D and E. See Teacher’s CD pupils to think and complete
increased range of Book for detailed guidance. Note that in Activity D and E pupils are an activity. Alternatively, read
familiar topics asked to pay attention to their spelling (see also the ‘Exam Close - and pause at specific
up’ box). intervals from the audio script
in the Teacher’s Book if it
Complementary Complementary Activities C, D and E focus on developing the main skill for this helps less proficient pupils to
Skill Skill lesson. Activities D and E provide an opportunity to practise the listen to your voice rather
com plem entary s kill . than that of a native speaker.
Writing 4.2 Writing 4.2.2 Play the track from the CD
Com m unicate Spell written work Post-lesson when pupils feel more
with appropriate with moderate Ask pupils to identify with their talk partner(s) at least one new word confident.
language, form accuracy or expression that they have learned in relation to the lesson topic.
and style When pupils are ready, collect and share words/expressions as a For additional differentiation
whole class. strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

91

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 67 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

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 from previous lessons. Book, p.89 grouping so that a more
Speaking 2.3 Speaking 2.3.1 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Use appropriate Keep interaction better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
com m unication going in longer and/or vocabulary and prepare the pupils for the lesson. Book, p.75
s trategies exchanges by Support can be given to less
asking a speaker to Lesson delivery proficient pupils during
Complementary slow down, speak This lesson focuses on Activities A and B. See Teacher’s Book Activity A depending on their
Skill up or to repeat what for detailed guidance. Note that in Activity A pupils must be needs.
they have said encouraged to keep the interaction going for as long as possible. In
Reading 3.1 Activity B pupils must guess the meaning of any unfamiliar words in Fast finishers can move on to
Understand a Complementary the sentences theyread by using strategies for guessing meaning the ‘Ideas Focus’ tasks.
variety of texts by Skill that have been covered in previous lessons (pupils mayneed to be
using a range of reminded of these strategies). For additional differentiation
appropriate Reading 3.1.3 strategies, please refer to the
reading strategies Guess the meaning Activity A focuses on developing the main skill for this lesson. provided list of differentiation
to construct of unfamiliar words Activity B provides an opportunity to practise the complementary strategies and select
meaning from clues provided s kill. appropriate strategy/
by other words and strategies based on the
by context on an Post-lesson needs of the pupils.
increased range of Ask pupils to identify with their talk partner(s) at least one new word
familiar topics 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.

92

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

WEEK: __ LESSON 68 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Useful expressions
for paraphrasing

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 from previous lessons. Book, p.89 grouping so that a more
Speaking 2.1 Speaking 2.1.1 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Com m unicate Paraphrase short better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
information, ideas, simple texts and/or vocabulary and prepare the pupils for the lesson. Book, p.75-76
opinions and Support can be given to less
feelings intelligibly Complementary Lesson delivery proficient pupils during the
on familiar topics Skill This lesson focuses on Activities C and D. See Teacher’s Book speaking activities,
for detailed guidance. Note that in Activity C pupils are asked to depending on their needs.
Complementary Speaking 2.3.1 read the ‘Useful Expressions’ before undertaking the task.
Skill Keep interaction For additional differentiation
going in longer Extend activity C by preparing two texts (approximately150 words strategies, please refer to the
Speaking 2.3 exchanges by each); Text A about rock climbing and text B is about working in the provided list of differentiation
Use appropriate asking a speaker to arctic. Give half the pupils text A and the other half text B. Put the strategies and select
com m unication slow down, speak pupils in pairs (Text A and Text B) and ask them to read their text appropriate strategy/
s trategies up or to repeat what silently, then paraphrase to their talk partner. strategies based on the
they have said needs of the pupils.
In Activity D pupils listen to their descriptions of the photographs.

Activity C and its extension focus on developing the main skill for
this lesson. Activity D provides an opportunity to practise the
com plem entary s kill.

Post-lesson
Ask pupils to provide peer feedback on each other’s performance in
the lesson (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.

93

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

LESSON 69 (Writing 13) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Extreme Situations
WEEK: __ CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect
continuous .

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
Play a game to review the past perfect simple and past perfect continuous Student’s Book, the next activity in the
Writing 4.2 Writing 4.2.2 and/or vocabulary from previous lessons. Alternatively, choose another p.92 sequence. After Activity C,
Com m unicate Spell written work appropriate pre-lesson activity that better suits pupils’ needs/interests and fast finishers can be given
with appropriate with moderate that will review language and/or vocabulary and prepare the pupils for the Clos e-Up extension activities from the
language, form accuracy lesson. Teacher’s Book, Vocabulary and Grammar
and style p.78 activities on p. 90-91 of the
Complementary Lesson delivery Student’s Book. Alternatively,
Complementary Skill This lesson focuses on Activities A, B and C. See Teacher’s Book for choose another appropriate
Skill detailed guidance. Note that before starting Activity A, pupils must read extension activity that better
Reading 3.1.2 through the ‘Learning Focus’ box — see pre-Writing lesson activity on p.78 in suits pupils’ needs/interests
Reading 3.1 Unders tand Teacher’s Book. In Activity C pupils must demonstrate understanding of and that will help pupils
Understand a specific details specific details in the story by recognising the correct use of past tenses. As develop further the main
variety of texts by and information in a follow-up activity to Activity C, and to practise the main skill for this lesson, and/or complementaryskill
using a range of longer texts on an read out the correct answers for Activity C and ask pupils to write these for this lesson.
appropriate increased range words down (after closing the textbook). Then check correct spelling.
reading strategies of familiar topics For additional differentiation
to construct The text type in this lesson is instruction and a quiz. The reading skill (i.e. strategies, please refer to the
meaning understand specific details) is meant to support the writing activities. provided list of differentiation
Activity A focuses on developing the main skill for this lesson. Learning strategies and select
Focus and Activity C provide an opportunity to practise the complementary appropriate
s kill. strategy/strategies based on
the needs of the pupils.

