SOW FORM 5

OOK-BASED LESSON (UNIT 4)

eading THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to shopping, features of non-fiction texts,
advantages/disadvantages

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

y by playing a game. For English Download Support can be given to
nto small squares. Make Student’s Book, p44–45 less proficient pupils
On half the squares put a depending on their needs,
below). On the other half Teacher’s Book, p42 such as by providing a list
pupil a paper. Tell them to of the typical features
artner i.e. word and correct illustrated in the different
types of articles in Activity
r (someone looking 3 for them to find
eone who just can’t stop examples of.
centre selling different
ake oneself happier); For additional
ething at a good or low differentiation strategies,
k); price tag (a label with please refer to the
g at items in a shop but not provided list of
then collecting from the differentiation strategies
ms from a shop). and select appropriate
strategy/strategies based
on the needs of the pupils.

Activities 1 and 2 focus on

ity 3 focuses on
er’s Book for detailed
ntary skill, ask pupils to
opening up the question in
chieve the main skill, ask
from and what typical
strate.

57

New-Tech Magazine. A magazine introduc
(technological) gadgets on the market. Typ
personal, informal tone speaking directly to
questions, persuasive language, punctuati
exclamation marks used for emphasis, des
experience, a concluding paragraph summ
No Lessons Needed! An advertisement. T
persuasive language, punctuation such as
for emphasis, facts/information ordered wi
read, subheadings to make information ea
phrases rather than full sentences to get a
FAQs from the instruction manual/magazin
Typical features include: formal, imperson
italics and different colour from answer to
followed by an explanation.
To: Jimmy Sage
A personal email found on a computer, lap
features include: the subject of the email, i
contractions, talking directly to reader, nam
Post-lesson
Review the vocabulary introduced in the p
playing true or false. Read out a word/phra
definitions. Pupils decide whether the defin
They can use traffic light cards or just raise
the definition is correct.
Note: By the end of this unit, ensure that V
textbook are completed. These activities c
more manageable chunks, i.e. one or two
Choose which days to give homework dep
the lessons and pupils’ needs.

Secondary Form 5 Scheme of Work

cing and reviewing new
pical features include:
o the reader, rhetorical
ion such as ellipses and
scribing personal
ming up opinion.
Typical features include:
s exclamation marks used
ith bullet points so easy to
asier to read, use of
across main points.
ne/article about gTar, etc.
nal tone. A question first in
stand out, question

ptop, iPad, phone. Typical
informal friendly tone,
me signed off.

pre-lesson activity by
ase and one of the
nition is right or wrong.
e their hand if they think

Vocabulary sections in the
can be divided into smaller,
activities at a time.
pending on what best suits

58

WEEK: LESSON 30 (Reading 7) SCHEME OF WORK: TEXTBO
__ TOPIC: Shopping Therapy
MAIN SKILL(S) FOCUS: Re

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson by
Reading 3.1 Reading 3.1.1 the Extension Activity on p43, Teacher’s B
Understand a Understand the ready collect their ideas and discuss as a
variety of texts by main points in
using a range of extended texts on a Lesson delivery
appropriate wide range of
reading strategies familiar topics and This lesson focuses on Activities 4–6. A
to construct some unfamiliar developing the main skill. Activity 6 focuse
meaning topics complementary skill. Ask pupils to read thr
and work through Activities 4, 5 and 6. See
Complementary Complementary detailed guidance. For Activity 6, remind p
Skill Skill advertisement should reflect their target au
register for a younger audience but a more
Writing 4.2 Writing 4.2.4
Communicate Use formal and Post-lesson
with appropriate informal registers
language, form appropriate to the Pupils present their gadgets to the rest of
and style target audience in ask the class to think of questions to ask a
most familiar and in the form of two stars and a wish.
some unfamiliar
situations

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

eading THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Words/phrases related
to shopping and gadgets, multiple-choice questions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to discuss REFERENCES
Book (left column). When Support can be given to less
class. English Download proficient pupils depending on
Student’s Book, p44– their needs, such as by
helping them to locate the
45 relevant information in the
Teacher’s Book, p42– articles to answer the
questions. Mirror this process
43 for questions 1–3 and allow
pupils to attempt 4–7. If
Activity 4 focuses on necessary, narrow the
options for each question to
es on developing the two or three possible
rough the Download Box answers.
e the Teacher’s Book for
pupils that the tone of their Challenge fast finishers and
udience i.e. an informal more proficient pupils to write
e formal tone for adults. a more detailed
advertisement and/or a FAQs
the class. As they listen, article that could be part of an
and then give feedback i.e. instruction manual.

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

SCHEME OF WORK: TEXTBO

WEEK: LESSON 31 (Language Awareness 4) MAIN SKILL(S) FOCUS: La
__
TOPIC: Shopping Therapy CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Ask questions to pupils (or write questions
lesson so listening, speaking, responses using either the past perfect sim
listening, reading and writing continuous (sometimes called progressive
speaking, reading skills are not appropriate wait time and/or opportunities
and writing skills explicitly covered responses with talk partners. Alternatively,
are not explicitly reviews the uses of past perfect simple vs
covered
Lesson delivery

This lesson focuses on the past perfect
See the Teacher’s Book for detailed guida
have encountered the past perfect simple
4. For Activities 2 and 3, p47 give pupils th
and discuss their answers in small groups
responses. For Activity 4, ask pupils to com
individually. Monitor and use this opportun
competent in using the past perfect tenses
practice. When ready, move on to p49. Fo
pupils the opportunity to check and discus
groups before collecting responses. For A
complete the activity individually. Monitor a
to note who is competent in using the past
simple and who needs further practice. Yo
pupils to complete some of the activities a
the lesson is too short.

