SOW FORM 5

BOOK-BASED LESSON (UNIT 11)

stening THEME: Teacher to select

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

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
that suits pupils’ needs/interests,
lary and prepare the pupils for the A Listening activity of a For differentiation
man talking about his strategies, please
ivity. experience of working refer to the provided
-and-tests/first/preparation/ in Australia. It is a gap list of differentiation
had in the previous unit about fill activity. See Part 2 strategies and select
ne would like to live in another Listening from Sample appropriate
a short while in another country. Paper 2 for activity or strategy/strategies
What do they know about Australia? use other sources or based on the needs
kill, give learners a copy of the teacher’s own of the pupils.
rk in pairs and read the text. For materials.
ing, what type of word(s) is/are
nd give possible examples of the
d the same activity in Unit 9.
g by mirroring how to decide what
ect pupils’ ideas. To focus on the
o complete the gaps. Play the audio
pupils to work independently so you
ho is competent at listening tasks

esson by completing an exit card:

vities?’ and ‘what they found
s?’ Collect the cards and use them

132

WEEK: LESSON 100 (Speaking 16) SCHEME OF WORK: TEXTBOO
__ TOPIC: High-Tech World
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

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

Speaking 2.4 Speaking 2.4.1 Activate prior knowledge in the lesson’s to
Communicate Explain the main complete Activity 1 in pairs. When ready, c
appropriately to a points of an idea or open up the discussion as a whole class. S
small or large argument for detailed guidance.
group on familiar
topics Complementary Lesson delivery
Skill
Complementary This lesson focuses on Activities 2–3. A
Skill Speaking 2.1.2 developing the main and complementary s
Ask about and 2. See the Teacher’s Book for detailed gui
Speaking 2.1 explain advantages main skill in Activity 3, tell Student A that th
Communicate and disadvantages main reasons why playing on the play stat
information, ideas, of doing exercise in the fresh air are both pop
opinions and ideas should talk about the advantages and disa
feelings intelligibly plans ready, Students A and B swap roles and S
on familiar topics arrangements he/she thinks they spend/don’t spend too m
computer. Student A should discuss the ad
disadvantages of studying using books an
computer. See the Teacher’s Book for det

Post-lesson

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

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 11)

peaking THEME: Science and Technology

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to leisure time activities and ways of studying

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, p143 their needs, such as by
Activity 3 focuses on Teacher’s Book, p124– providing them with cards
skill. Work through Activity with the appropriate language
idance. To focus on the 125 from the Language Bank or
hey should explain the relevant phrases such as
tion/video games and ‘Yes, that’s an excellent idea
pular activities. Student B but what if…’ or ‘I agree with
advantages of both. When you that….is a good idea and
Student B explains why also…’ so they can use these
much time on the in their dialogue without
dvantages and having to refer back to the
nd studying on the Student’s Book.
tailed guidance.
For additional differentiation
arises pupils’ learning in strategies, please refer to the
mplete Activity 4 in pairs provided list of differentiation
bate. strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

133

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 101 (Speaking 17) MAIN SKILL(S) FOCUS: Sp
__
TOPIC: CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Speaking 2.1 Speaking 2.1.5 Choose an appropriate pre-lesson activity
Communicate Explain and justify needs/interests and that will review langua
information, ideas, own feelings or prepare the pupils for the lesson.
opinions and those of others
feelings intelligibly Lesson delivery
on familiar topics
This lesson focuses on Speaking activi
Complementary Complementary https://www.cambridgeenglish.org/exams-

Skill Skill /preparation/

Speaking 2.1 Speaking 2.1.1 Ask pupils to work in pairs. Student A shou
Communicate Explain information while Student B is the interviewee. Give pu
information, ideas, on familiar topics complete the activity. Monitor and help wi
opinions and from diagrams, Make a note of any mistakes or successes
feelings intelligibly charts, tables, afterwards. When ready, ask pupils to wor
on familiar topics graphs or other time, Student B is the interloper and Stude
visuals Again, monitor carefully. When ready, mov
copies of the photos of people looking at th
main skill ask pupils to first describe what
then describe how the two activities make
feel when they look at works of art in an en
gallery and how they feel when they go sh
monitor by paying special attention to pupi
own feelings. Give the class feedback des
well as any successes.

