English Language SOW Form 3

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 76 (Listening 16) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.100 grouping so that a more
Listening 1.1 Listening 1.1.2 verbs. Alternatively, choose another appropriate pre-lesson activity proficient pupil can help and
Understand Understand that better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
meaning in a independently and/or vocabulary and prepare the pupils for the lesson. Book, p.84
variety of familiar specific information Read and pause in between
contexts and details in longer Lesson delivery Student’s Book Audio recordings from the audio
texts on an This lesson focuses on Activities D and E. See Teacher’s Book CD script in the Teacher’s Book if
Complementary increased range of for detailed guidance. Note that as part of Activity D pupils are it helps less proficient pupils
Skill familiar topics asked to read the ‘Exam Close-up’ advice, which helps with to listen to your voice rather
practising the main skill. In Activity D pupils are then asked to write than that of a native speaker.
Writing 4.2 Complementary down words they think they might hear to do with the pictures Play the track from the CD
Communicate Skill Attention also needs to be given to the spelling of these words. For when pupils feel more
with appropriate Activity E exam conditions can be simulated by asking pupils to do confident.
language, form Writing 4.2.2 the activity on their own, and to listen to the recording twice. Then
and style Spell written work go through answers as a class and listen again to the recording to For additional differentiation
with moderate check pupils’ understanding. strategies, please refer to the
accuracy provided list of differentiation
Activity D and E focus on developing the main skill for this lesson. strategies and select
Activity D provides an opportunity to practise the complementary appropriate
skill, see the instructions in the Teacher’s Book. strategy/strategies based on
the needs of the pupils.

Post-lesson
Ask pupils to provide peer feedback on each other’s performance (in
pairs or small groups) using two stars and a wish: two things that

were good (stars) and one area for improvement (wish). While
monitoring the activity collect examples of the feedback to share
(anonymously) with the whole class.

101

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 77 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or
Play a game to review vocabulary related to free time and/or modal verbs. Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.5 Alternatively, choose another appropriate pre-lesson activity that better suits p.101 proficient pupil can help and
Communicate Express and pupils’ needs/interests and that will review language and/or vocabulary and support a less proficient
information, ideas, respond to common prepare the pupils for the lesson. Close-Up pupil.
opinions and feelings such as Teacher’s Book,
feelings intelligibly happiness, Lesson delivery p.84-85 Support can be given to
on familiar topics sadness, surprise, This lesson focuses on Activities A and B. See Teacher’s Book for less proficient pupils during
and interest detailed guidance. Note that in Activity A pupils are asked to work in pairs the speaking tasks,
Complementary and take turns answering the questions. As well as expressing their feelings depending on their needs.
Skill Complementary in response to the questions, pupils can also be encouraged to express their
Skill responses to each other’s answers to the questions. In addition, during the For additional differentiation
Speaking 2.1 monitoring of Activity A, and as part of the answer check as a class for strategies, please refer to
Communicate Speaking 2.1.4 Activity B, check that pupils explain their attitudes or opinions of their talk the provided list of
information, ideas, Explain own point of partner. For Activity B pupils compare and justify their answers with a talk differentiation strategies
opinions and view partner and this provides a further opportunity to practise the main skill. and select appropriate
feelings intelligibly strategy/ strategies based
on familiar topics Activities A and B focus on developing the main and complementary skills. on the needs of the pupils.

Post-lesson
Ask pupils to review their learning in this lesson by describing what they have
learnt in the lesson and how they learnt it. Allow pupils to discuss their ideas
with their talk partner(s) before collecting ideas as a class.

102

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.101 grouping so that a more
Speaking 2.1 Speaking 2.1.3 verbs. Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Communicate Describe future better suits pupils’ needs/interests and that will review language and/or Close-Up Teacher’s support a less proficient pupil.
information, ideas, plans and ambitions vocabulary and prepare the pupils for the lesson. Book, p.84-85
opinions and Support can be given to less
feelings intelligibly Lesson delivery proficient pupils depending on
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book for their needs, such as by
detailed guidance. Note that in Activity C pupils should look at the providing vocabulary to use in
‘Useful Expressions’ box that contains phrases to use in Activity D. a speaking task, or sentence
starters and model sentence
Complementary Complementary Activities C and D focus on developing the main skill for this lesson. constructions to help the pupil
Activity D provides an opportunity to practise the complementary skill. produce sentences.
Skill Skill
For additional differentiation
Speaking 2.3 Speaking 2.3.1 Post-lesson strategies, please refer to the
Use appropriate Keep interaction Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. provided list of differentiation
communication going in longer 101 of the Student’s Book. Monitor discussions and provide support for strategies and select
strategies exchanges by appropriate strategy/
asking a speaker to any problems with form or pronunciation. Provide comments and strategies based on the
slow down, speak needs of the pupils.
up or to repeat what feedback to the whole class on their use of expressions for talking
they have said
about possibility.

103

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 79 (Writing 15) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Writing lesson activity on p.86 in Teacher’s Book. Pupils Book, p.104 the next activity in the
Writing 4.1 Writing 4.1.5 discuss writing postcards. They then look at the image in the top right- sequence. After Activity C,
Communicate Organise, sequence hand corner of p.104 and identify what they could write in a postcard Close-Up Teacher’s fast finishers can be given
intelligibly through and develop ideas about this picture. Book, p.86-87 activities from the Vocabulary
print and digital within short texts on and Grammar activities on
media on familiar familiar topics Lesson delivery p.102-103 of the Student’s
topics This lesson focuses on Activities A, B and C. See Teacher’s Book Book. Alternatively, choose
Complementary for detailed guidance. This lesson focuses on recognising linking words another appropriate extension
Complementary Skill and phrases (in activities A and C). It is important to explain to pupils activity that better suits pupils’
Skill that they will need to use these linking words and phrases in their own needs/interests and that will
Writing 4.2.2 writing when they want to organise, sequence and develop ideas. help pupils develop further
Writing 4.2 Spell written work the main and/or
Communicate with moderate Activities A and C focus on developing the main skill for this lesson. complementary skill for this
with appropriate accuracy Activity B provides an opportunity to practise the complementary skill. lesson.
language, form
and style Post-lesson Use the exit cards from
Ask pupils to review their learning by writing a postcard about their Lesson 70 (‘what went well in
learning in this lesson (the postcard can be addressed to an imagined your learning?’ and ‘even
friend in another class or school). Pupils need to re-use linking words better if…’ to identify any
and phrases from the lesson. Allow pupils to practise reading their individual needs in this lesson
postcard to a talk partner before selecting pupils to read their postcard and the next.
to the class.
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