Post-lesson

Ask pupils to review their learning in this le
the Extension Activities on p44 or p46 in th

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

anguage Awareness THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: past perfect simple,
past perfect continuous, past simple

NE MATERIALS / DIFFERENTIATION STRATEGIES

s on the board) to elicit REFERENCES Organise talk partners or grouping
mple or past perfect so that a more proficient pupil can
e). Ensure pupils have English Download help and support a less proficient
to discuss their Student’s Book, pupil.
, play a game which
s past perfect continuous. p47, p49 Challenge more proficient pupils by
Teacher’s Book, asking them to write their own
p43–44, p45–46 sentences using the past perfect
simple and continuous.
t tenses p47 and p49.
ance. Note that pupils For additional differentiation
strategies, please refer to the
and continuous in Form provided list of differentiation
he opportunity to check strategies and select appropriate
s before collecting strategy/strategies based on the
mplete the activity needs of the pupils.
nity to note who is
s and who needs further
or Activities 2 and 3, give
ss their answers in small
Activity 4, ask pupils to
and use this opportunity
t perfect tenses vs past
ou may need to ask
as homework if time in

esson by doing one of
he Teacher’s Book.

60

WEEK: LESSON 32 (Listening 5) SCHEME OF WORK: TEXTBO
__ TOPIC: Shopping Therapy
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Listening 1.1 Listening 1.1.1 Choose an appropriate pre-lesson activity
Understand Understand needs/interests, which will review languag
meaning in a independently the and prepare the pupils for the lesson. For
variety of familiar main ideas in the difference’. Pupils work in pairs and ta
contexts extended texts on a then explain the differences between two p
wide range of
Complementary familiar topics and Lesson delivery
Skill some unfamiliar
topics This lesson focuses on Activities 1–3. A
Speaking 2.1 developing the complementary skill. Activi
Communicate Complementary developing the main skill. See the Teache
information, Skill guidance.
ideas, opinions
and feelings Speaking 2.1.1 Post-lesson
intelligibly on Explain information
familiar topics on familiar topics Ask pupils to work in pairs. Give one pupil
from diagrams, simple line drawing which they do not show
charts, tables, (each pair has the same picture of, for exa
graphs or other an animal, a park using shapes such as ci
visuals triangles). Ask the pupil to describe the pic
who will listen and try to draw the picture f
given. When ready pairs can swap roles. G
to describe.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

stening THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to shopping; questions.

NE MATERIALS / REFERENCES DIFFERENTIATION
STRATEGIES
that suits pupils’ English Download
ge and/or vocabulary Student’s Book, p50 Support can be given to
Teacher’s Book, p46–47 less proficient pupils
example, play ‘spot depending on their needs,
ake it in turns to spot ‘Spot the difference’ activities such as by reading the
pictures. can be sourced online. You audio text to them at a
could choose one with two slightly slower speed (see
Activities 1–2 focus on simple line drawings made up the audio text, p140–141
ity 3 focuses on of shapes such as squares, of the Teacher’s Book).
er’s Book for detailed triangles and circles. Pictures
can be abstract or of an Challenge more proficient
l from each pair a animal, house, park, etc. pupils by creating more
w to their partner (multiple-choice)
ample, a simple house, questions from the audio
ircles, squares and text. Use the audio script,
cture to their partner p140–141 in the
from the description Teacher’s Book, and
Give a second picture example listening papers
from B2 First to check the
difficulty level.

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.

61

WEEK: LESSON 33 (Speaking 6) SCHEME OF WORK: TEXTBO
__ TOPIC: Shopping Therapy
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.1 Speaking 2.1.2 Activate prior knowledge in the lesson’s to
Communicate Ask about and look at Activity 1. First let pupils work in pa
information, ideas, explain advantages ideas in small groups.
opinions and and disadvantages
feelings intelligibly of Lesson delivery
on familiar topics ideas
plans This lesson focuses on Activities 2–3 a
arrangements on developing the main skill. Activity 5 focu
complementary skill. Work through Activiti
Complementary Complementary Book for detailed guidance. In order to foc
Skill Skill skill, first ask pupils to work in pairs to ans
Activity 5 and formulate reasons for their o
Speaking 2.4 Speaking 2.4.1 pupils into groups to share their answers a
Communicate Explain the main possible, try to form groups where pupils’ o
appropriately to a points of an idea or bulleted points differ. Monitor carefully, foc
small or large argument explain their points of view clearly, but do
group on familiar note of any errors or any particularly succe
topics over these with the class afterwards.

Post-lesson

Choose one of the three bulleted points as
wrap up the lesson.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

peaking THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to making comparisons, contrasting advantages
and disadvantages

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
airs and then discuss their Support can be given to less
English Download proficient pupils depending on
Student’s Book, p51 their needs, such as by
Teacher’s Book, p47 providing them with cards
with the appropriate language
and 5. Activities 2–3 focus mirrored in Activity 2 and the
language of contrasting
uses on developing the advantages and
ies 2–3. See the Teacher’s disadvantages given in the
Language Bank so they can
cus on the complementary use these in their dialogue
without having to refer back
swer the questions in to the Student’s Book.

opinions. When ready, put For additional differentiation
strategies, please refer to the
and discuss their ideas. If provided list of differentiation
opinions on the three strategies and select
cusing on pupils’ ability to appropriate
strategy/strategies based on
not intervene. Make a the needs of the pupils.

essful responses and go

s a class discussion to

62

WEEK: LESSON 34 (Writing 6) SCHEME OF WORK: TEXTBO
__ TOPIC: Shopping Therapy
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.3 If you have sourced a range of articles from
Communicate Produce a plan or newspapers give out to pupils. In pairs or s
with appropriate draft and modify this use the articles to create a list of typical fe
language, form appropriately to source articles, ask pupils to think of the
and style independently magazines/newspapers that they have rea
list of typical features. When ready, elicit p
Complementary Complementary class list on the whiteboard. Read ‘Article:
Skill Skill attention’ as a class. Did you list all the ide

Speaking 2.4 Speaking 2.4.1 Lesson delivery
Communicate Explain the main
appropriately to a points of an idea or This lesson focuses on Activities 1–3. A
small or large argument developing the complementary and main s
group on familiar developing the complementary skill, exten
topics pupils to work in pairs to explain and answ
must be included in the article. Tell them to
answers. To fully focus on developing the
make a plan of the article for Activity 3. Th
ideas for each paragraph on a mind map.

