SOW FORM 5

Make a note of any mistakes
the end of the activity.
h pupil. If time is limited, then
help. If necessary, allow
etter for homework.
arises pupils’ learning in this
their learning in this lesson
ng activities: ‘what they were
t they found particularly
he cards and use them for

107

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 75 (Literature in Action 8) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD Teachers will develop their own lesson usi
Main Skill Main Skill Literature Component books.

Literature in Literature in Teachers should ensure that their lesson c
Action 5.3 Action 5.3.1 Action Content and Learning Standard spe
Express an Respond
imaginative imaginatively and Note: this is the final Literature in Action le
response to intelligibly through
literary texts live performance of
stage plays

Other imaginative
responses as
appropriate

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 8)

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
esson. list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

108

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 76 (Revision 8) 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 8)

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.

109

WEEK:Unit 9 SCHEME OF WORK: TEXTBO
__
LESSON 77 (Reading 13) MAIN SKILL(S) FOCUS: Re
TOPIC: Getting Away
CROSS-CURRICULAR ELE

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

Reading 3.1 Reading 3.1.2 Activate prior knowledge in this les
Understand a variety Understand specific discuss Activity 1, p109. Allow pupi
of texts by using a details and information pairs before opening up the discuss
range of appropriate in extended texts on a which country the most pupils woul
reading strategies wide range of familiar
to construct meaning topics and some Lesson delivery
unfamiliar topics
Complementary This lesson focuses on Activities
Skill Complementary Skill on developing the complementary s
on developing the main skill. Work
Reading 3.1 Reading 3.1.5 See the Teacher’s Book for detaile
Understand a variety Recognise
of texts by using a independently the Post-lesson
range of appropriate attitude or opinion of
reading strategies the writer in extended Choose a post-lesson activity that s
to construct meaning texts on a wide range learning in this lesson. For example
of familiar topics and the Let’s talk about it! box in the Te
some unfamiliar topics
Note: By the end of this unit, ensur
in the textbook are completed. The
divided into smaller, more managea
two activities at a time. Choose whi
depending on what best suits the le

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel, scanning texts

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
son by asking pupils to REFERENCES
ils to discuss their ideas in Support can be given to
sion as a class to find out English Download less proficient pupils
ld like to visit. Student’s Book, p109–111 depending on their needs,
Teacher’s Book, p98-99 such as by helping them to
locate the relevant
s 1–4. Activity 1 focuses information in the article to
answer the questions.
skill. Activities 2–3 focus Mirror this process for
through Activities 1–4. questions 1–3 and allow
ed guidance. pupils to attempt 4–10
independently.
summarises pupils’
e, discuss the questions in For additional
eacher’s Book, p98. differentiation strategies,
please refer to the
re that Vocabulary sections provided list of
ese activities can be differentiation strategies
able chunks, i.e. one or and select appropriate
ich days to give homework strategy/strategies based
essons and pupils’ needs. on the needs of the pupils.

110

WEEK: LESSON 78 (Reading 14) SCHEME OF WORK: TEXTBO
__ TOPIC: Getting Away
MAIN SKILL(S) FOCUS: Re

CROSS-CURRICULAR ELE

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

Reading 3.1 Reading 3.1.4 Activate prior knowledge in this lesson by
Understand a Use independently Activity 1, p112 in pairs. When ready, colle
variety of texts by a range of familiar which of the holiday activities they would m
using a range of print and digital
appropriate resources and Lesson delivery
reading strategies some unfamiliar
to construct resources to check This lesson focuses on Activities 5–6 a
meaning meaning and Activities 2–4. Activity 6 focuses on deve
extend skill. Activity 5, p111 and Activities 2–4, p1
understanding the main skill. In order to fully focus on the
pupils to complete Activity 6, paying partic
Complementary Complementary punctuation. Before pupils start writing, qu
relevant punctuation such as the colon wh
Skill Skill E.G.

Writing 4.2.1 Writing 4.2.1 Cost: £199 per week. Included in the price
Communicate Punctuate written evening meals, all drinks, two local tours.
with appropriate work on a range of
language, form text types with Monitor and help with vocabulary and pun
and style reasonable do not interrupt fluency. Set a time limit so
accuracy cover the main skill.

Allow pupils access to dictionaries and/or
through Activity 5, p111 and Activities 2–4
meaning of words or phrases when neces
Book for detailed guidance.

Post-lesson
Ask pupils to review their learning in this le
work in pairs and identify at least three new
they have learned in relation to the topic o
are ready, collect and share words/expres

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to complete REFERENCES
ect pupils’ answers. Ask For differentiation strategies,
most like to do. English Download please refer to the provided
Student’s Book, p111– list of differentiation strategies
and select appropriate
112 strategy/strategies based on
Teacher’s Book, p99– the needs of the pupils

100

and Vocabulary 1
eloping the complementary
112 focus on developing
e complementary skill, ask
cular attention to
uickly recap on the use of
hen giving information,

e: a single room, breakfast,

nctuation if necessary but
o there is enough time to

digital resources. Work

4 allowing pupils to check
ssary. See the Teacher’s

esson by getting them to
w words or phrases that
of holidays. When pupils
ssions as a whole class.