104

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 80 (Writing 16) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Fast finishers can move on to the next
Main Skill Main Skill Pre-lesson Close-Up activity in the sequence. After ActivityF,
Play a game to review linking words and phrases. Alternatively, Student’s Book, fast finishers can be given activities from
Writing 4.2 Writing 4.2.1 choose another appropriate pre-lesson activity that better suits p.105 the Vocabulary and Grammar activities
Communicate Punctuate written pupils’ needs/interests and that will review language and/or on p.102-103 of the Student’s Book.
with appropriate work with moderate vocabulary and prepare the pupils for the lesson. Close-Up Alternatively, choose another
language, form accuracy Teacher’s Book, appropriate extension activity that better
and style Lesson delivery p.87 suits pupils’ needs/interests and that will
Complementary This lesson focuses on Activities D, E and F. See Teacher’s help pupils develop further the main
Complementary Skill Book for detailed guidance. Note that in Activities E and F pupils and/or complementary skill for this
Skill must pay attention to punctuation. Monitor pupils’ written work lesson.
Writing 4.1.5 and provide support for any problems with punctuation. If
Writing 4.1 Organise, sequence necessary, provide comments and feedback to the whole class Use the exit cards from Lesson 70
Communicate and develop ideas on punctuation. (‘what went well in your learning?’ and
intelligibly through within short texts on ‘even better if…’ to identify any
print and digital familiar topics Activities E and F focus on developing the main skill for this individual needs in this lesson.
media on familiar lesson. Activity E provides an opportunity to practise the
topics complementary skill. Support can be given to less proficient
pupils depending on their needs, such
Post-lesson as by providing vocabulary, sentence
starters and model sentence
Ask pupils to review their learning in this lesson by completing constructions to use in the writing task
an exit card: ‘what went well in your learning?’ and ‘your learning (in addition to the support provided in
would have been even better if…’ Collect the cards and use the ‘Useful Expressions’ box on p.105 of
the Student’s Book).
them for planning the writing lessons in lesson cycle 9.
For additional differentiation strategies,
please refer to the provided list of
differentiation strategies and select
appropriate strategy/ strategies based
on the needs of the pupils.

105

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 81 (Literature in Action 8) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on PowerPoint presentation and visuals. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate

106

Secondary Form 3 Scheme of Work

UNIT 9 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 82 (Reading 17) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils look Book, p.109-111 the next activity in the
Reading 3.1 Reading 3.1.5 at the picture on p.109 of the Student’s Book and discuss this picture sequence. After Activity D,
Understand a Recognise with with a talk partner. See also ‘Background Information’ on p.91 of the Close-Up Teacher’s fast finishers can be given the
variety of texts by support the attitude Teacher’s Book. Book, p.91-92 Vocabulary activities on p.112
using a range of or opinion of the of the Student’s Book.
appropriate writer in simple Lesson delivery Alternatively, choose another
reading strategies longer texts on an This lesson focuses on Activities A, B, C and D. See Teacher’s appropriate extension activity
to construct increased range of Book for detailed guidance. Note that for Activity B pupils must quickly that better suits pupils’
meaning familiar topics read the text. Set a strict time limit for this activity in order to have needs/interests and that will
sufficient time for Activities C and D. Ensure that support and guidance help pupils develop further
Complementary Complementary is given to pupils during Activity B and when going through the answers, the main and/or
Skill Skill so that pupils are practising the main learning standard within the set complementary skill for this
time limit. In Activity C pupils are asked to read the ‘Exam Close-up’ lesson.
Speaking 2.1 Speaking 2.1.4 guidance, which also helps them with the main skill.
Communicate Explain own point of For additional differentiation
information, ideas, view Activities B, C and D focus on developing the main skill for this lesson. strategies, please refer to the
opinions and Activity A provides an opportunity to practise the complementary skill. provided list of differentiation
feelings intelligibly strategies and select
on familiar topics Post-lesson appropriate
Ask pupils to identify with their talk partner(s) at least one new word or strategy/strategies based on
expression that they have learned in relation to the topic for the lesson. the needs of the pupils.
When pupils are ready, collect and share words/expressions as a whole
class.

107

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 83 (Reading 18) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary from the Book, p.111 the next activity in the
Reading 3.1 Reading 3.1.4 previous lesson. Alternatively, choose another appropriate pre- sequence. After Activity E,
Understand a Use independently lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s fast finishers can be given
variety of texts by familiar print and review language and/or vocabulary and prepare the pupils for the Book, p.92 Vocabulary activities on p.112
using a range of digital resources to lesson. and/or p.116 of the Student’s
appropriate check meaning and Book. Alternatively, choose
reading strategies extend Lesson delivery another appropriate extension
to construct understanding This lesson focuses on Activity E and the ‘Ideas Focus’. See activity that better suits pupils’
meaning Teacher’s Book for detailed guidance. Note that in this lesson pupils needs/interests and that will
Complementary need to be supplied with dictionaries (print or digital) to practise the help pupils develop further
Complementary Skill main skill for this lesson. In Activity E pupils must re-read the same the main and/or
Skill text used in the previous lesson. There is an opportunity to develop complementary skill for this
Speaking 2.1.4 the ‘Ideas Focus’ questions into a class debate. lesson.
Speaking 2.1 Explain own point of
Communicate view Activity E focuses on developing the main skill for this lesson. The For additional differentiation
information, ideas, ‘Ideas Focus’ provides an opportunity to practise the complementary strategies, please refer to the
opinions and skill. provided list of differentiation
feelings intelligibly strategies and select
on familiar topics Post-lesson appropriate strategy
Play a dictionary game to review the main skill for this lesson. /strategies based on the
Alternatively, choose another appropriate post-lesson activity that needs of the pupils.
will check pupils’ understanding of grammar and/or vocabulary from
the lesson.