Post-lesson

Share some of the rough drafts of the artic
to listen carefully. Do the articles express c
main points? Do the articles illustrate som
articles listed in the pre-lesson activity? A
respond with two stars and a wish i.e. two
well and one thing that could be improved.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

Writing THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Features of article
writing, asking the reader questions, using inclusive
language

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
m different magazines and English Download
small groups, ask pupils to Student’s Book, p52 Allow more proficient pupils to
eatures. If you are not able Teacher’s Book, p48 work on the activities
e articles from independently.
ad and to come up with a If possible, collect a Support can be given to less
pupils’ ideas and make a selection of different proficient pupils during
: Getting your readers’ articles from different Activities 1 and 2 by making
eas described? sources targeted at them teacher-led activities.
different audiences. i.e.
Activities 1–3 focus on an article from a Challenge more proficient
skill. To fully focus on teenage magazine, an pupils by asking them to use
nd Activity 3 by asking article from a their plan to write a rough
wer the three points that local/national draft of their article.
o discuss and justify their newspaper/an article
main skill, ask pairs to from a fashion For additional differentiation
hey can map out their main magazine/an article off strategies, please refer to the
the internet, etc. provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

cles as a class. Ask pupils
clear opinions on all three
me of the typical features of
At the end, ask the class to
things they think worked
.

63

WEEK: LESSON 35 (Writing 7) SCHEME OF WORK: TEXTBO
__ TOPIC: Shopping Therapy
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.1 Prepare an activity to revise punctuation. A
Communicate Punctuate written following punctuation marks on the board:
with appropriate work on a range of exclamation mark, colon, semi-colon, ellip
language, form text types with brackets). Ask pupils to work in pairs to de
and style reasonable each punctuation mark is used and to write
accuracy Tell early finishers that there are 14 punctu
Complementary altogether – can they list the other seven?
Skill
Complementary Lesson delivery
Reading 3.1 Skill
Understand a This lesson focuses on Activities 4–6. S
variety of texts by Reading 3.1.5 Book for detailed guidance. Activity 4 focu
using a range of Recognise complementary skill. Complete Activity 5 b
appropriate independently the Activity 6. Activity 6, with an extension acti
reading strategies attitude or opinion developing the main skill. Remind pupils t
to construct of the writer in audience is other teenagers so their article
meaning extended texts on a appropriately informal and inclusive tone. T
wide range of particular on the accuracy of their punctua
familiar topics and include at least three punctuation marks fr
some unfamiliar whiteboard. Monitor carefully, focusing on
topics punctuation, but do not intervene. Make a
any particularly successful responses and
class afterwards.
If possible, monitor the rough draft of each
limited, then monitor those pupils who nee
necessary, allow pupils to complete the fin
for homework.

Post-lesson

Ask pupils to review their learning in this le
an exit card: ‘what went well in your writing
would have been even better if…’ Collect t

them for planning subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 4)

Writing THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: Features of article writing,
asking the reader questions, using inclusive language

NE MATERIALS / DIFFERENTIATION
STRATEGIES
Alternatively, write the REFERENCES
: ! : ; … — - () (i.e. an Allow less proficient pupils to
psis, dash, hyphen and English Download write shorter paragraphs. If
evise a rule for when Student’s Book, p52 necessary, give them the
e a sample sentence. Teacher’s Book, p48- opening sentence to each
uation marks paragraph. Monitor to check that
? 49 they are using the appropriate
tone for the target audience and
See the Teacher’s including rhetorical questions
uses on developing the (see Language Bank) to make
before moving onto their articles more interesting.
ivity, focuses on
that the target Challenge more proficient pupils
e should use an by asking them to write a more
Tell pupils to focus in detailed article describing
ation. Ask pupils to teenagers’ favourite form of
rom the seven on the relaxation and giving opinions
why this form of relaxation is so
pupils’ use of popular. Tell them to use 200–
note of any errors or 250 words.
d go over these with the
Challenge more proficient pupils
h pupil. If time is by asking them to use five or six
ed the most help. If of the seven punctuation marks
nal draft of their articles from the whiteboard.

esson by completing For additional differentiation
g?’ and ‘your writing strategies, please refer to the
the cards and use provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

64

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 36 (Literature in Action 4) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in Teachers should ensure that their lesson c
Action 5.1. Action 5.1.2 Action Content and Learning Standard spe
Engage with, Compare and .
respond to and contrast the way in
interpret a variety which different
of literary text literary extracts
types treat the same
theme

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 4)

ature in Action THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
ing materials from the REFERENCES STRATEGIES
Teacher to select
covers the Literature in For differentiation strategies,
ecified for this lesson. please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

65

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 37 (Revision 4) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over pu
main skill and skill and
their work from the previous lesson.
complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 5 Scheme of Work

NON-TEXTBOOK LESSON (UNIT 4)

eacher to select THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
upils’ writing and improve English Download please refer to the provided
list of differentiation strategies
or other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

66

WEEK:Unit 5 SCHEME OF WORK: TEXTBO
__
LESSON 38 (Reading 8) MAIN SKILL(S) FOCUS: Re
TOPIC: The Environment
CROSS-CURRICULAR ELE
Environmental Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Reading 3.2 Reading 3.2.1 Activate prior knowledge in this lesson by
Explore and Read a variety of pairs and complete Activities 1 and 2. See
expand ideas for suitable print and guidance.
personal digital texts to
development by investigate and Lesson delivery
reading analyse global
independently and issues This lesson focuses on Activities 3–5. A
widely developing the main skill. Activity 5 focuse
complementary skill. See Teacher’s Book
Complementary Complementary
Remember that, as per definition in the glo
Skill Skill to guess the meaning of words or simple p