111

SCHEME OF WORK: TEXTBO

WEEK: LESSON 79 (Language Awareness 9) MAIN SKILL(S) FOCUS: La
__
TOPIC: Getting Away CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Devise an activity or play a game to demo
lesson so listening, speaking, between ‘make someone do something’ an
listening, reading and writing something’. Alternatively, write the two form
speaking, reading skills are not pupils to explain the difference.
and writing skills explicitly covered
are not explicitly Lesson delivery
covered
This lesson focuses on gerunds and in
comparison of adjectives and adverbs.
1–4 p115. These activities focus on the dif
voice. See the Teacher’s Book for detailed
and 3, p113 give pupils the opportunity to
answers in small groups before collecting
discussions and use the opportunity to not
using the gerunds or infinitives and who ne
When ready, move on to p115. For Activiti
opportunity to check and discuss their ans
before collecting responses. For Activity 4
the activity individually. Monitor and use th
is competent in using adjectives and adve
who needs further practice. You may need
some of the activities as homework if time

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, ask pupils to wri
adjectives and adverbs of comparison to d
holiday experiences.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Gerunds and infinitives;
make and let; comparison of adjectives and adverbs

INE MATERIALS / DIFFERENTIATION
STRATEGIES
onstrate the difference REFERENCES
nd ‘let someone do Organise talk partners or
ms on the board and ask English Download grouping so that a more
Student’s Book, p113, proficient pupil can help and
nfinitives; make and let; support a less proficient pupil.
Activities 1–3, p113 and p115
fferent uses of the passive Teacher’s Book, p100– Challenge more proficient
pupils by asking them to write
d guidance. For Activities 2 102 two comparative and two
check and discuss their superlative sentences about
responses. Monitor the holiday destinations in
te who is competent in Malaysia. For example: The
eeds further practice. beaches around the
ies 2 and 3, give pupils the Perhentian Island is more
swers in small groups popular with tourists than
4, ask pupils to complete Morib beach.
his opportunity to note who
erbs of comparison and For additional differentiation
d to ask pupils to complete strategies, please refer to the
e in the lesson is too short. provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

arises pupils’ learning in
ite sentences using
describe their own past

112

WEEK: LESSON 80 (Listening 12) SCHEME OF WORK: TEXTBO
__ TOPIC: Getting Away
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.2 Listening 1.2.1 Activate prior knowledge in this lesson by
Use appropriate Guess the meaning idea of a holiday camp? Have any of them
listening of unfamiliar words camps during school holidays? Do they th
strategies in a from clues provided children during school holidays are a good
variety of contexts by other words and about holiday camps for families? What ar
by context on a wide holiday camps?
Complementary range of familiar
Skill topics and some Lesson delivery
unfamiliar topics
Listening 1.1 This lesson focuses on Activities 1–4. A
Understand Complementary developing the main skill. Activity 4 focuse
meaning in a Skill complementary skill. Work through Activiti
variety of familiar Book for detailed guidance.
contexts Listening 1.1.2
Understand Post-lesson
independently
specific information Play a game such as word bingo or true/fa
and details in words and phrases connected with the me
extended texts on a so far.
wide range of
familiar topics
and some unfamiliar
topics

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with holidays, note taking, using
words heard to complete notes

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils: what is their REFERENCES
m been to summer holiday Support can be given to less
hink holiday camps for English Download proficient pupils depending on
d thing? What do they think Student’s Book, p116 their needs, such as by
re the pros and cons of Teacher’s Book, p103 reading the audio text to them
at a slightly slower speed
Activities 1–4 focus on (see the audio text, p144–145
of the Teacher’s Book).
es on developing the
ies 1–4. See the Teacher’s Challenge more proficient
pupils by finding challenging
alse definitions to revise words in the audio text and
edia introduced in the unit listing them on the
whiteboard. Ask pupils to
listen out for the words and
try to guess the meaning by
the clues provided by the
context the words are in.

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.

113

WEEK: LESSON 81 (Listening 13) SCHEME OF WORK: NON-TEXTB
__ TOPIC: Teacher to select
MAIN SKILL(S) FOCUS: Lis

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 1.1.6 needs/interests, which will review languag
Understand Understand prepare the pupils for the lesson.
meaning in a independently
variety of familiar longer more Lesson delivery
contexts complex narratives
on a wide range of This lesson focuses on a listening activ
Complementary familiar topics and from Sample Paper 1 about spectacled be
Skill some unfamiliar
topics https://www.cambridgeenglish.org/exams-
Speaking 1.3
Recognise Complementary In order to focus on the complementary sk
features of Skill the audio text with gaps. Ask pupils to wor
spoken genres on text. For each gap decide what information
familiar topics Speaking 1.3.1 word is missing i.e. a noun, adjective, verb
Recognise with little examples of the missing words. Monitor an
or no support typical struggling by mirroring how to decide what
features at word, When ready, collect pupils’ ideas. To focus
sentence and text the audio and ask pupils to complete the g
levels of a range of without stopping. At this stage you may wa
spoken genres independently so you can monitor and use
competent at listening tasks and who need

Post-lesson

Choose an appropriate post-lesson activity
activities and suits pupils’ needs/interests.