108

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 84 (Language Awareness 9) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology
TOPIC: High-Tech World LANGUAGE/GRAMMAR FOCUS: The passive voice
CROSS-CURRICULAR ELEMENT: Information and
Communications Technology

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Grammar lesson activity on p.93 in Teacher’s Book. Book, p.113 the next activity in the
This is a This is a grammar- Ask pupils questions that are constructed using the passive voice. sequence. After Grammar
grammar-focused focused lesson so Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, Lesson delivery Book, p.93 be given other activities in the
listening, reading and writing This lesson focuses on Activities A, B, C and D. See Teacher’s textbook not covered in the
speaking, reading skills are not Book for detailed guidance. Note that in Activity D pupils are asked Learning Outline (i.e.
and writing skills explicitly covered. to look back at the text used in the previous reading lessons (on activities E-F).
are not explicitly p.110-111 of the Student’s Book). In Activity D pupils also encounter
covered. the passive voice constructed using the present perfect simple (has See also p.116 in Student’s
been cleaned), past perfect simple (had been put in) and future Book for further vocabulary
simple (will be shown). See p.169-170 of Student’s Book for further activities that can be used as
support with the passive voice. extension tasks and/or
homework.
Post-lesson
For additional differentiation
Ask pupils to look at the picture in the top right-hand corner of p.113 strategies, please refer to the
of the Student’s Book. Pupils then write questions about the picture provided list of differentiation
strategies and select
using the passive voice. Ask pupils to practise asking and answering appropriate
their questions with talk partner(s) before selecting questions (and strategy/strategies based on
answers to the questions) from pupils as a class. the needs of the pupils.

109

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 85 (Listening 17) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Understand Understand 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 lesson. Book, p.94
variety of familiar main ideas in Support can be given to less
contexts simple longer texts Lesson delivery Student’s Book Audio proficient pupils for the pre-
on an increased This lesson focuses on the pre-Listening lesson activity and CD Listening activity depending
Complementary range of familiar Activities A and B. Note that in the pre-Listening activity (on p.94 in on their needs, such as by
Skill topics Teacher’s Book) pupils take it in turns to describe to a talk partner providing sentence starters
the picture on p.114 of the Student’s Book. Pupils are then able to and model sentence
Speaking 2.1 Complementary discuss why scientists make robots and how robots might help us in constructions using future
Communicate Skill the future. Attention needs to be given to future tenses for this tenses, to help the pupil
information, ideas, activity in order to practise the complementary skill. produce sentences.
opinions and Speaking 2.1.3
feelings intelligibly Describe future Activity B focuses on developing the main skill for this lesson. The For additional differentiation
on familiar topics plans and ambitions pre-Listening activity (on p.94 in Teacher’s Book) and Activity B strategies, please refer to the
provide an opportunity to practise the complementary skill. provided list of differentiation
strategies and select
Post-lesson appropriate strategy/
Ask pupils to identify with their talk partner(s) at least one new word strategies based on the
or expression that they have learned in relation to the lesson topic. needs of the pupils.
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.

110

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 86 (Listening 18) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review technology-related vocabulary from previous Close-Up Student’s Organise talk partners or
lessons. Alternatively, choose another appropriate pre-lesson Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.6 activity that better suits pupils’ needs/interests and that will review proficient pupil can help and
Understand Understand language and/or vocabulary and prepare the pupils for the lesson. Close-Up Teacher’s support a less proficient pupil.
meaning in a independently Book, p.94-95
variety of familiar longer simple Lesson delivery Pause the listening track at
contexts narratives on a This lesson focuses on Activities C, D and E. See Teacher’s Student’s Book Audio selected intervals to allow
range of familiar Book for detailed guidance. Note that in Activity C pupils read the CD pupils to think and complete
topics ‘Exam Close-up’ guidance. In Activity C pupils also read and an activity. For additional
underline the key words in the ‘Exam Task’. differentiation strategies,
please refer to the provided
Complementary Complementary The text type in this lesson is instruction and a quiz. list of differentiation strategies
and select appropriate
Skill Skill strategy/strategies based on
the needs of the pupils.

Reading 3.1 Reading 3.1.2 Activities C, D and E focus on developing the main skill for this
Understand a Understand specific lesson. Activity C also provides an opportunity to practise the
variety of texts by details and complementary skill.
using a range of information in
appropriate longer texts on an Post-lesson
reading strategies increased range of
to construct familiar topics Ask pupils to identify with their talk partner(s) at least one new word
meaning or expression that they have learned in relation to the topic for the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.

111

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 87 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
communication going in longer language and/or vocabulary and prepare the pupils for the lesson. Book, p.95
strategies exchanges by Support can be given to less
asking a speaker to Lesson delivery proficient pupils depending on
Complementary slow down, speak This lesson focuses on Activities A, B and C. See Teacher’s their needs, such as by
Skill up or to repeat what Book for detailed guidance. Note that in Activity A pupils should be providing vocabulary to use in
they have said asked to listen to the questions read out by the teacher, before they a speaking task, or sentence
Listening 1.1 read them on their own, in order to practise the complementary skill. starters and model sentence
Understand Complementary In Activity B pupils are asked to compare answers with their talk constructions to help the pupil
meaning in a Skill partner and to discuss any differences in their answers before the produce sentences.
variety of familiar answers are checked as a class. In Activity C pupils must then
contexts Listening 1.1.5 agree with their partner on a combined answer. In all three activities For additional differentiation
Understand in this lesson it is important to remind pupils that they need to keep strategies, please refer to the
independently more their interaction going and to draw attention to how they can do this. provided list of differentiation
complex questions strategies and select
Activities A, B and C focus on developing the main skill for this appropriate strategy/
lesson. Activity A provides an opportunity to practise the strategies based on the
complementary skill. needs of the pupils.

Post-lesson
Ask pupils to identify with their talk partner(s) how they kept the
interaction going in the discussion activities in this lesson. When
pupils are ready, collect and share ideas as a whole class.