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 11)

peaking THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

that suits pupils’ Two speaking activities For differentiation strategies,
age and/or vocabulary and from a Speaking task. please refer to the provided
The first activity is list of differentiation strategies
ities from answering general and select appropriate
-and-tests/first questions the second strategy/strategies based on
activity is a picture- the needs of the pupils.
uld act as the interloper based activity. See Part
upils a time limit to 1 and Part 2 pictures For additional differentiation
ith wording if necessary. from Task 2 (people strategies, please refer to the
s to go over with the class looking at a picture in a provided list of differentiation
rk with a new partner. This gallery and a woman strategies and select
ent A is the interviewee. looking at clothes) from appropriate
ve on to Part 2. Give out Sample Paper 2 for strategy/strategies based on
hings. To focus on the activity or use other the needs of the pupils.
the people are doing and sources or teacher’s
them feel i.e. how they own materials.
nvironment such as a
hopping for clothes. Again,
ils’ ability to express their
scribing any mistakes as

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

ent lessons.

134

WEEK: LESSON 102 (Writing 20) SCHEME OF WORK: TEXTBOO
__ TOPIC: High-Tech World
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

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

Writing 4.1 Writing 4.1.3 Activate prior knowledge in the lesson’
Communicate Explain the main pupils to work in pairs and discuss thei
intelligibly through points for and 3. When ready collect pupils’ ideas.
print and digital media against an idea or
on familiar topics argument Lesson delivery

Complementary Complementary This lesson focuses on Activities 4–
Skill Skill focus on developing the main skill. Act
on developing the complementary skill
Writing 4.1 Writing 4.1.4 Activities 4–6. See the Teacher’s Book
Communicate Express and guidance. If possible, monitor the roug
intelligibly through respond to real or If time is limited, then monitor those pu
print and digital media imagined opinions most help. If necessary, allow pupils to
on familiar topics and feelings draft of their articles for homework.

Post-lesson

Ask pupils to review their learning in th
completing an exit card about the writin
they were able to do well in the activitie
found particularly challenging about the
the cards and use them for planning su

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 11)

Writing THEME: Science and Technology

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to preferences, conditional sentences, adjectives

NE MATERIALS / DIFFERENTIATION
STRATEGIES
’s topic by asking REFERENCES
ir answers to Activity Allow less proficient pupils to
English Download write shorter paragraphs or only
Student’s Book, p144– 1–2 paragraphs giving one or two
reasons and relevant
145 explanation. If necessary, give
Teacher’s Book, p125– them the opening sentence to
each paragraph.
126 Monitor to check that they are
using the appropriate paragraphs
–6. Activities 4–6 as well as relevant and correctly
spelt vocabulary (see Language
tivity 6 also focuses Bank) to communicate their ideas
l. Work through effectively.
k for detailed
gh draft of each pupil. Challenge more proficient pupils
upils who need the by asking them to write a more
o complete the final detailed article giving more ideas
for and against. Tell them to use
his lesson by 200–250 words.
ng activities: ‘what
es?’ and ‘what they For additional differentiation
e activities?’ Collect strategies, please refer to the
provided list of differentiation
ubsequent lessons. strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

135

SCHEME OF WORK: TEXTBOOK /N

WEEK: LESSON 103 (Revision 11) 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 11)

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.

136

WEEK:Unit 12 SCHEME OF WORK: TEXTBOO
__
LESSON 104 (Reading 18) MAIN SKILL(S) FOCUS: Re
TOPIC: Happy to help!
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 lesson by
Understand a Understand specific Activities 1–2, p147 Student’s Book. See t
variety of texts by details and guidance. When ready collect pupils’ ideas
using a range of information in
appropriate extended texts on a Lesson delivery
reading strategies wide range of
to construct familiar topics and This lesson focuses on Activities 1–5. A
meaning some unfamiliar the complementary skill. Activities 3–5 foc
topics See the Teacher’s Book for detailed guida

Complementary Complementary Post-lesson

Skill Skill Choose a post-lesson activity that summa
lesson. For example, discuss the question
Speaking 2.1 Speaking 2.1.1 the Teacher’s Book, p128.
Communicate Explain information
information, ideas, on familiar topics Note: By the end of this unit, ensure that V
opinions and from diagrams, textbook are completed. These activities c
feelings intelligibly charts, tables, manageable chunks, i.e. one or two activit
on familiar topics graphs or other to give homework depending on what best
visuals needs.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to services and people helping