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 9)

stening THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
that suits pupils’
ge and/or vocabulary and A gap-fill Listening task For differentiation strategies,
of a woman talking please refer to the provided
vity. See Part 2, Listening about spectacled list of differentiation strategies
ears from the following site: bears. See Part 2 and select appropriate
-and-tests/first/preparation/ Listening from Sample strategy/strategies based on
kill, give learners a copy of Paper 1 for activity or the needs of the pupils.
rk in pairs and read the use other sources or
n is missing, what type of teacher’s own
b, etc. and give possible materials.
nd help those who are
t type of word is missing.
s on the main activity, play
gaps. Play the audio twice
ant to ask pupils to work
e the activity to see who is
ds further practice.

y that reviews the lessons
.

114

WEEK: LESSON 82 (Speaking 13) SCHEME OF WORK: TEXTBO
__ TOPIC: Getting Away
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

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

Speaking 2.1 Speaking 2.1.4 Activate prior knowledge in the lesson’s to
Communicate Explain and justify complete Activity 1 in pairs. When ready, c
information, ideas, the point of view of open up the discussion as a whole class. S
opinions and classmates or for detailed guidance.
feelings intelligibly others
on familiar topics Lesson delivery

Complementary Complementary This lesson focuses on Activities 2–3. A
extension focus on developing the main sk
Skill Skill on developing the complementary skill. Wo
the Teacher’s Book for detailed guidance.
Speaking 2.1 Speaking 2.1.2 relevant to your pupils, tell them that their
Communicate Ask about and coming to Malaysia (none of the other deta
information, ideas, explain advantages replace Italy, France, Spain and England w
opinions and and disadvantages an all-inclusive resort in Langkawi. Ask pu
feelings intelligibly of discuss the advantages and disadvantage
on familiar topics ideas When ready, each pupil should choose on
plans think will best suit the English family’s nee
arrangements partner why. To fully focus on the main ski
completed Activity 3, tell them to work with
in turns to explain and justify the choice of
When ready, collect some pupils’ ideas an
as a whole class.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, you could ask pu
questions in Activity 4 in pairs or have a cl

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to holidays, justifying your opinion

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, p117 their needs, such as by
Teacher’s Book, p103– providing them with cards
with the appropriate language
104 from the Language Bank or
relevant phrases such as
Activities 2 and 3 with an ‘Yes, that’s a good idea but in
my opinion…’ or ‘I believe
kill. Activities 2 and 3 focus you’re right because… or ‘I
don’t agree with you
ork through Activity 2. See because…’ so they can use
To make Activity 3 more these in their dialogue without
English friend’s family is having to refer back to the
Student’s Book.
ails change). Ask pupils to
For additional differentiation
with places in Malaysia i.e. strategies, please refer to the
provided list of differentiation
upils to work in pairs and strategies and select
appropriate
es of each destination. strategy/strategies based on
the needs of the pupils.
ne destination that they
eds and explain to their

ill, once pupils have

h a new partner and take it

f their previous partners.
nd open up the discussion

arises pupils’ learning in
upils to discuss the
lass discussion.

115

WEEK: LESSON 83 (Writing 16) SCHEME OF WORK: TEXTBO
__ TOPIC: Getting Away
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.1 Writing 4.1.1 Explain that in many countries, between th
Communicate Explain and year and before going to university, many
intelligibly through evaluate on a special holiday in a group together. A
print and digital sort of holiday they would like to go on and
media on familiar (i) visual their friends. When ready, collect pupils’ id
topics (ii) read
(iii) heard Lesson delivery
information
This lesson focuses on Activities 1–6. A
Complementary Complementary extension focus on developing the comple
6 focus on developing the main skill. Work
Skill Skill See the Teacher’s Book for detailed guida
on the complementary skill, ask pupils to w
Writing 4.1 Writing 4.1.4 partner from the pre-lesson activity. Ask pu
Communicate Express and destination for a holiday with a group of th
intelligibly through respond to real or should then decide whether their review w
print and digital imagined opinions and then what their opinion is about the pl
media on familiar and feelings activities available. Ask pupils to make rou
topics use in the next lesson. Work through Activ
Activity 6, ask pupils to evaluate if the revi
written review and explain why/why not.

Post-lesson

Choose a post-lesson activity that summa
lesson. For example, collect pupils’ ideas a
good for groups of teenagers to visit and w
discussion.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to holidays, using adjectives to describe facts
and opinions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
he end of the final school REFERENCES
teenagers choose to go Allow more proficient pupils to
Ask pupils to decide what English Download work on the activities
d where with a group of Student’s Book, p118– independently.
deas. Support can be given to less
119 proficient pupils by grouping
Teacher’s Book, p104– them together during the
activities and by making them
105 more teacher-led.

Activities 1–4 with an For additional differentiation
ementary skill. Activities 5– strategies, please refer to the
k through Activities 1–4. provided list of differentiation
ance. In order to fully focus strategies and select
appropriate
work with a different strategy/strategies based on
the needs of the pupils.
upils to think together of a

heir teenage friends. They

will be positive or negative,

lace, the food and the

ugh notes of their ideas to

vities 5 and 6. At the end of

iew in Activity 5 is a well-

arises pupils learning in this
about which places are
why. Have a class

116

WEEK: LESSON 84 (Writing 17) SCHEME OF WORK: TEXTBO
__ TOPIC: Getting Away
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.1 Writing 4.1.2 Have a class discussion about the place d
Communicate Explain advantages Activity 5. Ask pupils if they would like to s
intelligibly through and disadvantages why/why not.
print and digital of
media on familiar Lesson delivery
topics i) ideas
ii) plans or This lesson focuses on Activities 7–9. A
Complementary iii) arrangements developing the main skill. Activity 9 focuse
Skill complementary skill. Work through Activiti
Complementary Teacher’s Book for detailed guidance. Re
Writing 4.2 Skill together, reminding pupils to use adjective
Communicate that a review can include both positive and
with appropriate Writing 4.2.2 order to fully focus on the main skill, tell pu
language, form Spell written work mixture of advantages and disadvantages
and style on a range of text positive, there will be more advantages an
types with there will be more disadvantages. Ask the
reasonable the language bank to help them and that th
accuracy correct spelling. While pupils write their rev
that they are using the appropriate langua
If possible, monitor the rough draft of each
then monitor those pupils who need the m
allow pupils to complete the final draft of th