Reading 3.1 Reading 3.1.3 Post-lesson
Understand a Guess the meaning
variety of texts by of unfamiliar words Allow pupils to work in pairs to do the envi
using a range of from clues provided Student’s Book. When ready, go through t
appropriate by other words and particularly surprised by any of the answer
reading strategies by context on a 2 discussing the causes for pollution.
to construct wide range of
meaning familiar topics and Note: By the end of this unit, ensure that V
some unfamiliar textbook are completed. These activities c
topics more manageable chunks, i.e. one or two
Choose which days to give homework dep
the lessons and pupils’ needs.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

eading THEME: Health and Environment

EMENT(S): LANGUAGE/GRAMMAR FOCUS: Words/phrases
y. related to the environment/listening and reading for
gist/multiple matching

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work in REFERENCES
e Teacher’s Book for Support can be given to
English Download less proficient pupils
Student’s Book, p58–59 depending on their needs,
Teacher’s Book, p55–56 such as by helping them to
locate the relevant
Activities 3 and 4 focus on information in the articles
es on developing the to answer the questions.
Mirror this process for
for guidance. questions 1–5 and allow
ossary, pupils re expected pupils to attempt 6–10.
phrases in 3.1.3.
Challenge more proficient
ironmental quiz, p57 of the pupils by asking them to
the answers. Were they look at Activity 6 and come
rs? If time, go onto Activity up with a detailed plan of
the environmental issues
Vocabulary sections in the they wish to tackle.
can be divided into smaller,
activities at a time. For additional
pending on what best suits differentiation strategies,
please refer to the
provided list of
differentiation strategies
and select appropriate
strategy/strategies based
on the needs of the pupils.

67

SCHEME OF WORK: TEXTBO

WEEK: LESSON 39 (Language Awareness 5) MAIN SKILL(S) FOCUS: La
__
TOPIC: The Environment CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Play a game to review future tenses. Alter
lesson so listening, speaking, discuss their future plans either the immed
listening, reading and writing weekend or more distant future i.e. college
speaking, reading skills are not
and writing skills explicitly covered Lesson delivery
are not explicitly This lesson focuses on Activities 1–3, p
covered activities focus on the future simple and fu
continuous. See the Teacher’s Book for de
pupils have encountered the future simple
and 3, p61 give pupils the opportunity to c
answers in small groups before collecting
move on to p63. For Activities 2 and 3, giv
check and discuss their answers in small g
responses. For Activity 4, ask pupils to com
individually. Monitor and use this opportun
competent in using the future tenses and w
practice. You may need to ask pupils to co
activities as homework if time in the lesson

Post-lesson

Choose a post-lesson that summarises pu
example, put on the whiteboard: ‘By the tim
an example such as ‘By the time I’m thirty,
novel.’ Ask pupils to complete the sentenc

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

anguage Awareness THEME: Health and Environment

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Future simple, future
perfect simple and future perfect continuous

INE MATERIALS / DIFFERENTIATION STRATEGIES

rnatively, ask pupils to REFERENCES Organise talk partners or grouping
diate future i.e. the so that a more proficient pupil can
e/career etc. English help and support a less proficient
pupil.
Download
Student’s Book, Challenge more proficient pupils by
asking them to write their own
p61, p63 sentences using the future perfect
Teacher’s Book, simple and continuous.
p57, p59
For additional differentiation
p61 and 1–4, p63. These strategies, please refer to the
uture perfect simple and provided list of differentiation
etailed guidance. Note that strategies and select appropriate
e in Form 4. For Activities 2 strategy/strategies based on the
check and discuss their needs of the pupils.
responses. When ready,
ve pupils the opportunity to
groups before collecting
mplete the activity
nity to note who is
who needs further
omplete some of the
n is too short.

upils’ learning. For
me I’m thirty…’ and mirror
, I will have written my first

ce with their own ideas.

68

WEEK: LESSON 40 (Listening 6) SCHEME OF WORK: TEXTBO
__ TOPIC: The Environment
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Listening 1.1 Listening 1.1.1 Activate prior knowledge in this lesson by
Understand Understand the Malaysian National Parks. Ask pupils w
meaning in a independently the created? i.e. to protect indigenous flora an
variety of familiar main ideas in fauna to thrive naturally without interferenc
contexts extended texts on a the natural beauty of an area to enjoy etc.
wide range of
Complementary familiar topics and Lesson delivery
Skill some unfamiliar
topics This lesson focuses on Activities 1–3. A
Speaking 2.1 focuses on developing the complementary
Communicate Complementary focus on developing the main skill. See the
information, Skill detailed guidance. To fully focus on the co
ideas, opinions pupils to complete Activity 1 and then in pa
and feelings Speaking 2.1.1 and what its relevance to a special wildlife
intelligibly on Explain information 1 is of a pond where pond skater, water sn
familiar topics on familiar topics water beetles, water boatmen, dragonfly la
from diagrams, small fishes can flourish. Pupils can study
charts, tables, amphibians/insects that live close to water
graphs or other and work through Activities 2 and 3.
visuals
Post-lesson

Ask pupils to use the ideas in Activity 1 or
specifically relevant to their local area of M
own wildlife garden to encourage the local
When they are ready, ask pupils to explain

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

stening THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Using questions to
learn information about what pupils will hear

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to name all REFERENCES
why are National Parks Support can be given to less
nd fauna, to allow flora and English Download proficient pupils depending on
ce from humans, to protect Student’s Book, p64 their needs, such as by
. Teacher’s Book, p59- reading the audio text to them
at a slightly slower speed
60 (see the audio text, p141 of
the Teacher’s Book).
Activity 1 with an extension
Challenge more proficient
y skill. Activities 2 and 3 pupils by creating more
e Teacher’s Book for (multiple-choice) questions
omplementary skill, ask from the audio text. Use the
airs discuss each picture audio script, p141 in the
e area could be i.e. picture Teacher’s Book, and example
nails, leeches, worms, listening papers from B2 First
arvae, frogs, newts and sample papers to check the
the pond life and the difficulty level that you should
r. Read the Download Box set the questions at.