112

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 88 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Communications Technology for making decisions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
communication going in longer language and/or vocabulary and prepare the pupils for the lesson. Book, p.95-96
strategies exchanges by Support can be given to less
asking a speaker to Lesson delivery proficient pupils during the
Complementary slow down, speak This lesson focuses on Activity D and the ‘Ideas Focus’. Note in discussion activities,
Skill up or to repeat what Activity D pupils must read the ‘Useful Expressions’, which they depending on their needs.
they have said need to use in their group discussions. For the ‘Ideas Focus’
Speaking 2.1 discussions pupils should be asked to reach a group answer to each For additional differentiation
Communicate Complementary question. strategies, please refer to the
information, ideas, Skill provided list of differentiation
opinions and Activity D and ‘Ideas Focus’ both focus on developing the main strategies and select
feelings intelligibly Speaking 2.1.4 complementary skills for this lesson. appropriate
on familiar topics Explain own point of strategy/strategies based on
view Post-lesson the needs of the pupils.
Ask pupils to shut their textbooks and to write down useful
expressions for reaching decisions in a group discussion. Monitor
and provide support for any problems with spelling. When ready,
select pupils to read out their ideas and, if necessary, provide
additional expressions. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review language and/or vocabulary from this lesson.

113

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Use the pre-Writing lesson activity on p.97 in the Teacher’s Book to Close-Up Student’s Fast finishers can move on to the
activate prior knowledge. Ask pupils to read the ‘Learning Focus’ Book, p.118 next activity in the sequence.
Writing 4.1 Writing 4.1.1 box and then to think of further examples of collocations. Allow After Activity C, fast finishers can
Communicate Explain simple pupils time to discuss their ideas with their talk partner(s) before Close-Up Teacher’s be given activities from the
intelligibly through content from what collecting ideas as a class. Book, p.97-98 Grammar activities on p.117 of
print and digital they have read or the Student’s Book. Alternatively,
media on familiar heard Lesson delivery choose another appropriate
topics This lesson focuses on Activities A, B, and C. See Teacher’s extension activity that better suits
Book for detailed guidance. Note that in Activity C pupils must be pupils’ needs/interests and that
Complementary Complementary asked to write down their answers as complete sentences in order will help pupils develop further
to practise the main skill. the main and/or complementary
Skill Skill skill for this lesson.
Activity C focuses on developing the main skill for this lesson.
Writing 4.2 Writing 4.2.2 Activity B focuses on developing the complementary skill. Use the exit cards from Lesson
Communicate Spell written work 80 (‘what went well in your
with appropriate with moderate Post-lesson learning?’ and ‘even better if…’)
language, form accuracy Ask pupils to identify with their talk partner(s) at least one new word to identify any individual needs in
and style or expression that they have learned in relation to the lesson topic. this lesson and the next.
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson For additional differentiation
activity that better suits pupils’ needs/interests and that will review strategies, please refer to the
learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy/ strategies based on the
needs of the pupils.

114

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 90 (Writing 18) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary and/or Book, p.118-119 the next activity in the
Writing 4.2 Writing 4.2.2 collocations from the previous lesson. Alternatively, choose another sequence. After Activity H,
Communicate Spell written work appropriate pre-lesson activity that better suits pupils’ Close-Up Teacher’s fast finishers can be given
with appropriate with moderate needs/interests and that will review language and/or vocabulary and Book, p.98 activities from the Grammar
language, form accuracy prepare the pupils for the lesson. activities on p.117 of the
and style Student’s Book and/or the
Complementary Lesson delivery ‘Ideas Focus’ questions on
Complementary Skill This lesson focuses on Activities D, E, F, G and H. See p.120 of the Student’s Book
Skill Teacher’s Book for detailed guidance. Note that in Activity D pupils as writing tasks. Alternatively,
Speaking 2.1.4 are asked to speculate on why certain words in the writing task have choose another appropriate
Speaking 2.1 Explain own point of been underlined. Allow pupils to discuss their ideas with talk extension activity that better
Communicate view. partner(s) before collecting opinions as a class. In activities E, F and suits pupils’ needs/interests
information, ideas, H pupils must pay attention to spelling. and that will help pupils
opinions and develop further the main
feelings intelligibly Activities E, F and H focus on developing the main skill for this and/or complementary skill
on familiar topics lesson. Activity D provides an opportunity to practise the for this lesson.
complementary skill.
For additional differentiation
Post-lesson strategies, please refer to the
provided list of differentiation
Ask pupils to identify with their talk partner(s) at least one new word strategies and select
or expression that they have learned in relation to the lesson topic. appropriate strategy/
When pupils are ready, collect and share words/expressions as a strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.

115

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 91 (Literature in Action 9) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on Posters and visuals. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate

116

Secondary Form 3 Scheme of Work

UNIT 10 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 92 (Reading 19) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils discuss the Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.1 picture on p.121 of the Student’s Book. p.121-123 After Activity C, fast finishers
Understand a Understand the can be given the Vocabulary
variety of texts by main points in Lesson delivery Close-Up activities on p.124 of the
using a range of longer texts on an Teacher’s Book, Student’s Book. Alternatively,
appropriate increased range This lesson focuses on Activities A, B and C. See Teacher’s Book for p.100-101 choose another appropriate
reading strategies of familiar topics detailed guidance. Note that in Activity B pupils are asked to skim read the extension activity that better
to construct texts. Activity C is preparation for the Exam Task in Activity D, which pupils suits pupils’ needs/interests and
meaning complete in the next lesson. Pupils read the ‘Exam Close-up’ guidance as part that will help pupils develop
of Activity C. In Activity C it is important to activate pupils’ prior knowledge of further the main and/or
Complementary Complementary text types, particularly of short texts (e.g. email, text message, advert), before complementary skill for this
pupils identify the five text types in the activity. For all activities ensure that lesson.
Skill Skill pupils have opportunities to discuss their answers with talk partner(s) before
checking answers as a class, in order to practise the complementary skill. Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils for the pre-
Communicate Explain own point Activities B and C focus on developing the main skill for this lesson. Activities lesson activity depending on
information, ideas, of view A, B and C provide an opportunity to practise the complementary skill. their needs, such as by
opinions and providing sentence starters and
feelings intelligibly Post-lesson model sentence constructions,
on familiar topics to help the pupil produce
Ask pupils to identify with their talk partner(s) at least one new word or sentences.
expression that they have learned in relation to the lesson topic. When pupils
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.