Post-lesson

Ask pupils to review their learning in this le
exit card about the writing activities: ‘what
in the activities?’ and ‘what they found par
the activities?’ Collect the cards and use th
subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 9)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to holidays, using adjectives to describe facts
and opinions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
described in the review in REFERENCES
stay there and to explain Allow less proficient pupils to
English Download write shorter paragraphs. If
Student’s Book, p119 necessary, give them the
Teacher’s Book, p105- opening sentence to each
paragraph.
p106 Monitor to check that they are
expressing their opinions
Activities 7–9 focus on clearly and including relevant
es on developing the vocabulary spelt correctly
ies 7 and 8. See the (see Language Bank) to
ead the Download Box make their reviews more
es to show opinion and concise.
d negative comments. In
upils they must include a Challenge more proficient
s but if the review is pupils by asking them to write
nd if the review is negative, a more detailed reviews Tell
em to use the language in them to use 200–250 words.
hey should focus on
views, monitor to check For additional differentiation
age and correct spelling. strategies, please refer to the
h pupil. If time is limited, provided list of differentiation
most help. If necessary, strategies and select
heir reviews for homework. appropriate
strategy/strategies based on
esson by completing an the needs of the pupils.
they were able to do well
rticularly challenging about
hem for planning

117

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 85 (Revision 9) 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 9)

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.

118

WEEK:Unit 10 SCHEME OF WORK: TEXTBOO
__
LESSON 86 (Reading 15) MAIN SKILL(S) FOCUS: Re
TOPIC: Where on Earth?
CROSS CURRICULAR ELE

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 Activities 1–3, p121, Student’s Book. See
expand ideas for suitable print and detailed guidance. When ready, collect pu
personal digital texts to the class.
development by investigate and
reading analyse global Lesson delivery
independently and issues
widely This lesson focuses on Activities 1 and
developing the main skill. Activities 2–3 foc
Complementary Complementary complementary skill. See the Teacher’s Bo

Skill Skill Post-lesson

Reading 3.1 Reading 3.1.1 Choose a post-lesson activity that summa
Understand a Understand the lesson. For example, discuss the question
variety of texts by main points in Box about the Arabian Oryx Sanctuary in t
using a range of extended texts on a
appropriate wide range of Note: By the end of this unit, ensure that V
reading strategies familiar topics and textbook are completed. These activities c
to construct some unfamiliar more manageable chunks, i.e. one or two
meaning topics Choose which days to give homework dep
the lessons and pupils’ needs.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases related
to culture, answering multiple-choice questions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to complete REFERENCES
the Teacher’s Book for Support can be given to
upils’ ideas to share with English Download less proficient pupils
Student’s Book, p121–123 depending on their needs,
d 3. Activities 1–3 focus on Teacher’s Book, p107–109 such as by helping them to
cus on developing the locate the relevant
ook for detailed guidance. information in the texts to
answer the multiple-choice
questions. Mirror this
process for Questions 1–3
and allow pupils to attempt
4–8 independently.

arises pupils learning in this For additional
n in the Extension Activity differentiation strategies,
the Teacher’s Book p109. please refer to the
provided list of
Vocabulary sections in the differentiation strategies
can be divided into smaller, and select appropriate
activities at a time. strategy/strategies based
pending on what best suits on the needs of the pupils.

119

WEEK: LESSON 87 (Reading 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: Re

CROSS-CURRICULAR ELE

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

Reading 3.1 Reading 3.1.3 Ask pupils to complete Activity 5 in small g
Understand a Guess the meaning When ready, collect pupils’ ideas and disc
variety of texts by of unfamiliar words
using a range of from clues provided Lesson delivery
appropriate by other words and
reading strategies by context on a This lesson focuses on Activity 4, p123
to construct wide range of Activity 4 focuses on developing the main
meaning familiar topics and proficiency level of your pupils, you may w
some unfamiliar words/phrases to find (see differentiation)
Complementary topics focuses on developing the complementary
Skill Activities 1–2 as a class. To focus on the c
Complementary Activities 3 and 4, allow pupils to look up a
Reading 3.1 Skill printed dictionary or online. See the Teach
Understand a guidance.
variety of texts by Reading 3.1.4
using a range of Use independently Post-lesson
appropriate a range of familiar Ask pupils to review their learning in this le
reading strategies print and digital work in pairs and identify at least three new
to construct resources and they have learned in relation to the topic o
meaning some unfamiliar are ready, collect and share words/expres
resources to check
meaning and
extend
understanding

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to culture, answering multiple-choice questions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
groups of three or four. REFERENCES
cuss as a class. Challenge more proficient
English Download pupils by asking them to find
Student’s Book, p123– more words/phrases in
Activity 4. Choose words that
124 are not familiar to them and
Teacher’s Book, p109 ask pupils to use the context
they are in to guess the
3 and Activities 1–4 p124. meaning of the word and to
write a definition. Point out in
skill. Depending on the which text the word/phrase
can be found.
want to add more
Activities 3–4, p124 For additional differentiation
strategies, please refer to the
y skill. Work through provided list of differentiation
strategies and select
complementary skill in appropriate
strategy/strategies based on
any unknown words in a the needs of the pupils.
her’s Book for detailed

esson by getting them to
w words or phrases that
of the media. When pupils
ssions as a whole class.