ideas that are more For additional differentiation
Malaysia to design their strategies, please refer to the
l flora and fauna to thrive. provided list of differentiation
n their ideas to a partner. strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

69

WEEK: LESSON 41 (Listening 7) SCHEME OF WORK: NON-TEXTB
__ TOPIC: The Environment
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Listening 1.1 Listening 1.1.6 Choose an appropriate pre-lesson activity
Understand Understand needs/interests and that will review langua
meaning in a independently prepare the pupils for the lesson.
variety of familiar longer more
contexts complex narratives Lesson delivery
on a wide range of This lesson focuses on a listening activ
familiar topics and the main activity, source an audio of an ex
some unfamiliar suitable level for your pupils. If you are una
topics read aloud a suitable extract from an unfam
to expose pupils to different accents you m
Complementary Complementary teacher to record themselves reading the e
link the complementary skill with the main
Skill Skill pupils to ask/explain advantages or disadv
listening text.
Speaking 2.1 Speaking 2.1.2
Communicate Ask about and Post-lesson
information, ideas, explain advantages
opinions and and disadvantages Ask pupils to review their learning in this le
feelings intelligibly of exit card: ‘what they were able to do well in
on familiar topics ideas they found particularly challenging about th
plans cards and use them for planning subseque
arrangements

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 5)

stening THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

that suits pupils’ A listening activity For differentiation strategies,
age and/or vocabulary and sourced by teachers. please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

vity. In order to focus on
xtract from a narrative at a
able to find an audio, then
miliar fiction book. In order
might want to ask another
extract. Teachers should

listening activity by asking
vantages related to the

esson by completing an
n the activities?’ and ‘what
he activities?’ Collect the

ent lessons.

70

WEEK: LESSON 42 (Speaking 7) SCHEME OF WORK: TEXTBO
__ TOPIC: The Environment
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.3 Speaking 2.3.1 Activate pupils’ prior knowledge in the less
Use appropriate Keep interaction to complete Activity 1 in pairs. When ready
communication going in discourse- and discuss as a class.
strategies level exchanges by
paraphrasing and Lesson delivery
Complementary rephrasing
Skill appropriately This lesson focuses on Activities 2–3. A
developing the main skill and the complem
Speaking 2.4 Complementary Activity 3 is the kind of speaking activity us
Communicate Skill examinations. Candidates are tested on th
appropriately to a interaction going by paraphrasing and reph
small or large Speaking 2.4.1 partner has said and adding their own idea
group on familiar Explain the main language from the Language Bank as a st
topics points of an idea or the examples so that they are paraphrasin
argument other’s ideas before adding their own. Mirr
you think………….? Is that right? That’s go
better to…….’ At the end of the activity, as
partner and take it in turns to say which tw
council should choose and to explain why
best two ideas. Monitor and help with phra
vocabulary if necessary but do not interrup
attention to pupils’ ability to paraphrase/re
discussion flowing. Make a note of any mis
over with the class afterwards.

Post-lesson

Have a class discussion. Talk about the ad
disadvantages of each of the ideas, and th
which of the two ideas would work best. D
solutions of their own to the litter problem?

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

peaking THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to asking and giving an opinion

INE MATERIALS / DIFFERENTIATION
STRATEGIES
son’s topic by asking them REFERENCES
y, collect their answers Support can be given to less
English Download proficient pupils depending on
Student’s Book, p65 their needs, such as by
Teacher’s Book, p60- providing them with cards
with the appropriate language
61 from the Language Bank or
relevant phrases such as
Activities 2–3 focus on ‘Yes, that’s an excellent idea
but what if…’ or ‘I agree with
mentary skill. Explain that you that….is a good idea and
sed in B2 First also…’ so they can use these
in their dialogue without
heir ability to keep having to refer back to the
hrasing what their talking Student’s Book.
as. Tell pupils to use the
tarting point but to extend For additional differentiation
strategies, please refer to the
ng and rephrasing each provided list of differentiation
ror how to do this. i.e. ‘So strategies and select
ood but I think it would be appropriate
sk pupils to find a new strategy/strategies based on
the needs of the pupils.
wo ideas they think the
they chose those as the
ases/grammar and
pt fluency. Pay special

ephrase and keep the
stakes or successes to go

dvantages and
hen take a class vote on
Do they have any other
?

71

WEEK: LESSON 43 (Writing 8) SCHEME OF WORK: TEXTBO
__ TOPIC: The Environment
MAIN SKILL(S) FOCUS: Writing

CROSS-CURRICULAR ELEMENT(S
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.1 Writing 4.1.2 Activate prior knowledge in the lesson’s topic
Communicate Explain opening lines. What makes an opening line of
intelligibly through advantages and Write a good opening line to an essay titled ‘A
print and digital disadvantages of When ready collect pupils’ ideas and opening
media on familiar i) ideas introduction.’ Did they come up with all the sa
topics ii)plans or have which is not in the book is asking a rheto
iii)arrangements
Complementary Lesson delivery
Skill Complementary
Skill This lesson focuses on Activities 1–3. Acti
Writing 4.2 developing the complementary and the main s
Communicate Writing 4.2.1 the Teacher’s Book for detailed guidance. Afte
with appropriate Punctuate controversial statements about the environme
language, form written work on a locally or nationally i.e. Cars should be banne
and style range of text stay closed two days a week/To help the envi
types with people should go on holiday in their own coun
reasonable eat less meat and more vegetables/People sh
accuracy only when in season. Ask pupils to work in pa
statements and decide what their opinion is. A
opening paragraph. When they are happy with
to write a paragraph either describing all the a
statement, depending on their opinion. Tell pu
punctuation and fluency of ideas. Monitor and
pay special attention to cohesion and punctua
and give peer feedback in the form of two star
mistakes or successes to go over with the cla

Post-lesson

Ask volunteers to read out their favourite open
give feedback. Vote for the class’s favourite o