117

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 93 (Reading 20) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabulary from the Book, p.123 the next activity in the
Reading 3.1 Reading 3.1.3 previous lesson. Alternatively, choose another appropriate pre- sequence. After the ‘Ideas
Understand a Guess the meaning lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s Focus’ activity, fast finishers
variety of texts by of unfamiliar words review language and/or vocabulary and prepare the pupils for the Book, p.101 can be given the Vocabulary
using a range of from clues provided lesson. activities on p.124 and/or p.
appropriate by other words and 128 of the Student’s Book.
reading strategies by context on an Lesson delivery Alternatively, choose another
to construct increased range of This lesson focuses on Activities D, E and ‘Ideas Focus’. See appropriate extension activity
meaning familiar topics Teacher’s Book for detailed guidance. Note that in Activity D pupils that better suits pupils’
should re-read the ‘Exam Close-up’ guidance (this was done as part needs/interests and that will
Complementary Complementary of Activity C in previous lesson). help pupils develop further
Skill Skill the main and/or
Activities D and E focus on developing the main skill for this lesson. complementary skill for this
Speaking 2.3 Speaking 2.3.1 The ‘Ideas Focus’ provides an opportunity to practise the lesson.
Use appropriate Keep interaction complementary skill.
communication going in longer For additional differentiation
strategies exchanges by Post-lesson strategies, please refer to the
asking a speaker to provided list of differentiation
slow down, speak Ask pupils to identify with their talk partner(s) at least one new word strategies and select
up or to repeat what or expression that they have learned in relation to the lesson topic. appropriate strategy
they have said When pupils are ready, collect and share words/expressions as a /strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.

118

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 94 (Language Awareness 10) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: That’s Entertainment LANGUAGE/GRAMMAR FOCUS: Reported speech
CROSS-CURRICULAR ELEMENT: Creativity and
Innovation

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review entertainment-related vocabulary from Close-Up Student’s Fast finishers can move on to
previous lesson. Alternatively, choose another appropriate pre- Book, p.125 the next activity in the
This is a This is a grammar- lesson activity that better suits pupils’ needs/interests and that will sequence. After Grammar
grammar-focused focused lesson so review language and/or vocabulary and prepare the pupils for the Close-Up Teacher’s Activity D, fast finishers can
lesson so listening, speaking, lesson. Book, p.102 be given other activities in the
listening, reading and writing textbook not covered in the
speaking, reading skills are not Lesson delivery Learning Outline (i.e.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s activities E-F).
are not explicitly Book for detailed guidance. Note that further support and
covered. explanation of the grammar in this lesson is available on p.170-171 See also p.129 in Student’s
of the Student’s Book. Book for further grammar
activities that can be used as
Post-lesson extension tasks and/or
Ask pupils to write sentences that report on what other pupils have homework.
said in this lesson. Ask pupils to show these to their talk partner(s),
to practise saying the sentences and to receive peer feedback on For additional differentiation
them, before selecting pupils to read out their sentences to the strategies, please refer to the
class. provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

119

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 95 (Listening 19) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Organise talk partners or grouping
Main Skill Main Skill Pre-lesson Close-Up so that a more proficient pupil can
Use pre-Listening lesson activity on p.103 in Teacher’s Book. Ask Student’s Book, help and support a less proficient
Listening 1.1 Listening 1.1.4 pupils if they have ever acted in a play or been behind the scenes in p.126 pupil.
Understand Understand a theatre. Ask them what it was like. If they have not had these
meaning in a independently experiences, ask them what they imagine it would be like. Close-Up Support can be given to less
variety of familiar longer sequences of Teacher’s Book, proficient pupils during Activity B,
contexts classroom Lesson delivery p.103 depending on their needs. For
instructions This lesson focuses on Activities A, B and C. See Teacher’s example, by providing vocabulary
Complementary Book for detailed guidance. Note that in Activity B the word ‘props’ Student’s Book to use during the speaking task, or
Skill Complementary refers to any objects used on the stage by actors during a Audio CD sentence starters and model
Skill performance. In all activities pupils must be asked to listen to the sentence constructions to help the
Speaking 2.1 activity instruction, in order to practise the main skill. Ask pupils to pupil produce sentences.
Communicate Speaking 2.1.4 close their textbooks while giving instruction and check for pupils’
information, ideas, Explain own point of understanding of instructions before they open their books again. To support less confident pupils,
opinions and view pause the listening track at
feelings intelligibly Activities A, B and C focus on developing the main skill for this selected intervals to allow thinking
on familiar topics lesson. Activity B provides an opportunity to practise the time.
complementary skill.
For additional differentiation
Post-lesson strategies, please refer to the
Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
or expression that they have learned in relation to the lesson topic. strategies and select appropriate
When pupils are ready, collect and share words/expressions as a strategy/ strategies based on the
whole class. needs of the pupils.

120

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 96 (Listening 20) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.126 grouping so that a more
Listening 1.1 Listening 1.1.2 previous lessons. Alternatively, choose another appropriate pre- proficient pupil can help and
Understand Understand lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s support a less proficient pupil.
meaning in a independently review language and/or vocabulary and prepare the pupils for the Book, p.103
variety of familiar specific information lesson. To support less confident
contexts and details in longer Student’s Book Audio pupils, pause the listening
texts on an Lesson delivery CD track at selected intervals to
Complementary increased range of This lesson focuses on Activities D, E and F. See Teacher’s allow thinking time.
Skill familiar topics Book for detailed guidance. Note that in Activity D pupils are asked
to think of words that could fit in each gap in the Exam Task text, For additional differentiation
Reading 3.1 Complementary which is practice for the complementary skill. strategies, please refer to the
Understand a Skill provided list of differentiation
variety of texts by Activities D, E and F focus on developing the main skill for this strategies and select
using a range of Reading 3.1.3 lesson. Activity D also provides an opportunity to practise the appropriate strategy/
appropriate Guess the meaning complementary skill. strategies based on the
reading strategies of unfamiliar words needs of the pupils.
to construct from clues provided Post-lesson
meaning by other words and Ask pupils to identify with their talk partner(s) at least one new word
by context on an or expression that they have learned in relation to the lesson topic.
increased range of When pupils are ready, collect and share words/expressions as a
familiar topics whole class.