120

SCHEME OF WORK: TEXTBOO

LESSON 88 (Language Awareness 10) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: Where on Earth? CROSS-CURRICULAR ELE
__

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Devise an activity or game to revise repor
lesson so listening, speaking,
listening, reading and writing Lesson delivery
speaking, reading skills are not
and writing skills explicitly covered This lesson focuses on reported speec
are not explicitly questions, commands and requests an
covered Activities 1–3, p125 and 1–4, p127. These
different uses of reported speech. See the
detailed guidance. For Activities 2 and 3, p
opportunity to check and discuss their ans
before collecting responses. When ready,
Activities 2 and 3, give pupils the opportun
their answers in small groups before collec
Activity 4, ask pupils to complete the activi
and use this opportunity to note who is com
verbs and who needs further practice. You
to complete some of the activities as home
is too short.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, ask pupils to wri
form individually then swap them with a pa
active sentences into the passive form.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Reported speech:
statements, questions, commands and requests and
reporting verbs

INE MATERIALS / DIFFERENTIATION
STRATEGIES
rted speech. REFERENCES
Organise talk partners or
ch: statements, English Download grouping so that a more
nd reporting verbs. Student’s Book, p125, proficient pupil can help and
e activities focus on the support a less proficient pupil.
e Teacher’s Book for p127
p125 give pupils the Teacher’s Book, p110– Challenge more proficient
swers in small groups pupils by asking them to write
112 a statement, a question, a
move on to p127. For command and a request in
nity to check and discuss direct speech. Ask them to
cting responses. For swap with a partner who then
ity individually. Monitor writes the reported forms.
mpetent in using reported Pupils check each other’s
u may need to ask pupils work.
ework if time in the lesson
For additional differentiation
arises pupils’ learning in strategies, please refer to the
ite sentences in the active provided list of differentiation
artner and change the strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

121

WEEK: LESSON 89 (Listening 14) SCHEME OF WORK: TEXTBOO
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.1 Listening 1.1.1 Devise an activity to revise passiv
Understand meaning in Understand see the Extension Activity, bottom
a variety of familiar independently the main Alternatively, activate prior knowle
contexts ideas in extended texts pupils to complete the activities in
on a wide range of p78, Teacher’s Book.
Complementary Skill familiar topics and
some unfamiliar topics Lesson delivery
Listening 1.2
Use appropriate Complementary Skill This lesson focuses on Activiti
listening strategies in a on developing the complementary
variety of contexts Listening 1.2.1 developing the main skill. See the
Guess the meaning of guidance.
unfamiliar words from
clues provided by other Post-lesson
words and by context
on a wide range of Play a game such as word bingo
familiar topics and revise words and phrases connec
some unfamiliar topics introduced in the unit so far.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with the health of babies

OUTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
ve structures. For example, REFERENCES
m of p80 Teacher’s Book. Support can be given to less
edge in this lesson by asking English Download proficient pupils depending on
n the Let’s talk about it! Box, Student’s Book, their needs, such as by
reading the audio text to them
ies 1–3. Activities 1–2 focus p128 at a slightly slower speed
y skill. Activity 3 focuses on Teacher’s Book, (see the audio text, p145–146
e Teacher’s Book for detailed p112–113 of the Teacher’s Book).

or true/false definitions to For additional differentiation
cted with the media strategies, please refer to the
provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

122

WEEK: LESSON 90 (Listening 15) SCHEME OF WORK: NON-TEXTB
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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
familiar topics and This lesson focuses on a listening activ
some unfamiliar the main activity, source an audio of an ex
topics suitable level for your pupils. If you are una
read aloud a suitable extract from an unfam
Complementary Complementary to expose pupils to different accents you m
teacher to record themselves reading the e
Skill Skill link the complementary skill with the main
pupils to explain/justify the point of view of
Speaking 2.1 Speaking 2.1.4 relation to the listening text.
Communicate Explain and justify
information, ideas, the point of view of Post-lesson
opinions and classmates or
feelings intelligibly others Ask pupils to review their learning in this le
on familiar topics exit card: ‘what they were able to do well in
they found particularly challenging about th
cards and use them for planning subseque

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 10)

stening THEME: People and Culture

EMENT(S): Values 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
f classmates or others in

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

ent lessons.