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

THEME: Health and Environment

S): ):Environmental LANGUAGE/GRAMMAR FOCUS: Words/phrases related to the
environment, describing food, producing food, growing food,
connectives, introducing examples

OUTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
by asking pupils to think about REFERENCES
f a discussion a good, strong opening? Allow more proficient
All plastic bottles should be banned’. English Download pupils to work on the
g lines. Read ‘Essay: Writing a strong Student’s Book, activities independently.
ame ideas? One good idea pupils may Support can be given to
orical question. p66 less proficient pupils
Teacher’s Book, during Activities 1–3 by
ivities 1–3 (with an extension) focus on making them teacher-led
skill. Work through Activities 1–3. See p61 activities. For the
er completing Activity 3, write a list of extension to Activity 3
ent on the whiteboard that are relevant allow pupils to work in
ed from all city centres/Shops should pairs and come up with
ironment and national economy, one good opening line.
ntry rather than abroad/People should
hould only eat locally-sourced food and Challenge more
airs and to choose one of the proficient pupils by
Ask them to write a good strong asking them to complete
h their opening paragraph, ask pupils the opening paragraphs
advantages or disadvantages of the for another statement or
upils to focus carefully on their by writing opening
d help with wording if necessary and paragraphs for the same
ation. If time allows, pupils can swap statement but with the
rs and a wish. Make a note of any opposite point of view.
ass afterwards.
For additional
ning paragraphs and get the class to differentiation strategies,
opening paragraph. please refer to the
provided list of
differentiation strategies
and select appropriate
strategy/strategies based
on the needs of the
pupils.

72

WEEK: LESSON 44 (Writing 9) SCHEME OF WORK: TEXTBO
__ TOPIC: The Environment
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4.1 Writing 4.1.5 Activate prior knowledge in the lesson’s to
Communicate Organise, sequence discuss the Extension Activity on p62 of th
intelligibly through and develop ideas ready, collect answers as a class.
print and digital within a text of
media on familiar several paragraphs Lesson delivery
topics on familiar topics
and some unfamiliar This lesson focuses on Activities 4–6. A
Complementary topics developing the complementary skill. Activi
Skill developing the main skill. Work your way t
Complementary the Teacher’s Book for detailed guidance.
Reading 3.1 Skill If possible, monitor the rough draft of each
Understand a then monitor those pupils who need the m
variety of texts by Reading 3.1.1 allow pupils to complete the final draft of th
using a range of Understand the
appropriate main points in Post-lesson
reading strategies extended texts on a
to construct wide range of Ask pupils to review their learning in this le
meaning familiar topics and exit card about the writing activities: ‘what
some unfamiliar in the activities?’ and ‘what they found par
topics the activities?’ Collect the cards and use th
subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 5)

Writing THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to the environment, describing food, producing
food, growing food, connectives, introducing examples

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
he Teacher’s Book. When Allow less proficient pupils to
English Download write shorter paragraphs. If
Student’s Book, p67 necessary, give them the
Teacher’s Book, p61– opening sentence to each
paragraph.
62
Monitor to check that they are
Activity 4 focuses on using the appropriate tone for
ities 5 and 6 focus on the target audience and
through Activities 4–6. See including the correct
punctuation as well as
h pupil. If time is limited, relevant vocabulary (see
most help. If necessary, Language Bank) to make
their essays more concise.
heir articles for homework.
Challenge more proficient
esson by completing an pupils by asking them to write
they were able to do well a more detailed essay about
rticularly challenging about growing your own food. Tell
hem for planning them to use 200–250 words.

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.

73

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 45 (Literature in Action 5) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in Teachers should ensure that their lesson c
Action 5.2 Action 5.2.1 Action Content and Learning Standard spe
Analyse and Evaluate and
evaluate a variety explain in detail
of literary text stylistic features an
types author uses to show
character, events or
place

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 5)

ature in Action THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
ing materials from the REFERENCES STRATEGIES
Teacher to select
covers the Literature in For differentiation strategies,
ecified for this lesson. please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

74

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 46 (Revision 5) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over pu
main skill and skill and
their work from the previous lesson.
complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 5 Scheme of Work

NON-TEXTBOOK LESSON (UNIT 5)

eacher to select THEME: Teacher to select

EMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
upils’ writing and improve English Download or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

75

WEEK:Unit 6 SCHEME OF WORK: TEXTBO
__
LESSON 47 (Reading 9) MAIN SKILL(S) FOCUS: Re
TOPIC: Crime
CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Reading 3.1 Reading 3.1.1 Activate prior knowledge in this lesson by
Understand a Understand the Activity 2 on p69 of the Student’s Book. As
variety of texts by main points in Tell them that one of the pictures is a big c
using a range of extended texts on a the answer explaining the vocabulary in te
appropriate wide range of (see Teacher’s Book).
reading strategies familiar topics and
to construct some unfamiliar Lesson delivery
meaning topics
This lesson focuses on Activities 2–4. A
Complementary Complementary developing the main skill and Activity 2 foc
Skill Skill complementary skill. Activity 4 is for practi
Reading 3.1 Reading 3.1.2 for detailed guidance.
Understand a Understand specific
variety of texts by details and For Activity 2, when pupils are ready, allow
using a range of information in answers in pairs before going through the
appropriate extended texts on a download box together and ask pupils to c
reading strategies wide range of
to construct familiar topics and Post-lesson
meaning some unfamiliar
topics Choose an appropriate post-lesson activity
introduced in the lesson. For example, if ti
the whiteboard. Divide the class into two. A
volunteer one crime word, i.e. ‘stealing’ an
on the board to describe the word. The cla
The half that guesses the word first gets th
choose a new volunteer.