121

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 97 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from previous Book, p.127 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons and/or useful expressions for describing people, places or proficient pupil can help and
Use appropriate Keep interaction things. Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s support a less proficient pupil.
communication going in longer better suits pupils’ needs/interests and that will review language and/or Book, p.104
strategies exchanges by vocabulary and prepare the pupils for the lesson. Support can be given to less
asking a speaker to proficient pupils depending on
Complementary slow down, speak Lesson delivery their needs, such as by
Skill up or to repeat what This lesson focuses on Activities A, B and C. See Teacher’s Book providing vocabulary to use in
they have said for detailed guidance. Activate pupils’ prior knowledge of useful a speaking task, or sentence
Speaking 2.1 expressions for describing people, places or things. starters and model sentence
Communicate Complementary constructions to help the pupil
information, ideas, Skill Activities A, Band C focus on developing the main skill for this lesson. produce sentences.
opinions and Activity A also provides an opportunity to practise the complementary
feelings intelligibly Speaking 2.1.5 skill. For additional differentiation
on familiar topics Express and strategies, please refer to the
respond to common Post-lesson provided list of differentiation
feelings such as Ask pupils to provide peer feedback on each other’s performance in the strategies and select
happiness, lesson (in pairs or small groups) using two stars and a wish: two things appropriate strategy/
sadness, surprise, that were good (stars) and one area for improvement (wish). While strategies based on the
and interest monitoring the activity collect examples of the feedback to share needs of the pupils.
(anonymously) with the whole class.

122

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.127 grouping so that a more
Speaking 2.1 Speaking 2.1.5 previous lessons and/or useful expressions for describing people, proficient pupil can help and
Communicate Express and places or things. Alternatively, choose another appropriate pre- Close-Up Teacher’s support a less proficient pupil.
information, ideas, respond to common lesson activity that better suits pupils’ needs/interests and that will Book, p.104
opinions and feelings such as review language and/or vocabulary and prepare the pupils for the Support can be given to less
feelings intelligibly happiness, lesson. proficient pupils depending on
on familiar topics sadness, surprise, their needs, such as by
and interest Lesson delivery providing vocabulary to use in
Complementary This lesson focuses on Activity D and the ‘Ideas Focus’. The a speaking task, or sentence
Skill Complementary ‘Ideas Focus’ focuses on developing the main skill for this lesson. starters and model sentence
Skill Both Activity D and ‘Ideas Focus’ provide an opportunity to practise constructions to help the pupil
Speaking 2.3 the complementary skill. produce sentences.
Use appropriate Speaking 2.3.1
communication Keep interaction Post-lesson For additional differentiation
strategies going in longer Review pupils’ learning in this lesson with Tell me three things… strategies, please refer to the
exchanges by provided list of differentiation
asking a speaker to • You have learnt today strategies and select
slow down, speak • You have done well appropriate strategy/
up or to repeat what • Your talk partner has done well strategies based on the
they have said needs of the pupils.

123

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 99 (Writing 19) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use pre-Writing lesson activity on p.106 in Teacher’s Book. Read Book, p.130 the next activity in the
Writing 4.1 Writing 4.1.2 the ‘Learning Focus’ information. Ask pupils to complete a sentence sequence. After Activity C,
Communicate Explain simple using the phrases for ordering ideas. See Teacher’s Book for Close-Up Teacher’s fast finishers can be given
intelligibly through processes Book, p.106-107 activities from the Vocabulary
print and digital detailed guidance. and Grammar activities on p.
media on familiar 128-129 of the Student’s
topics Lesson delivery Book. Alternatively, choose
This lesson focuses on Activities A, B and C. See Teacher’s another appropriate extension
Complementary Complementary activity that better suits pupils’
Book for detailed guidance. As a follow-up activity to Activity A, and needs/interests and that will
Skill Skill to practise further the main skill for this lesson, ask pupils to write an help pupils develop further
explanation of a simple process (e.g. how to make a cup of tea or the main and/or
change a bicycle tire) using phrases for ordering ideas. complementary skill for this
lesson.
Reading 3.1 Reading 3.1.1 The text type in this lesson is instruction and a letter.
Understand a Understand the Activity A and the follow-up activity focus on developing the main For additional differentiation
variety of texts by main points in skill for this lesson. Activity C and ‘Learning Focus’ provide an strategies, please refer to the
using a range of longer texts on an opportunity to practise the complementary skill. Activity B prepares provided list of differentiation
appropriate increased range of strategies and select
reading strategies familiar topics the pupils to do Activity C in preparation for the writing task in the appropriate strategy/
to construct next writing lesson. strategies based on the
meaning Post-lesson needs of the pupils.

Ask pupils to identify with their talk partner(s) at least one new word

or expression that they have learned in relation to the topic of the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.

124

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 100 (Writing 20) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabulary from Book, p.131 the next activity in the
Writing 4.1 Writing 4.1.5 previous lessons and/or phrases for ordering ideas. Alternatively, sequence. After Activity G,
Communicate Organise, sequence choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s fast finishers can be given
intelligibly through and develop ideas pupils’ needs/interests and that will review language and/or Book, p.107 activities from the Vocabulary
print and digital within short texts vocabulary and prepare the pupils for the lesson. and Grammar activities on p.
media on familiar on familiar topics 128-129 of the Student’s
topics Lesson delivery Book. Alternatively, choose
Complementary This lesson focuses on Activities D, E, F and G. See Teacher’s another appropriate extension
Complementary Skill Book for detailed guidance. Note that in Activity G pupils should be activity that better suits pupils’
Skill given time to plan their letter or story in the lesson. The writing task needs/interests and that will
Writing 4.2.3 can then be set as homework if necessary. There is additional help pupils develop further
Writing 4.2 Produce a plan or support for the writing task in the Student’s Book: for writing letters the main and/or
Communicate draft of two on p.177; for writing stories on p.179. complementary skill for this
with appropriate paragraphs or more lesson.
language, form and modify this Activities D-G focus on developing the main and complementary Support can be given to less
and style appropriately skills for this lesson. proficient pupils depending on
independently their needs, such as by
Post-lesson providing a writing frame to
Ask pupils to review their learning by telling a story about their use in Activity G (e.g.
learning in this lesson. Pupils need to re-use the phrases for sentence starters and/or
ordering ideas that they learnt in this lesson and the previous model sentence
lesson. Allow pupils to practise telling their story to a talk partner constructions).
before selecting pupils to tell their story to the class.
For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