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to complete REFERENCES
the Teacher’s Book for detailed Support can be given to
s to share with the class. English Download less proficient pupils
Student’s Book, depending on their needs,
p1147–149 such as by helping them to
Teacher’s Book, locate the relevant
p128–129 information in the texts to
answer the multiple-choice
Activities 1–2 focus on developing questions. Mirror this
process for questions 1–3
cus on developing the main skill. and allow pupils to attempt
ance. 4–6 independently.

arises pupils’ learning in this For additional
ns in the Let’s talk about it! box in differentiation strategies,
please refer to the
Vocabulary sections in the provided list of
can be divided into smaller, more differentiation strategies
ties at a time. Choose which days and select appropriate
t suits the lessons and pupils’ strategy/strategies based
on the needs of the pupils.

137

SCHEME OF WORK: TEXTBOO

LESSON 105 (Language Awareness 12) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: Happy to help! CROSS-CURRICULAR ELE
__

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Choose an appropriate pre-lesson activity
lesson so listening, speaking, needs/interests, which will review the relev
listening, reading and writing the pupils for the lesson.
speaking, reading skills are not
and writing skills explicitly covered Lesson delivery
are not explicitly
covered This lesson focuses on question tags, p
structures not only…but, had better, an
Activities 1–4, p151 and 1–4, p153. See th
detailed guidance. For Activities 2 and 3, p
opportunity to check and discuss their ans
before collecting responses. For Activity 4
the activity individually. Monitor and use th
is competent in using pronouns and who n
When ready, move on to p153. 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 the different structur
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, by making a stat
to give the correct tag.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

anguage Awareness THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Question tags,

pronouns and the structures not only…but, had better,
and it’s about/high time

INE MATERIALS / DIFFERENTIATION
STRATEGIES
that suits pupils’ REFERENCES
vant grammar and prepare Organise talk partners or
English Download grouping so that a more
pronouns and the Student’s Book, p151, proficient pupil can help and
nd it’s about/high time. support a less proficient pupil.
he Teacher’s Book for p153
p151, give pupils the Teacher’s Book, p130– Challenge more proficient
swers in small groups pupils by asking them to
4, ask pupils to complete 133 complete one of the extension
his opportunity to note who activities on p131 or p133 of
needs further practice. the Teacher’s Book.
ies 2 and 3, give pupils the
swers in small groups For additional differentiation
4, ask pupils to complete strategies, please refer to the
his opportunity to note who provided list of differentiation
res and who needs further strategies and select
omplete some of the appropriate
n is too short. strategy/strategies based on
the needs of the pupils.

arises pupils’ learning in
tement and getting pupils

138

WEEK: LESSON 106 (Listening 18) SCHEME OF WORK: TEXTBOO
__ TOPIC: Happy to help!
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.3 Listening 1.3.1 Choose an appropriate pre-lesson activity
Recognise Recognise with little needs/interests and prepares them for the
features of or no support typical
spoken genres on features at word, Lesson delivery
familiar topics sentence and text
levels of a range of This lesson focuses on Activities 1–3. A
Complementary spoken genres. the complementary skill. An extension of A
Skill the main skill. Complete Activities 1 and 2
Complementary Activity 3. See the Teacher’s Book for deta
Listening 1.1 Skill
Understand In order to focus on the main skill, before p
meaning in a Listening 1.1.2 them to think of what a good announceme
variety of familiar Understand does, i.e. appeals to listeners, encourages
contexts independently gains listeners’ sympathy. When ready, co
specific information listen to the audio and make a list of the ty
and details in announcement advertising a charity that th
extended texts on a listening if necessary. Then play again to a
wide range of topics comprehension questions in Activity 3.
and some unfamiliar
topics Typical features include:
familiar
 asking direct questions to the listener
 empathising with listeners
 tag questions
 fillers/hesitation markers (well…)
 punctuation/exclamation marks
 language of persuasion/showing how

Post-lesson

Play a game such as word bingo or true/fa
and phrases connected with the charities i

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases on charities and helping others

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
that suits pupils’ REFERENCES
e lesson. Support can be given to less
English proficient pupils depending on
Activity 3 focuses on developing their needs, such as by
Activity 3 focuses on developing Download reading the audio text to them
Student’s Book, at a slightly slower speed
which prepare the pupils for (see the audio text, p146 of
ailed guidance. p154 the Teacher’s Book).
pupils listen to the audio, ask Teacher’s Book,
ent that is advertising a charity p133, p146 For additional differentiation
s listeners’ interest in the topic, strategies, please refer to the
ollect pupils’ ideas. Ask pupils to provided list of differentiation
ypical features of a radio strategies and select
hey hear. Allow a second appropriate
allow pupils to answer the strategy/strategies based on
the needs of the pupils.

simple it is to join.

alse definitions to revise words
introduced in the unit so far.