Note: By the end of this unit, ensure that V
textbook are completed. These activities c
more manageable chunks, i.e. one or two
which days to give homework depending o
and pupils’ needs.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 6)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to crime/reading for gist multiple matching

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to look at REFERENCES
sk them to solve the mystery. For differentiation
clue. When ready go through English Download strategies, please refer to
erms of steps in photography Student’s Book, p69- the provided list of
differentiation strategies
71 and select appropriate
Teacher’s Book, p64- strategy/ strategies based
on the needs of the pupils.
66

Activity 2 focuses on

cuses on developing the
ice. See the Teacher’s Book

w them to discuss their
answers as a class. Read the
complete Activities 3 and 4.

y to revise the vocabulary
ime allows, play Pictionary on
Ask for a volunteer. Give the
nd ask them to draw a picture
ass have to guess the word.
he point. The volunteer can

Vocabulary sections in the
can be divided into smaller,
activities at a time. Choose
on what best suits the lessons

76

SCHEME OF WORK: TEXTBO

WEEK: LESSON 48 (Language Awareness 6) MAIN SKILL(S) FOCUS: La
__
TOPIC: Crime CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Play a game revising the use of modal ver
lesson so listening, speaking, each pupil a paper with a list of different ab
listening, reading and writing pupils to get up, walk around and talk to ea
speaking, reading skills are not put a different peer’s name against each o
and writing skills explicitly covered ready, ask pupils go back to their seats an
are not explicitly
covered Lesson delivery

This lesson focuses on modal verbs. Ac
p75. These activities focus on the different
the Teacher’s Book for detailed guidance.
encountered modal verbs in Form 4. For A
pupils the opportunity to check and discus
groups before collecting responses. For A
complete the activity individually. Monitor a
note who is competent in using modals of
requests, offers and suggestions and who
When ready, move on to p75. For Activity
opportunity to check and discuss their ans
before collecting responses. For Activity 3
the activity individually. Monitor and use th
is competent in using modals of obligation
possibility, deduction, advice and criticism
practice. You may need to ask pupils to co
activities as homework if time in the lesson

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, individually pupil
using the pairs in Activity 3. They then swa
must write the correct words in the gaps.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 6)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Modal verbs

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rbs. For example: Give
bilities (see materials). Tell English Download Organise talk partners or
ach other. They need to Student’s Book, p73, p75 grouping so that a more
of the abilities. When Teacher’s Book, p66–68 proficient pupil can help
nd collect their answers. and support a less
A can-do of 10–15 abilities proficient pupil.
ctivities 1–4 p73 and 1–3 listed on a piece of paper
t uses of modal verbs. See with space for the name to Challenge more proficient
Note that pupils have be filled in. One paper for pupils by asking them to
Activities 2 and 3, p73 give each pupil. write their own sentences
ss their answers in small For example: expressing ability,
Activity 4, ask pupils to ……. can speak three permission, a request, an
and use this opportunity to languages offer and a suggestion.
ability, permission, ……. can cook authentic
o needs further practice. Chinese food For additional
2, give pupils the ……. can touch their nose differentiation strategies,
swers in small groups with their tongue please refer to the
3, ask pupils to complete …….. can run a one and a provided list of
his opportunity to note who half kilometre in 6 minutes differentiation strategies
n, necessity, prohibition, and select appropriate
m and who needs further strategy/strategies based
omplete some of the on the needs of the pupils.
n is too short.

arises pupils’ learning in
ls write gapped sentences
ap with a partner who

77

WEEK: LESSON 49 (Listening 8) SCHEME OF WORK: TEXTBO
__ TOPIC: Crime
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Listening 1.1 Listening 1.1.3 Activate prior knowledge in this lesson by
Understand Recognise the Extension Activity on p69 of the Teach
meaning in a independently go over some of the vocabulary in Vocabu
variety of familiar attitudes or opinions Student’s Book to help pupils with the app
contexts in extended texts on
a wide range of Lesson delivery
familiar topics and
some unfamiliar This lesson focuses on Activities 1–3. A
topics developing the complementary skill. Activi
the main skill. See the Teacher’s Book for

Complementary Complementary Post-lesson
Skill Skill
Play a game such as word bingo or true/fa
Listening 1.2.1 Listening 1.2.1 words and phrases connected with crime i
Use appropriate Guess the meaning
listening of unfamiliar words
strategies in a from clues provided
variety of contexts by other words and
by context on a wide
range of familiar
topics and some
unfamiliar topics

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 6)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about feelings/opinions

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
y asking pupils to complete REFERENCES
her’s Book. You may need to Support can be given to less
ulary 2, Activity 1 p74 English Download proficient pupils depending on
propriate wording. Student’s Book, p76 their needs, such as by
Teacher’s Book, p69– reading the audio text to them

70 at a slightly slower speed
(see the audio text on p141–
142 of the Teacher’s Book).

Activities 1 and 2 focus on Challenge more proficient
ity 3 focuses on developing
detailed guidance. pupils by creating more

alse definitions to revise (multiple-choice) questions
introduced in the unit so far.
from the audio texts. Use the
audio script on p141–142 in
the Teacher’s Book and
example listening papers

from B2 First to check the

difficulty level that you should

set the questions at.

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

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 50 (Listening 9) MAIN SKILL(S) FOCUS: Lis
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity
Listening 1.1 Listening 1.1.3 needs/interests, which will review languag
Understand Recognise prepare the pupils for the lesson.
meaning in a independently
variety of familiar attitudes or opinions Lesson delivery
contexts in extended texts on
a wide range of This lesson focuses on a listening activ
Complementary familiar topics and listening activity, Part 1 Listening from Sam
Skill some unfamiliar following site https://www.cambridgeenglis
topics tests/first/preparation/ focuses on develop
Listening 1.1 complementary skills.
Understand Complementary
meaning in a Skill To focus on the main skill, read the Downl
variety of familiar Student’s Book. If possible, give out copie
contexts Listening 1.1.2 in two of the situations in the Listening aud
Understand text on p141–142 of the Teacher’s Book);
independently narrative texts on the whiteboard. Use one
specific information three options in the multiple-choice answe
and details in related to the narratives, but two options c
extended texts on a they are inaccurate.
wide range of
familiar topics Example
and some unfamiliar
topics Narrative 1: (font colour and style in the te
I’ve been in the police force for thirty years
some big changes in that time. There have
job, and nowadays there are definitely mo
and knives than in the past. But we’re bett
special equipment, so I generally feel prett
completely changed our job though. Wi
solve half the crimes we do now. And w
actually reduced the number of reports we
paperwork has thankfully decreased, leavi
criminals.