125

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 101 (Literature in Action 10) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers will develop their own lesson using materials from the
Main Skill Main Skill Literature Component books. Teacher to select For differentiation strategies,
Teachers should ensure that their lesson covers the Literature in please refer to the provided
Literature in Literature in Action content and learning standard specified for this lesson. list of differentiation strategies
Action Action Focus on blogs and webpages. and select appropriate
5.3 5.3.1 strategy/strategies based on
Express an Respond the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate

126

Secondary Form 3 Scheme of Work

UNIT 11 SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 102 (Reading 21) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils write down in Student’s the next activity in the sequence.
Reading 3.2 Reading 3.2.1 one minute as many words and phrases they know related to education. They Book, p.135- After the ‘Ideas Focus’
Explore and Read, enjoy and then look at the picture on p.135 of the Student’s Book and describe what they 137 discussion, fast finishers can be
expand ideas for give a personal think the boy in the picture is feeling. given the Vocabulary activities
personal response to Close-Up on p.138 of the Student’s Book.
development by fiction / non- Lesson delivery Teacher’s Alternatively, choose another
reading fiction and other This lesson focuses on Activities A, B, C and ‘Ideas Focus’. See Teacher’s Book, p.111- appropriate extension activity
independently and suitable print Book for detailed guidance. Note that in Activity C pupils are asked to scan the 112 that better suits pupils’
widely and digital texts texts, this is to address ‘reading’ in 3.2.1. Pupils’ answer which courses are needs/interests and that will help
of interest creative and non-creative. After Activity C, ask pupils to discuss in small groups pupils develop further the main
Complementary the first question in the ‘Ideas Focus’ activity (‘Are you interested in any of the and/or complementary skill for
Skill Complementary activities mentioned in the texts? Which ones?’).Encourage pupils to give a this lesson.
Skill personal response in the discussion in order to practise the main skill for the
lesson. Support can be given to less
proficient pupils during the
Speaking 2.1 Speaking 2.1.4 Activity C and ‘Ideas Focus’ discussion activity focuses on developing the main speaking elements of activities,
Communicate Explain own skill for this lesson. Activities A and B provide opportunities to practise the depending on their needs, such
information, ideas, point of view complementary skill. as by providing vocabulary to
opinions and use or sentence starters and
feelings intelligibly Post-lesson model sentence constructions to
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or help the pupil produce
expression that they have learned in relation to the lesson topic. When pupils sentences.
are ready, collect and share words/expressions as a whole class. Alternatively,
choose another appropriate post-lesson activity that better suits pupils’ For additional differentiation
needs/interests and that will review learning in the lesson. strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

127

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 103 (Reading 22) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
Play a game to review education-related vocabulary from the previous Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.6 lesson. Alternatively, choose another appropriate pre-lesson activity that p.136-137 After the ‘Ideas Focus’
Understand a Recognise with better suits pupils’ needs/interests and that will review language and/or discussion, fast finishers can be
variety of texts by support typical vocabulary and prepare the pupils for the lesson. Close-Up given the Vocabulary activities
using a range of features at word, Teacher’s Book, on p.138 and/or p.142 of the
appropriate sentence and text Lesson delivery p.111-112 Student’s Book. Alternatively,
reading strategies levels of a range of This lesson focuses on Activities D, E, F and ‘Ideas Focus’. See choose another appropriate
to construct genres Teacher’s Book for detailed guidance. Note that Activity E requires the extension activity that better
meaning following additional phase: explain to the pupils what the term ‘persuasion’ suits pupils’ needs/interests and
Complementary means; ask pupils to look for word and sentence level features in the that will help pupils develop
Complementary Skill adverts that help persuade the reader (such as rhetorical questions that the further the main and/or
Skill advert answers and attention-grabbing adjectives); ask pupils to explain complementary skill for this
Speaking 2.1.4 how these features persuade the reader. For the ‘Ideas Focus’ discussion, lesson.
Speaking 2.1 Explain own point of pupils discuss the second and third question (the first question is covered Support can be given to less
Communicate view in the previous lesson). proficient pupils during the
information, ideas, ‘Ideas Focus’ discussions,
opinions and Activity E (with the added phase) focuses on developing the main skill for depending on their needs, such
feelings intelligibly this lesson. The ‘Ideas Focus’ provides an opportunity to practise the as by providing vocabulary to
on familiar topics complementary skill. use or sentence starters and
model sentence constructions to
Post-lesson help the pupil produce
Ask pupils to identify with their talk partner(s) at least one new word or sentences.
expression that they have learned in relation to the lesson topic. When
pupils are ready, collect and share words/expressions as a whole class. For additional differentiation
Alternatively, choose another appropriate post-lesson activity that better strategies, please refer to the
suits pupils’ needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

128

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 104 (Language Awareness 11) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT:
LANGUAGE/GRAMMAR FOCUS: Gerunds and
infinitives

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Use the pre-Grammar lesson activity on p.116 in Teacher’s Book. Close-Up Student’s Fast finishers can move on to
Pose the questions to pupils and collect responses. Explain that the Book, p.143 the next activity in the
This is a This is a vocabulary questions use gerunds and infinitives and explain what these are. sequence. After Grammar
vocabulary and and grammar Close-Up Teacher’s Activity F, fast finishers can
grammar focused focused lesson so Lesson delivery Book, p.116 be given other activities in the
lesson so listening, speaking, This lesson focuses on Activities A, B, C, D, E and F. See textbook not covered in the
listening, reading and writing Teacher’s Book for detailed guidance. Learning Outline (i.e.
speaking, reading skills are not activities G-K).
and writing skills explicitly covered. Post-lesson
are not explicitly Ask pupils to write questions that use gerunds and infinitives. Allow For additional differentiation
covered. Complementary pupils to practise asking and answering questions with a talk partner strategies, please refer to the
Skill before selecting pupils to ask questions to the class. provided list of differentiation
Complementary strategies and select
Skill appropriate
strategy/strategies based on
the needs of the pupils

This is a This is a vocabulary
vocabulary and and grammar
grammar focused focused lesson so
lesson so listening, speaking,
listening, reading and writing
speaking, reading skills are not
and writing skills explicitly covered.
are not explicitly
covered.