123

WEEK: LESSON 91 (Speaking 14) SCHEME OF WORK: TEXTBOO
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

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

Speaking 2.1 Speaking 2.1.3 Activate prior knowledge in the lesson’s to
Communicate Explain and justify complete Activity 1 in pairs. When ready, c
information, ideas, plans and ambitions open up the discussion as a whole class. S
opinions and for detailed guidance.
feelings intelligibly Complementary
on familiar topics Skill Lesson delivery

Complementary Speaking 2.1.2 This lesson focuses on Activities 2–3. A
Skill Ask about and focuses on developing the main and comp
explain advantages through Activity 2. See the Teacher’s Book
Speaking 2.1 and disadvantages fully focus on the main skill in Activity 3, te
Communicate of should choose one of the two options give
information, ideas, ideas Britain or ii) travelling in Europe) and expla
opinions and plans future plan to go to university in Britain and
feelings intelligibly arrangements the reasons for doing both and how Stude
on familiar topics them in the future. Student B should talk a
disadvantages of Student A going to unive
activity i) or ii) that Student A chose. When
swap roles and Student B can plan to do t
Student A. Student B explains his/her futu
they want to do it. Student A talks about th
disadvantages.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, ask pupils to com
and then open up the questions for a class

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to learning in another country and travelling

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, p129, their needs, such as by
providing them with cards
p140 with the appropriate language
Teacher’s Book, p113 from the Language Bank or
relevant phrases such as
Activity 3 with an extension ‘Yes, that’s an excellent idea
plementary skill. Work but what if…’ or ‘I agree with
k for detailed guidance. To you that….is a good idea and
ell Student A that they also…’ so they can use these
en i) English course in in their dialogue without
ain to Student B their having to refer back to the
d do option i) or ii). Explain Student’s Book.
ent A hopes it will benefit
about the advantages and For additional differentiation
ersity in Britain and the strategies, please refer to the
n ready, Students A and B provided list of differentiation
the alternative activity to strategies and select
ure plan i) or ii) and why appropriate
he advantages and strategy/strategies based on
the needs of the pupils.

arises pupils’ learning in
mplete activity 5 in pairs
s debate.

124

WEEK: LESSON 92 (Speaking 15) SCHEME OF WORK: NON-TEXTB
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Speaking 2.3 Speaking 2.3.1
Use appropriate Keep interaction Choose an appropriate pre-lesson activity
communication going in discourse- needs/interests and that will review langua
strategies level exchanges by prepare the pupils for the lesson.
paraphrasing and
Complementary rephrasing Lesson delivery
Skill appropriately
This lesson focuses on a speaking acti
Speaking 2.1 Complementary the main activity, source an activity that is
Communicate Skill pupils. Make sure you plan an activity that
information, ideas, complementary skills selected for this less
opinions and Speaking 2.1.3 attention at this point in the year. Teachers
feelings intelligibly Explain and justify complementary skill with the main speakin
on familiar topics plans and ambitions to explain/justify plans of ambitions in relat
activity while maintaining the focus of the l
interaction going in discourse-level by para
appropriately. Help your pupils if they find
rephrasing challenging be demonstrating e

Post-lesson

Ask pupils to review their learning in this le
exit card: ‘what they were able to do well in
they found particularly challenging about th
cards and use them for planning subseque

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 10)

peaking THEME: People and Culture

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

that suits pupils’ A speaking 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.

ivity. In order to focus on
at a suitable level for your
t addresses the main and
son as they require more
s should link the
ng activity by asking pupils
tion to the speaking
lesson, i.e. keeping
aphrasing and rephrasing
paraphrasing and
examples.

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

ent lessons.

125

WEEK: LESSON 93 (Writing 18) SCHEME OF WORK: TEXTBOO
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
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 in pairs and complete activity 1 and 2. Ask
intelligibly through and develop ideas connective words and phrases which link c
print and digital within a text of ideas.
media on familiar several paragraphs
topics on familiar topics Give a time limit. When ready, collect pupi
and some unfamiliar connectives under the relevant headings (
Complementary topics ideas) on the whiteboard. (See materials/r
Skill
Complementary Lesson delivery
Writing 4.1 Skill
Communicate This lesson focuses on Activities 3–5. A
intelligibly through Writing 4.1.3 developing the main skill. Activity 3, with a
print and digital Explain the main on developing the complementary skill. Wo
media on familiar points for and the Teacher’s Book for detailed guidance.
topics against an idea or complementary skill, ask pupils to look at t
argument Activity 3 and make a list of points for and
person adding to their education by stayin
them to give an example for each specific
When ready, collect pupils’ ideas.

Post-lesson

Choose a post-lesson activity that summa
lesson. For example, ask pupils to share th
extension to Activity 3. You could focus on
Activity 5 discussed ideas for.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Using words and
phrases to link paragraphs and sentences

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
opic by asking pupils to work
k pupils to think of other English Download Allow more proficient pupils to
contrasting and similar Student’s Book, work on the activities
p130–131 independently.
ils’ ideas and list the Teacher’s Book,
(contrasting ideas/similar p114–115 Support can be given to less
references) proficient pupils by grouping
Possible ideas them together during the
Activities 3–5 focus on include: activities and by making them
an extension, also focuses Contrasting ideas more teacher-led.
ork through Activity 3. See but, in contrast,
conversely, however, For additional differentiation
In order to focus on the still, nevertheless, strategies, please refer to the
the essay question in nonetheless, yet, and provided list of differentiation
points against a young yet, on the other strategies and select
ng in another country. Tell hand, on the contrary, appropriate
reason for and against. or, in spite of this, strategy/strategies based on
actually, in fact. the needs of the pupils.
arises pupils’ learning in this Similar ideas
heir ideas from the and, also, besides,
n the ideas against as further, furthermore,
too, moreover, in
addition, then, of
equal importance,
equally important,
another.

