SOW FORM 5

OOK-BASED LESSON (UNIT 1)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to leisure time; adverbs describing routine

NE MATERIALS / DIFFERENTIATION STRATEGIES

so far by asking them to REFERENCES Allow more proficient pupils to work
re. Tell them it can be on the activities independently.
, writer, artist) and the English Download Ensure less proficient pupils focus
ey should explain why they Student’s Book, on the planning stage and can start
uss their ideas in small p14–15 drafting as homework if necessary.
e class. Teacher’s Book,
Support can be given to less
p15 proficient pupils during Activities 1
and 2 by making them teacher-led
extension to Activity 2 activities. Talk through the seven
prepare pupils to produce a points, eliciting answers and asking
ting the main skill. Ask about pupils to give explanations for their
r to focus on the answers. Do the same for Activity 2.

for detailed guidance. If pupils need support with ideas,
you can help them create a mind
nk the email is formal or map of different activities that
uld identify the typical Malaysian teenagers do at home on
at the beginning, informal the whiteboard.
ge like ‘can you’, use of
Activity 2 and ask pupils to Pupils can use the email in Activity
focus on the main skill, 3 to modify their plans.
plan of an informal email
ty 2. Then ask pupils to use Challenge more proficient pupils by
make sure pupils are not asking them to write a more detailed
ts are expected to be simple rough draft of what teenagers do in
g Activities 3 and 4, ask Malaysia in their free time (Activity
ure that they have used 2) using up to 250 words.
eir emails.
For additional differentiation
easiest and most strategies, please refer to the
m a few minutes to exchange provided list of differentiation
eir feedback so you can plan strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

WEEK: LESSON 8 (Writing 2) SCHEME OF WORK: TEXTBO
__ TOPIC: It’s Personal!
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.1 Writing 4.1.5 Choose an appropriate pre-lesson activity
Communicate Organise, sequence and that will review language and/or vocab
intelligibly through and develop ideas the lesson.
print and digital within a text of
media on familiar several paragraphs Lesson delivery
topics on familiar topics
and some unfamiliar This lesson focuses on Activities 5–7. A
Complementary topics skill. Activity 7 also focuses on the comple
Skill Book for detailed guidance.
Complementary
Writing 4.2 Skill Ask pupils to prepare their plans first, as th
Communicate Remind pupils they are emailing a friend s
with appropriate Writing 4.2.4 register. Monitor as pupils write their emai
language, form Use formal and do not over-correct grammatical or spelling
and style informal registers stage. Keep the focus on meaning. Make a
appropriate to the successes, focusing particularly on use of
target audience in use of an informal register. Go over these
most familiar and As homework, ask pupils to complete the f
some unfamiliar and bring their email to you to give individu
situations
Post-lesson

Ask pupils to review their learning in this le
‘what went well in your writing?’ and ‘your
better if…’ Collect the cards and use them

OOK-BASED LESSON (UNIT 1)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Present Simple and
present continuous to talk about daily routine and leisure
time activities; informal connectives; email language

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
that suits pupils’ needs/interests REFERENCES
bulary and prepare the pupils for In the writing activity, allow
English less proficient pupils to write
Activities 5–7 focus on the main only three paragraphs.
ementary skill. See the Teacher’s Download Monitor to check that they
Student’s Book, are using connectives to
hey did in the previous lesson. link their ideas and the
so they should use an informal p15 appropriate register.
ils and help where necessary, but Teacher’s Book,
g errors because this is first draft p16
a note of any mistakes or
Challenge more proficient
connectives to link ideas and the pupils by asking them to
with the class afterwards. write a more detailed
final draft of their email at home account of their family
ual feedback. routine and how they spend
their leisure time together.
esson by completing an exit card: Ask them to use 200–250
writing would have been even words.
m for planning subsequent lessons.
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.

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 9 (Literature in Action 1) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in
Action 5.1 Action 5.1.1 Teachers should ensure that their lesson c
Engage with, Explain in detail the Action Content and Learning Standard spe
respond to and feelings and
interpret a variety opinions a text
of literary text provokes in them
types

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 1)

ature in Action THEME: Teacher to select

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

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

34

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 10 (Revision 1) 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 1)

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.