139

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 107 (Listening 19) MAIN SKILL(S) FOCUS: Lis
__
TOPIC: Shopping Therapy CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity th
Listening 1.1 Listening 1.1.2 and prepares them for the lesson.
Understand Understand
meaning in a independently Lesson delivery
variety of familiar specific information
contexts and details in This lesson focuses on one or two listen
extended texts on a https://www.cambridgeenglish.org/exams-an
Complementary wide range of
Skill familiar topics These focus on developing the main and co
and some unfamiliar pupils of the previous listening lesson where
Listening 1.1 topics answer from three picture options. Explain t
Understand activity but this time the three options are in
meaning in a Complementary that they will hear people talking in eight diff
variety of familiar Skill answer the questions about the situations. G
contexts answer options and go over any unknown v
Listening 1.1.3 activity, ask pupils to give feedback about w
Recognise found challenging. You can ask pupils to wr
independently personal learning diary. Depending on your
attitudes or opinions available you may wish to complete a secon
in extended texts on listening is similar to the first. Again pupils h
a wide range of answer from three different options. This tim
familiar topics and interview with a woman called Rachel who w
some unfamiliar Give pupils time to read the answer options
topics vocabulary. At the end of the activity, ask pu
what was easy and what they found challen
compared in difficulty with the first listening

Post-lesson

Ask pupils to review their learning in this les
about the listening activities: ‘what they were
activities?’ and ‘what they found particularly
activities?’ Collect the cards and use them f

lessons.

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 12)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Narrative dialogues

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

hat suits pupils’ needs/interests The first listening For differentiation
recording is of people strategies, please refer to
ning activities from talking to each other the provided list of
nd-tests/first/preparation/ in different situations. differentiation strategies
The second listening and select appropriate
omplementary skill. Remind recording is of a strategy/strategies based
e they had to choose the correct woman talking about on the needs of the pupils.
that they will be doing a similar spectacled bears.
n written form. Explain to pupils See Part 1 and Part 4
ferent situations and must Listening from
Give pupils time to read the Sample Paper 1 for
vocabulary. At the end of the examples or use
what was easy and what they other sources or
rite their reflections in their teacher’s own
pupils’ proficiency and the time materials.
nd listening activity. The second
have to choose the correct
me the audio is an extended
works in an art gallery shop.
s and go over any unknown
upils to give feedback about
nging. How did they feel it
activity?

sson by completing an exit card
e able to do well in the
y challenging about the

for planning subsequent

140

WEEK: LESSON 108 (Speaking 18) SCHEME OF WORK: TEXTBOO
__ TOPIC: Happy to help!
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

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

Speaking 2.2.1 Speaking 2.2.1 Activate prior knowledge in the lesson’s to
Use register Use formal and complete Activity 1 in pairs. When ready, c
appropriately informal registers open up the discussion as a whole class. S
appropriately in detailed guidance.
Complementary most familiar and
Skill some unfamiliar Lesson delivery
contexts
Speaking 2.4 This lesson focuses on Activities 2–3. A
Communicate Complementary focuses on developing the main and comp
appropriately to a Skill through Activities 2 and 3. See the Teache
small or large guidance. To fully focus on the main and c
group on familiar Speaking 2.4.1 Activity 3, tell pupils that they are going to
topics Explain the main committee from the local council. They mu
points of an idea or of the two ideas that they have chosen reg
argument centre open. Put pupils in groups to give th
be part of the talk – one pupil can present
can present the second idea. Remind pup
formal register to communicate with the co
be the other group members. Monitor care
ability to explain their points of view clearly
formal register, but do not intervene. Make

particularly successful responses and go o

after the activity finishes.