Post-lesson
Pose the following question to the class: What’s the most exciting thing
you’ve ever done and why was it exciting? Ask pupils to discuss in group s.

Monitor discussions and provide support for any problems with form or
pronunciation. Provide comments and feedback to the whole class on points

that came up in the discussions and explain how these ideas can be linked

with the cross curricular element (entrepreneurship): for example, willingness

to take risks or to try out something new; use of imagination etc.

94

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)

LESSON 70 (Writing 14) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Extreme Situations
WEEK: __ CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect

continuous .

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 Activity D as a lesson starter. Pupils need to read the model Book, p.93 the next activity in the
Writing 4.2 Writing 4.2.3 story again to do this activity. See Teacher’s Book for detailed sequence. After Activity H, fast
Com m unicate Produce a plan or guidance. Close-Up Teacher’s finishers can be given
with appropriate draft of two Book, p.78-79 extension activities from the
language, form paragraphs or more Lesson delivery Vocabulary and Grammar
and style and modify this This lesson focuses on Activities E, F, G and H. See Teacher’s activities on p. 90-91 of the
appropriately Book for detailed guidance. Note that in Activity F pupils need to Student’s Book. Alternatively,
Complementary independently guess the meaning of unfamiliar words bymatching parts of choose another appropriate
Skill sentences. For Activity H pupils should be encouraged to use the extension activity that better
Complementary past perfect simple and past perfect continuous in their stories. suits pupils’ needs/interests
Reading 3.1 Skill and that will help pupils
Understand a Activities E and G focus on developing the main skill for this lesson. develop further the main and/or
variety of texts by Speaking 3.1.3 Activity F provides an opportunity to practise the complementary complementaryskill for this
using a range of Guess the meaning s kill. lesson.
appropriate of unfamiliar words Support can be given to less
reading strategies from clues provided Post-lesson proficient pupils for the
to construct by other words and Ask pupils to review their learning in this lesson bycompleting an planning work in this lesson,
meaning by context on an exit card: ‘what went well in your learning?’ and ‘your learning would such as producing a mind map
increased range of have been even b etter if…’ Collect the cards and use them for or a writing frame, depending
familiar topics planning the writing lessons in lesson cycle 8. on their needs.

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.

95

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 71 (Literature in Action 7) MAIN SKILL FOCUS: Literature in Action 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 develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in list of differentiation strategies
Action Action Teachers should ensure that their lesson covers the Literature in and select appropriate
5.2 5.2.1 Action content and learning standard specified for this lesson. strategy/strategies based on
Analyse and Identify key stylistic the needs of the pupils.
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them

96

Secondary Form 3 Scheme of Work

UNIT 8 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 72 (Reading 15) MAIN SKILL FOCUS: Reading 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
Pre-lesson
Main Skill Main Skill Use ‘Unit opener’ in the Teacher’s Book as a lesson starter. Pupils Close-Up Student’s Fast finishers can move on to
discuss in small groups the picture on p.95 of their Student’s Book. Book, p.95-96 the next activity in the
Reading 3.2 Reading 3.2.1 sequence. After Activity C,
Explore and Read enjoy and Lesson delivery Close-Up Teacher’s fast finishers can be given the
expand ideas for give a personal This lesson focuses on Activities A, B and C. See Teacher’s Book, p.81 ‘Ideas Focus’ activities on
pers onal response to fiction / Book for detailed guidance. As a follow-up activity to Activity C, and p.97 of the Student’s Book as
development by non-fiction and to practise further the main s kill for this lesson, give pupils in small either speaking or writing
reading other suitable print groups (of 3 or 4) one section of the text to read and ask them to tasks. Alternatively, choose
independently and and digital texts of discuss what they find most interesting in their reading. Collect another appropriate extension
widely interes t some responses as a whole class. activity that better suits pupils’
needs/interests and that will
Complementary Complementary Activity C and the follow-up activity focus on developing the main help pupils develop further
Skill Skill skill for this lesson. Activities A, B and C provide an opportunityto the main and/or
practise the complementaryskill. complementaryskill for this
Speaking 2.1 Speaking 2.1.4 lesson.
Com m unicate Explain own point of Post-lesson
information, ideas, view Ask pupils to identify with their talk partner(s) at least one new word For additional differentiation
opinions and or expression that they have learned in relation to the lesson topic. strategies, please refer to the
feelings intelligibly When pupils are ready, collect and share words/expressions as a provided list of differentiation
on familiar topics whole class. strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