129

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 105 (Listening 21) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES

Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping so
Use the pre-Listening lesson activity on p.114 in Teacher’s Book. Student’s that a more proficient pupil can help
Listening 1.1 Listening 1.1.6 Pupils discuss the picture in the bottom half of p.140 of the Book, p.140- and support a less proficient pupil.
Understand Understand Student’s Book. 141
meaning in a independently You can pause the track at selected
variety of familiar longer simple Lesson delivery Close-Up intervals to allow pupils to think and
contexts narratives on a This lesson focuses Activities A, B, C and D. See Teacher’s Teacher’s complete an activity.
range of familiar Book for detailed guidance. Book, p.114
Complementary topics For additional differentiation strategies,
Skill For Activity B, pupils close their books and listen to the teacher’s Student’s Book please refer to the provided list of
Complementary explanation of the content of Exam Close-up. The teacher’s Audio CD differentiation strategies and select
Listening 1.1 Skill explanation should be clear. Respond to all pupils’ questions appropriate strategy/strategies based
Understand before they return to the task. Then pupils can open their books on the needs of the pupils.
meaning in a Listening 1.1.4 and underline the key words in the Exam Task.
variety of familiar Understand
contexts independently Note that in Activity C pupils are asked to work with a partner and
longer sequences compare the words they underlined in Activity B.
of classroom
instructions Activities C and D focus on developing the main skill for this
lesson. Activity B provides an opportunity to practise the
complementary skill.

Post-lesson

Ask pupils to identify with their talk partner(s) at least one new
word or expression that they have learned in relation to the lesson
topic. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.

130

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK OR NON-TEXTBOOK BASED LESSON

WEEK: LESSON 106 (Revision 3 - Listening) MAIN SKILL FOCUS: Listening THEME: Teacher to select
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Teachers will need to develop their own lesson based on the needs For differentiation strategies,
Main Skill Main Skill of their pupils. Teacher to select please refer to the provided list of
differentiation strategies and select
This is a listening This is a listening Prepare materials to practise listening skills that need further appropriate strategy/ strategies
review lesson so review lesson so consolidation and/or use listening activities from previous units that based on the needs of the pupils.
teacher to choose teacher to choose pupils would benefit from practising again.
from the listening from the listening
learning learning standards
standards

131

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 107 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship for discussions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review education-related vocabulary from previous Book, p.141 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons and/or useful expressions for discussions. Alternatively, proficient pupil can help and
Communicate Explain own point of choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s support a less proficient pupil.
information, ideas, view pupils’ needs/interests and that will review language and/or Book, p.114-115
opinions and vocabulary and prepare the pupils for the lesson. Support can be given to less
feelings intelligibly Complementary proficient pupils during the
on familiar topics Skill Lesson delivery speaking tasks, depending on
This lesson focuses on Activities A, B, C and D. See Teacher’s their needs.
Complementary Reading 3.1.3 Book for detailed guidance. Note that time will need to be closely
Skill Guess the meaning monitored for Activities A, B and C in order to have sufficient time for For additional differentiation
of unfamiliar words Activity D. strategies, please refer to the
Reading 3.1 from clues provided provided list of differentiation
Understand a by other words and Activities A, C and D focus on developing the main skill for this strategies and select
variety of texts by by context on an lesson. Activity B provides an opportunity to practise the appropriate strategy/
using a range of increased range of complementary skill. strategies based on the
appropriate familiar topics needs of the pupils.
reading strategies Post-lesson
to construct Ask pupils to review their learning in this lesson by describing what
meaning they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.

132

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: LESSON 108 (Writing 21) MAIN SKILL FOCUS: Writing THEME: Teacher to select
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the main Teachers to select their For differentiation strategies,
and complementary learning standards in this lesson. The writing own materials please refer to the provided
Writing 4.2 Writing 4.2.3 lessons content in the textbook (p144-145) focuses on report writing list of differentiation strategies
Communicate Produce a plan or which is not part of Form 3 learning. and select appropriate
with appropriate draft of two strategy/strategies based on
language, form paragraphs or more the needs of the pupils.
and style and modify this
appropriately
independently

Complementary Complementary

Skill Skill

Writing 4.1 Writing 4.1.5
Communicate Organise, sequence
intelligibly through and develop ideas
print and digital within short texts on
media on familiar familiar topics
topics

133

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: LESSON 109 (Revision 4) MAIN SKILL FOCUS: Revision THEME: N/A
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision list of differentiation strategies
lesson so several lesson so several Relevant revision materials from the Student’s Book include: Review and select appropriate
skills will be skills will be 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
covered. covered. the needs of the pupils.

134

Secondary Form 3 Scheme of Work

SCHEME OF WORK: TEXTBOOK BASED LESSON

WEEK: LESSON 110 (Revision 5) MAIN SKILL FOCUS: Revision THEME: N/A
__ TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision list of differentiation strategies
lesson so several lesson so several Relevant revision materials from the Student’s Book include: Review and select appropriate
skills will be skills will be 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
covered. covered. the needs of the pupils.

135

Secondary Form 3 Scheme of Work

SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: __ LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Listening, Speaking, Reading THEME: Teacher to select
& 2) and Writing

TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Teachers to select Teachers to select Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
an appropriate an appropriate main topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies
complementary complementary skill and select appropriate
skill based on the based on the needs strategy/strategies based on
needs and and interest of the the needs of the pupils.
interest of the pupils,
pupils,

136



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