Post-lesson

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

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to voluntary work, making decisions, clarifying
ideas

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
collect pupils’ ideas and Support can be given to less
See the Teacher’s Book for English Download proficient pupils depending on
Student’s Book, p155 their needs, such as by
Activity 3, with an extension, Teacher’s Book, providing them with cards
plementary skill. Work p133–134 with the appropriate language
er’s Book for detailed such as ‘we believe that…’, ‘It
complementary skills in is important that...’, ‘Not only
that but…’ so they can use
present their ideas to a these in their dialogue.
ust explain the main points
garding keeping the youth For additional differentiation
heir talks. Ask both pupils to strategies, please refer to the
provided list of differentiation
one idea, the other pupil strategies and select
pils that they must use a appropriate
ommittee members who will strategy/strategies based on
efully, focusing on pupils’ the needs of the pupils.
y and to use an appropriate
e a note of any errors or any
over these with the class

arises pupils’ learning in this
ete Activity 4 in pairs, and
bate.

141

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 109 (Speaking 19) MAIN SKILL(S) FOCUS: Sp
__
TOPIC: Happy to help! CROSS-CURRICULAR ELE

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

Speaking 2.4 Speaking 2.4.1 Choose an appropriate pre-lesson activity
Communicate Explain the main needs/interests and that will review langua
appropriately to a points of an idea or prepare the pupils for the lesson.
small or large argument
group on familiar Lesson delivery
topics Complementary
Skill This lesson focuses on speaking activi
Complementary
Skill Speaking 2.3.1 https://www.cambridgeenglish.org/exams-
Keep interaction Pupils work in small groups of three or fou
Speaking 2.3 going in discourse- Task 21 or copy the mind map onto the wh
Use appropriate level exchanges by done a similar activity in this unit of the tex
communication paraphrasing and with wording if necessary. Pay special atte
strategies rephrasing pupils’ ability to argue their point of view cl
appropriately mistakes or successes to go over with the
ready, open up as a class discussion. Mov
pupils how to keep interaction going by pa
someone else’s ideas. Set pupils a time lim
questions. Again monitor this time paying
ability to keep interaction going and use of
ready, open up as a class discussion. Use
on any particular successes and any comm

Post-lesson

Ask pupils to review their learning in this le
exit card about the speaking activities: ‘wh
well in the activities?’ and ‘what they found
about the activities?’ Collect the cards and
subsequent lessons.

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 12)

peaking THEME: Teacher to decide

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

y that suits pupils’ A Speaking activity For differentiation strategies,
age and/or vocabulary and talking about the please refer to the provided
benefits of keeping fit. list of differentiation strategies
ities: See Part 3 and 4 and select appropriate
Speaking from Sample strategy/strategies based on
-and-tests/first/preparation/ Paper 2 for activity or the needs of the pupils.
ur. Give out a print-out of use other sources or
hiteboard. Pupils have teacher’s own
xtbook. Monitor and help materials.
ention to cohesion and
learly. Make a note of any
e class afterwards. When
ve on to Part 4. Remind
araphrasing and adding to
mit to discuss each of the
special attention to pupils’
f paraphrasing. When
e this time to give feedback
mon mistakes.

esson by completing an
hat they were able to do
d particularly challenging

d use them for planning

142

WEEK: LESSON 110 (Writing 21) SCHEME OF WORK: TEXTBOO
__ TOPIC: Happy to help!
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.2 Writing 4.2.4 Activate prior knowledge in the lesson’s to
Communicate Use formal and discuss firstly what the features of formal l
with appropriate informal registers makes communication effective. (Features
language, form appropriate to the in top left corner the name and address of
and style target audience in date, Dear + Mr/Mrs/Ms + surname or full
most familiar and sentence clearly stating the reason(s) for w
some unfamiliar throughout, a clear purpose, the desired c
situations the end, an ending with Yours sincerely/fa
Book for ideas about effective communica
Complementary Complementary
Lesson delivery
Skill Skill
This lesson focuses on Activities 1–4. A
Writing 4.1. Writing 4.1.4 developing the main skill. Activities 2 and 3
Communicate Express and complementary skill. Work through Activit
intelligibly through respond to real or Teacher’s Book for detailed guidance. If tim
print and digital imagined opinions write a plan for the letter they would write i
media on familiar and feelings at the model answer in Activity 4.
topics
Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, discuss any prob
local community and what could be done t
the situation.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
effectively using a broad range of vocabulary, formal
register

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
letters are and then what Allow more proficient pupils to
s of formal letters include: English Download work on the activities
f the person writing to, the Student’s Book, p156 independently.
name, an opening Teacher’s Book, p134– Support can be given to less
writing, a formal tone proficient pupils by grouping
course of action stated at 135 them together during the
aithfully). See Student’s activities and by making them
ation. more teacher-led.