Secondary Form 5 Scheme of Work

NON-TEXTBOOK LESSON (UNIT 6)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases talking about feelings/opinions

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
that suits pupils’ English Download
ge and/or vocabulary and Student’s Book, p76 For differentiation strategies,
Teacher’s Book, p141– please refer to the provided
vity. A multiple-choice 142 list of differentiation strategies
mple Paper 2, from the and select appropriate
sh.org/exams-and- A Listening tas of strategy/strategies based on
ping the main and people talking in eight the needs of the pupils.
different situations. It is
load Box on p76 of the a multiple-choice
es of the narratives spoken activity. See Part 1
dio lesson 49 (see audio Listening from Sample
Paper 2 for activities or
otherwise show two use other sources or
e narrative to show how all teacher’s own
ers A, B and C are all materials.
can be ruled out because

ext match the options)

s and of course I’ve seen

e always been risks in the

ore people carrying guns
ter protected too, with
ty safe. Computers have
ithout them we wouldn’t
what’s nice is that they’ve

e have to write, so
ing us more time to catch

79

A: It’s more dangerous than the past (No)
B: Technology plays an important part
C: Paperwork takes too long (No)
Allow pupils to work on the other narrative
information relevant for each option: A, B o
underline the information which rules out t
collect pupils’ answers. Explain that they a
people speaking in eight more situations. P
Listening from Sample Paper 2. Pupil answ
questions.
Post-lesson
Review the vocabulary introduced in the le
false. Read out a word/phrase and one of
decide whether the definition is right or wro
light cards or just raise their hand if they th
correct.

Secondary Form 5 Scheme of Work

(Yes)
e text. Ask them to find the
or C. Then ask them to
two options. When ready,
are going to listen to
Play the audio from Part 1
wer the multiple choice
esson by playing true or

the definitions. Pupils
ong. They can use traffic
hink the definition is

80

WEEK: LESSON 51 (Speaking 8) SCHEME OF WORK: TEXTBO
__ TOPIC: Crime
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Speaking 2.1 Speaking 2.1.1 Activate prior knowledge in the lesson’s to
Communicate Explain information complete Activity 1 in pairs. When ready c
information, ideas, on familiar topics open up the discussion as a whole class. S
opinions and from diagrams, for detailed guidance.
feelings intelligibly charts, tables,
on familiar topics graphs or other Lesson delivery
visuals
This lesson focuses on Activities 2–4. A
Complementary Complementary developing the main skill. Activity 4 focuse
complementary skill. Work through Activiti
Skill Skill Teacher’s Book for detailed guidance. You
Box as a class but point out to pupils that i
Speaking 2.1 Speaking 2.1.5 pupils do not have two pictures to look at a
Communicate Explain and justify First exam – they have a text or verbal pro
information, ideas, own feelings or
opinions and those of others To fully focus on the complementary skill i
feelings intelligibly discussion to the class at the end of Activi
on familiar topics with a new partner. Ask pupils to explain a
about the three questions asked in Activity

Post-lesson

Ask pupils to review their learning in this le
identify with their talk partner(s) at least th
expressions that they have learned in rela
When pupils are ready, collect and share w
whole class

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 6)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to crime and crime prevention, expressing
uncertainty

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
collect pupils’ ideas and Support can be given to less
See the Teacher’s Book English Download proficient pupils depending on
Student’s Book, p77 their needs, such as by
Teacher’s Book, p70– providing them with cards
with the appropriate language
71 from the Language Bank or
relevant phrases such as
Activities 2–3 focus on ‘Yes, that’s an excellent idea
es on developing the but what if…’ or ‘I agree with
ies 2, 3 and 4. See the you that….is a good idea and
u can read the Download also…’ so they can use these
in their end-of-year exam in their dialogue without
and compare as in the B2 having to refer back to the
ompt to discuss. Student’s Book.

instead of opening up the For additional differentiation
ity 4, ask pupils to work strategies, please refer to the
and justify their opinions provided list of differentiation
y 4. strategies and select
appropriate
esson by getting them to strategy/strategies based on
hree new words or the needs of the pupils.
ation to the topic of crime.
words/expressions as a

81

WEEK: LESSON 52 (Writing 10) SCHEME OF WORK: TEXTBO
__ TOPIC: Crime
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Main Skill Main Skill Pre-lesson

Writing 4. 1 Writing 4.1.1 Activate prior knowledge in the lesson’s topic b
Communicate Explain and decide what information should come in the fina
intelligibly evaluate an argument giving one point of view as oppose
through print and both sides of an argument). When ready, collec
digital media on (i) visual ‘Essay: Writing good conclusions’ on p78 of the
familiar topics (ii) read
(iii) heard Lesson delivery
Complementary information
Skill This lesson focuses on Activities 1–4. Activi
Complementary developing the complementary skill. Activities 3
Speaking 2.1.4 Skill developing the main skill. Work through Activit
Communicate detailed guidance. In order to focus on the com
information, Speaking 2.1.4 discuss the three stated opinions in Activity 1 a
ideas, opinions Explain and pupils to answer whether they think it is a good
and feelings justify the point and justify their opinions using the notes given.
intelligibly on of view of would write if set this task and justify their opini
familiar topics classmates or main skill. See the Teacher’s Book for detailed
others
For example:

 First paragraph introducing the topic
 Each new paragraph describes a new poin
 Final paragraph summarises the main poin

the future
 The tone is impersonal and formal
 Comparative connectives – used to compa
 Giving other opinions and showing they are

Post-lesson

Have a class discussion on a topic which is bot
Why do they think there is less crime in Malays
teenagers in Malaysia do the same things as te

Secondary Form 5 Scheme of Work