97

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 73 (Reading 16) MAIN SKILL FOCUS: Reading 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 Clos e-Up Fast finishers can move
Play a game to review vocabulary related to free time from the previous lesson. Student’s Book, on to the next activity in
Reading 3.1 Reading 3.1.3 Alternatively, choose another appropriate pre-lesson activity that better suits p.97 the sequence. After
Understand a Guess the pupils’ needs/interests and that will review language and/or vocabularyand Activity F, fast finishers
variety of texts by meaning of prepare the pupils for the lesson. Clos e-Up can be given Vocabulary
using a range of unfamiliar words Teacher’s Book, activities on p.98 of the
appropriate from clues Lesson delivery p.81-82 Student’s Book.
reading strategies provided by other This lesson focuses on Activities D, E and F. See Teacher’s Book for Alternatively, choose
to construct words and by detailed guidance. Note that in Activity D the pupils read the ‘Exam Close-up’ another appropriate
meaning context on an advice, which helps with practising the main skill. In Activity E the word options extension activity that
increased range that pupils need for the task are in the Teacher’s Book (p. 82). For Activities E better suits pupils’
of familiar topics and F pupils should be instructed to write down the words they choose to fill needs/interests and that
the gaps, (not just to mark the correct letter standing for each word as will help pupils develop
Complementary Complementary indicated in the ‘Exam Task’ instruction) and for Activities D, E and F attention further the main and/or
Skill Skill must be drawn to the correct spelling of the words pupils choose. complementaryskill for
this lesson.
Writing 4.2 Writing 4.2.2 Activities D, E and F focus on developing the main skill for this lesson.
Com m unicate Spell written work For additional
with appropriate with moderate Activities D, E and F also provide an opportunity to practise the complementary differentiation strategies,
language, form accuracy s kill. please refer to the
and style provided list of
Post-lesson differentiation strategies
Ask pupils to identify with their talk partner(s) at least one new word or and select appropriate
strategy/strategies based
expression that they have learned in relation to the lesson topic. When pupils on the needs of the 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.

98

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 74 (Language Awareness 8) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Modals and semi-
Citizens hip modals

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill See pre-Grammar lesson activity on p.83 in Teacher’s Book for Close-Up Student’s Fast finishers can move on to
detailed guidance. Ask pupils questions that contain modal verbs. Book, p.99 the next activity in the
This is a This is a grammar- sequence. After Grammar
gram m ar-focused focused lesson so Lesson delivery Close-Up Teacher’s Activity C, fast finishers can
lesson so listening, speaking, This lesson focuses on Activities A, B, and C. See Teacher’s Book, p.83 be given Vocabulary and/or
lis tening, reading and writing Book for detailed guidance. Grammar activities on p. 98
speaking, reading skills are not and/or p.102-103.
and writing skills explicitly covered. Post-lesson
are not explicitly Use Activity D to check pupils’ learning. See Teacher’s Book for For additional differentiation
covered. detailed guidance. strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

99

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 75 (Listening 15) 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 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
Play a game to review vocabulary related to free time and/or modal Student’s Book, help and support a less proficient
Listening 1.1 Listening 1.1.1 verbs. Alternatively, choose another appropriate pre-lesson activity p.100 pupil.
Unders tand Unders tand that better suits pupils’ needs/interests and that will review language
meaning in a independently the and/or vocabulary and prepare the pupils for the lesson. Clos e-Up Support can be given to less
variety of familiar main ideas in Teacher’s Book, proficient pupils during Activity B,
contexts simple longer texts Lesson delivery p.84 depending on their needs. For
on an increased This lesson focuses on Activities A, B and C. See Teacher’s example, by providing vocabulary
Complementary range of familiar Book for detailed guidance. Note that in Activity A pupils do not Student’s Book to use during the speaking task, or
Skill topics need to name the objects or places, but must sayhow they are Audio CD sentence starters and model
connected. In Activity B pupils can name the objects or places. In sentence constructions to help the
Speaking 2.1 Complementary Activity B pupils are asked to think about the words that could be pupil produce sentences.
Com m unicate Skill used to talk about each of the connected pictures. The listening task
information, ideas, in Activity C refers back to the pictures in Activity A. To support less confident pupils,
opinions and Speaking 2.1.4 pause the listening track at
feelings intelligibly Explain own point of Activity C focuses on developing the main skill for this lesson. selected intervals to allow thinking
on familiar topics view Activity B provides an opportunity to practise the complementary time. Alternatively, read and pause
s kill. at specific intervals from the audio
script in the Teacher’s Book if it
Post-lesson helps less proficient pupils to listen
Ask pupils to identify with their talk partner(s) at least one new word to your voice rather than that of a
or expression that they have learned in relation to the lesson topic. native speaker. Play the track from
When pupils are ready, collect and share words/expressions as a the CD when pupils feel more
whole class. Alternatively, choose another appropriate post-lesson confident.
activity that better suits pupils’ needs/interests and that will review
For additional differentiation
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.

100