Activities 1 and 4 focus on For additional differentiation
3 focus on developing the strategies, please refer to the
ties 1–4. See the provided list of differentiation
me allows, get pupils to strategies and select
in Activity 3 before looking appropriate
strategy/strategies based on
the needs of the pupils.

arises pupils’ learning in
blems or issues in your
to effectively help solve

143

WEEK: LESSON 111 (Writing 22) SCHEME OF WORK: TEXTBOO
__ TOPIC: Happy to help!
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.2. Writing 4.2.2 Choose an appropriate pre-lesson activity
Communicate Spell written work needs/interests, which will review the relev
with appropriate on a range of text prepare the pupils for the lesson.
language, form types with
and style reasonable Lesson delivery
accuracy
This lesson focuses on Activities 5–6. A
Complementary Complementary with the use of the Language Bank box foc
Skill Skill main skill. Activity 6 also focuses on devel
skill. Complete Activity 5. See the Teacher
Writing 4.2. Writing 4.2.4 guidance.
Communicate Use formal and In Activity 6, challenge pupils to use adven
with appropriate informal registers vocabulary. Tell pupils to focus on correct
language, form appropriate to the appropriate formal tone. Allow access to d
and style target audience in check that they are using the correct forma
most familiar and vocabulary either from the Language Bank
some unfamiliar introduced in the unit.
situations 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
writing a formal letter?’

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 12)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
effectively using a broad range of vocabulary, formal
register

INE MATERIALS / DIFFERENTIATION
STRATEGIES
that suits pupils’ REFERENCES
vant language or tone and Allow less proficient pupils to
English Download write shorter paragraphs. If
Student’s Book, p157 necessary, help them to
Teacher’s Book, p135 formulate the opening
sentence to each paragraph.
Activities 5 and 6 along Monitor to check that they are
cus on developing the using the appropriate tone as
loping the complementary well as relevant vocabulary
r’s Book for detailed (see Language Bank) to
communicate their ideas
nturous but relevant effectively.
spelling as well as an
dictionaries. Monitor to Challenge more proficient
al tone as well as relevant pupils by asking them to write
k and from vocabulary a more detailed letter giving
more ideas for and against.
h pupil. If time is limited, Tell them to use 200–250
most help. If necessary, words.

heir letters for homework. For additional differentiation
strategies, please refer to the
esson by completing an provided list of differentiation
they were able to do well strategies and select
rticularly challenging about appropriate
strategy/strategies based on
the needs of the pupils.

144

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 112 (Revision 12) 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 12)

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.

145

6. Appendix 1: Learning Standards mapping

The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.

Lesson Skill Unit Main Complementary
Unit 1
1 R1 3.1.1 2.1.5
2 R2 1 3.1.2 2.1.3
3 LA1 1 N/A N/A
4 L1 1 1.1.3 2.1.4
5 S1 1 2.1.2 2.1.4
6 S2 1 2.2.1 2.1.5
7 W1 1 4.2.3 3.1.6
8 W2 1 4.1.5 4.2.4
9 LiA1 1 5.1.1 N/A
10 Revision 1 1 N/A N/A
1
11 R3 Unit 2 3.1.5 2.4.1
12 R4 2 3.1.2 2.1.5
13 LA2 2 N/A N/A
14 L2 2 1.1.2 1.2.1
15 S3 2 2.3.1 2.1.1
16 S4 2 2.1.2 1.1.3
17 W3 2 4.1.4 2.1.5
18 LiA2 2 5.1.2 N/A
19 Revision 2 2 N/A N/A
3
20 R5 Unit 3 3.2.1 3.1.4
21 LA3 3 N/A N/A
22 L3 3 1.1.2 2.1.1
23 L4 3 1.1.3 2.4.1
24 S5 3 2.1.1 4.2.2
25 W4 3 4.2.3 2.4.1
26 W5 3 4.1.3 3.1.5
27 LiA3 3 5.1.1 N/A
28 Revision 3 3 N/A N/A
3
29 R6 Unit 4 3.1.6 2.1.2
30 R7 4 3.1.1 4.2.4
31 LA4 4 N/A N/A
32 L5 4 1.1.1 2.1.1
33 S6 4 2.1.2 2.4.1
34 W6 4 4.2.3 2.4.1
4