126

WEEK: LESSON 94 (Writing 19) SCHEME OF WORK: TEXTBOO
__ TOPIC: Where on Earth?
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.1 Writing 4.1.3 Choose a pre-lesson activity that activates p
Communicate Explain the main For example, revise the uses of different con
intelligibly through points for and writing bias or balanced arguments.
print and digital against an idea or
media on familiar argument Lesson delivery
topics
Complementary This lesson focuses on Activities 6–7. Ac
Complementary Skill complementary skill. Activity 7, with an exten
Skill main skill. Complete activity 6. See the Teac
Writing 4.1.5 After completing Activity 6, ask pupils to clos
Writing 4.1 Organise, whiteboard: ‘Should young people leave hom
Communicate sequence and become independent or should they remain
intelligibly through develop ideas in pairs and make a list of ideas for and aga
print and digital within a text of in the family home. When ready, collect pup
media on familiar several they can follow the plan given in the book fo
topics paragraphs on can follow the plan below for a balanced arg
familiar topics and  Paragraph 1: Introduce the topic
some unfamiliar  Paragraph 2: three reasons for stateme
topics  Paragraph 3: three reasons against sta
 Paragraph 4: summarise ideas and give

comment
As pupils write, monitor to check that they a
and relevant vocabulary from the Language
If possible, monitor the rough draft of each p
those pupils who need the most help. If nece
final draft of their essay (biased or balanced

Post-lesson

Ask pupils to review their learning in this les
the writing activities: ‘what they were able to
they found particularly challenging about the
use them for planning subsequent lessons.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 10)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Writing longer
sentences, using words and phrases to link paragraphs
and sentences

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
pupils’ prior knowledge in the lesson. REFERENCES
nnective words and phrases used in Allow less proficient
English Download pupils to write shorter
ctivity 6 focuses on developing the Student’s Book, paragraphs of two ideas
nsion, focuses on developing the for and against. If
cher’s Book for detailed guidance. p131 necessary, give them
se their books. Write on the Teacher’s Book, the opening sentence to
me when they start working to each paragraph.
living at home?’ Ask pupils to work p115 Monitor to check that
ainst living independently or remaining they are using the
pils’ ideas. For Activity 7, tell pupils appropriate connectives
or writing a biased argument or they as well as relevant
gument. vocabulary (see
Language Bank) to
ent with examples communicate their ideas
atement with examples effectively.
e your own opinion with reason or
Challenge more
are using connectives appropriately proficient pupils by
e Bank. asking them to write a
pupil. If time is limited, then monitor more detailed report
giving more ideas for
essary, allow pupils to complete the and against. Tell them
d argument) for homework. to use 200–250 words.

sson by completing an exit card about For additional
o do well in the activities?’ and ‘what differentiation strategies,
e activities?’ Collect the cards and please refer to the
provided list of
differentiation strategies
and select appropriate
strategy/strategies
based on the needs of
the pupils.

127

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 95 (Revision 10) 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 10)

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.

128

WEEK:Unit 11 SCHEME OF WORK: TEXTBOO
__
LESSON 96 (Reading 17) MAIN SKILL(S) FOCUS: Re
TOPIC: High-Tech World
CROSS-CURRICULAR ELE

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

Reading 3.1 Reading 3.1.3 Activate prior knowledge in this lesson by
Understand a Guess the meaning Activities 1–2. See the Teacher’s Book for
variety of texts by of unfamiliar words ready collect pupils’ ideas to share with the
using a range of from clues provided
appropriate by other words and Lesson delivery
reading strategies by context on a
to construct wide range of This lesson focuses on Activities 3–5. A
meaning familiar topics and extension, focus on developing the main s
some unfamiliar developing the complementary skill. Comp
Complementary topics Teacher’s Book for detailed guidance. In o
Skill main skill, move on to Activity 5. Dependin
Complementary your pupils you may want to add more unf
Reading 3.1 Skill for learners to guess the meaning from co
Understand a strategies). When ready, collect pupils’ an
variety of texts by Reading 3.1.2 4.
using a range of Understand specific
appropriate details and Post-lesson
reading strategies information in
to construct extended texts on a Choose a post-lesson activity that summa
meaning wide range of this lesson. For example, discuss the ques
familiar topics and
some unfamiliar Note: By the end of this unit, ensure that V
topics 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

OK-BASED LESSON (UNIT 11)

eading THEME: Science and Technology

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to technology, identifying sentences that explain
something in a text

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
asking pupils to complete English Download
r detailed guidance. When Student’s Book, p136–137 Support can be given to
e class. Teacher’s Book, p120 less proficient pupils
depending on their needs,
Activities 3 and 5, with an twiddle your thumbs: be such as by helping them to
skill. Activity 4 focuses on bored or idle locate the relevant
plete Activity 3. See the off grid: not using public information in the text to
order to fully focus on the energy help them find the
ng on the proficiency of converting: change meaning of words in
familiar words from the text form/function context. Use this process
ontext (see differentiation motion: movement for questions 1–3 and
nswers. Complete Activity generate: produce/create allow pupils to attempt 4–6
independently or
arises pupils’ learning in by helping them place the
stions in Activity 6. right sentence in the right
gap by looking for clues in
Vocabulary sections in the the gap sentences or
can be divided into smaller, around the gaps. Mirror
activities at a time. how to use this process for
pending on what best suits questions A–C and allow
pupils to attempt D–G
independently.