Secondary Form 5 Scheme of Work 146

Lesson Skill Unit Main Complementary
35 W7 4 4.2.1 3.1.5
36 LiA4 4 5.1.2 N/A
37 Revision 4 4 N/A N/A

38 R8 Unit 5 3.2.1 3.1.3
39 LA5 5 N/A N/A
40 L6 5 1.1.1 2.1.1
41 L7 5 1.1.6 2.1.2
42 S7 5 2.3.1 2.4.1
43 W8 5 4.1.2 4.2.1
44 W9 5 4.1.5 3.1.1
45 LiA5 5 5.2.1 N/A
46 Revision 5 5 N/A N/A
5
47 R9 3.1.1 3.1.2
48 LA6 Unit 6 N/A N/A
6
49 L8 6 1.1.3 1.2.1
50 L9 1.1.3 1.1.2
51 S8 6 2.1.1 2.1.5
52 W10 6 4.1.1 2.1.4
53 W11 6 4.1.4 4.1.5
54 LiA6 6 5.2.1 N/A
55 Revision 6 6 N/A N/A
6
56 R10 6 3.1.5 3.1.2
57 LA7 Unit 7 N/A N/A
58 L10 7 1.1.1 1.1.2
59 S9 7 2.1.3 2.3.1
60 S10 7 2.2.1 2.4.1
61 W12 7 4.2.4 2.1.4
62 W13 7 4.2.4 2.1.2
63 LiA7 7 5.3.1 N/A
64 PBL1 7 N/A N/A
65 PBL2 7 N/A N/A
66 Revision 7 7 N/A N/A
7
67 R11 7 3.1.2 3.1.6
68 R12 Unit 8 3.1.4 3.1.3
69 LA8 8 N/A N/A
70 L11 8 1.1.3 1.1.1
71 S11 8 2.1.4 2.1.3
72 S12 8 2.1.5 2.1.1
8
Secondary Form 5 Scheme of Work 8

147

73 W14 8 4.1.1 4.2.3
74 W15 8 4.2.1 4.1.5
75 LiA8 8 5.3.1 N/A
76 Revision 8 8 N/A N/A
Unit 9
77 R13 9 3.1.2 3.1.5
78 R14 9 3.1.4 4.2.1
79 LA9 9 N/A N/A
80 L12 9 1.2.1 1.1.2
81 L13 9 1.1.6 1.3.1
82 S13 9 2.1.4 2.1.2
83 W16 9 4.1.1 4.1.4
84 W17 9 4.1.2 4.2.2
85 Revision 9 9 N/A N/A
Unit 10
86 R15 10 3.2.1 3.1.1
87 R16 10 3.1.3 3.1.4
88 LA10 10 N/A N/A
89 L14 10 1.1.1 1.2.1
90 L15 10 1.1.6 2.1.4
91 S14 10 2.1.3 2.1.2
92 S15 10 2.3.1 2.1.3
93 W18 10 4.1.5 4.1.3
94 W19 10 4.1.3 4.1.5
95 Revision 10 10 N/A N/A
Unit 11
96 R17 11 3.1.3 3.1.2
97 LA11 11 N/A N/A
98 L16 11 1.1.1 1.1.3
99 L17 11 1.1.2 3.1.2
100 S16 11 2.4.1 2.1.2
101 S17 11 2.1.5 2.1.1
102 W20 11 4.1.3 4.1.4
103 Revision 11 11 N/A N/A
Unit 12
104 R18 12 3.1.2 2.1.1
105 LA12 12 N/A N/A
106 L18 12 1.3.1 1.1.2
107 L19 12 1.1.2 1.1.3
108 S18 12 2.2.1 2.4.1
109 S19 12 2.4.1 2.3.1
110 W21 12 4.2.4 4.1.4
111 W22 12 4.2.2 4.2.4
112 Revision 12 12 N/A N/A

Secondary Form 5 Scheme of Work 148





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