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.

129

SCHEME OF WORK: TEXTBOO

LESSON 97 (Language Awareness 11) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: High-Tech World CROSS-CURRICULAR ELE
__

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Devise an activity or game to revise repor
lesson so listening, speaking,
listening, reading and writing Lesson delivery
speaking, reading skills are not
and writing skills explicitly covered This lesson focuses on causative forms
are not explicitly preferences. Activities 1-4, p139 and 1-4,
covered focus on causative forms have/get someth
somebody do something/get someone to d
preferences. See the Teacher’s Book for d
Activities 2 and 3, p139, give pupils the op
discuss their answers in small groups befo
For Activity 4, ask pupils to complete the a
and use this opportunity to note who is com
forms and who needs further practice. Wh
p141. For Activities 2 and 3, give pupils th
discuss their answers in small groups befo
For Activity 4, ask pupils to complete the a
and use this opportunity to note who is com
prefer/would rather and who needs further
to ask pupils to complete some of the activ
in the lesson is too short.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, ask pupils to wri
something they wish were different in their
their sentences with a partner.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 11)

anguage Awareness THEME: Science and Technology

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Causative forms,
wishes and preferences

INE MATERIALS / DIFFERENTIATION
STRATEGIES
rted speech. REFERENCES
Organise talk partners or
s, wishes and English Download grouping so that a more
, p141. These activities Student’s Book, p139, proficient pupil can help and
hing done and have support a less proficient pupil.
do something, wishes, and p141
detailed guidance. For Teacher’s Book, p121– Challenge more proficient
pportunity to check and pupils telling them to imagine
ore collecting responses. 123 they have lost or broken their
activity individually. Monitor new mobile phone. Ask them
mpetent in using causative to write sentences about it
hen ready, move on to using ‘I wish/if only…’
he opportunity to check and
ore collecting responses. For additional differentiation
activity individually. Monitor strategies, please refer to the
mpetent in using provided list of differentiation
r practice. You may need strategies and select
vities as homework if time appropriate
strategy/strategies based on
the needs of the pupils.

arises pupils’ learning in
ite three sentences about
r lives. When ready share

130

WEEK: LESSON 98 (Listening 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: High-Tech World
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.1 Listening 1.1.1 Ask pupils whether they take a lot of
Understand meaning Understand What do they do with the pictures aft
in a variety of familiar independently the them or upload them somewhere? W
contexts main ideas in their phones?
extended texts on a
Complementary wide range of familiar Lesson delivery
Skill topics and some
unfamiliar topics This lesson focuses on Activities 1
Listening 1.1 developing the main and the complem
Understand meaning Complementary through Activities 1-3 in order. See th
in a variety of familiar Skill detailed guidance.
contexts
Listening 1.1.3 Post-lesson
Recognise
independently Choose a post-lesson activity that su
attitudes or opinions in this lesson. For example, put more
in extended texts on a and ask pupils to find different deriva
wide range of familiar example the adjective and adverb of
topics and some
unfamiliar topics

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 11)

stening THEME: Science and Technology

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with photography

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
photos on their phones. REFERENCES
terwards? Do they save Support can be given to less
What happens if they lose English Download proficient pupils depending on
Student’s Book, p142 their needs, such as by
Teacher’s Book, p124 reading the audio text to them
at a slightly slower speed
1–3. Activity 3 focuses on (see the audio text, p146 of
the Teacher’s Book).
mentary skill. Work
he Teacher’s Book for For additional differentiation
strategies, please refer to the
ummarises pupils’ learning provided list of differentiation
e words on the whiteboard strategies and select
atives of the words. For appropriate
the noun medicine. strategy/strategies based on
the needs of the pupils.

131

WEEK: LESSON 99 (Listening 17) SCHEME OF WORK: NON-TEXTB
__ TOPIC: Teacher to select
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity
Listening 1.2 Listening 1.1.2 which will review language and/or vocabul
Understand Understand lesson.
meaning in a independently
variety of familiar specific information Lesson delivery
contexts and details in
extended texts on a This lesson focuses on a Listening acti
Reading 3.1 wide range of
Understand a familiar topics https://www.cambridgeenglish.org/exams-
variety of texts by and some unfamiliar
using a range of topics Remind pupils about the discussions they
appropriate working in a different country. Ask if anyon
reading strategies Reading 3.1.2 country or at least experience working for
to construct Understand specific Ask if any pupils have been to Australia. W
meaning details and
information in In order to focus on the complementary sk
extended texts on a audio text with the gaps. Ask pupils to wor
wide range of each gap decide what information is missi
familiar topics and missing i.e. a noun, adjective, verb, etc. an
some unfamiliar missing words. Remind pupils that they did
topics Monitor and help those who are struggling
type of word is missing. When ready, colle
main skill, play the audio and ask pupils to
twice without stopping. At this stage ask p
can monitor and use the activity to see wh
and who needs further practice.

Post-lesson

Ask pupils to review their learning in this le
‘what they were able to do well in the activ

particularly challenging about the activities

for planning subsequent lessons.

Secondary Form 5 Scheme of Work