35

WEEK:Unit 2 SCHEME OF WORK: TEXTBO
__
LESSON 11 (Reading 3) MAIN SKILL(S) FOCUS: Re
TOPIC: Life’s Great Mysteries
CROSS-CURRICULAR ELE

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

Reading 3.1 Reading 3.1.5 Activate prior knowledge in this lesson by
Understand a Recognise and The Bermuda Triangle on the whitebo
variety of texts by independently the anything about these three places. When r
using a range of attitude or opinion pupils to complete activity 2, p17 of the Stu
appropriate of the writer in Teacher’s Book for detailed guidance. Alte
reading strategies extended texts on a appropriate pre-lesson activity that suits pu
to construct wide range of review language and/or vocabulary and pr
meaning familiar topics and
some unfamiliar Lesson delivery
Complementary topics
Skill This lesson focuses on Activities 1–3. A
Complementary developing the complementary skill. Activi
Speaking 2.4 Skill focuses on developing the main skill. See
guidance.
Communicate Speaking 2.4.1
appropriately to a Ask pupils to read the words in Activity 1 a
small or large Explain the main not understand. In order to focus on the co
group on familiar points of an idea or in groups of four. Ask pupils to take turns t
topics argument answers in Activity 1. If they do not believe
ask them to justify this opinion. In the sam
complete Activity 2 together. When ready,
pupils to explain to their new partner the id
Activity 2.

To focus on the main skill, first read the ins
class. Then write on the whiteboard: What
Sarah Winchester? What is the writer’s att
Mystery House?
Ask pupils to skim read ‘A house of myste
Activity 3 and the questions on the whitebo

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to mystery and intrigue, collocations and
expressions

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
writing Area 51, Teotihuacan REFERENCES
oard. Ask if anyone knows Support can be given to
ready, collect pupils’ ideas. Ask English Download less proficient pupils
udent’s Book. See the Student’s Book, p17 depending on their needs,
ernatively, choose an such as by putting them in a
upils’ needs/interests, which will and p19 small group and reading the
repare the pupils for the lesson. Teacher’s Book, text together. While reading,
p18–20 stop at relevant places and
Activities 1–2 focus on ask questions to help pupils
ity 3, with an extension activity, identify the writer’s opinions
the Teacher’s Book for detailed as opposed to facts.

and explain any words they do For additional differentiation
omplementary skill, put pupil’s strategies, please refer to
to explain and justify their the provided list of
e in any of the creatures, then differentiation strategies
me groups of four ask pupils to and select appropriate
, split pupils into new pairs. Ask strategy/strategies based
deas of their previous group for on the needs of the pupils.

structions to Activity 3 with the
t is the writer’s attitude towards
titude towards Winchester

ery’ to answer the question in
oard. Ask them to find evidence

36

in the text to support their answers. Allow
pairs before checking as a class.
Answer: The writer thinks Sarah Winches
Evidence: she never slept in the same roo
good spirits/she had special robes to talk t
construction guidance
The writer thinks Winchester Mystery Hou
story/might be haunted/that it was strange
Evidence: a staircase to a ceiling/doors op
passageways
Post-lesson
Choose a post-lesson activity that summa
lesson. For example, have a discussion ab
believe the Winchester Mystery House wa
was Sarah Winchester imagining ghosts?
Note: By the end of this unit, ensure that V
textbook are completed. These activities c
more manageable chunks, i.e. one or two
which days to give homework depending o
and pupils’ needs.

Secondary Form 5 Scheme of Work

pupils to check their answers in
ster was strange/eccentric.
om/she communicated with
to the spirits/she asked for
use makes a fascinating
e.
pening to walls/secret

arises pupils learning in this
bout haunted houses. Do pupils
as really haunted by spirits or
Vocabulary sections in the
can be divided into smaller,
activities at a time. Choose
on what best suits the lessons

37

WEEK: LESSON 12 (Reading 4) SCHEME OF WORK: TEXTBO
__ TOPIC: Life’s Great Mysteries
MAIN SKILL(S) FOCUS: Re

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Ask pupils to discuss the questions in Let’s
Reading 3.1 Reading 3.1.2 Teacher’s Book. Allow pupils to discuss th
Understand a Understand specific opening up the discussion as a class.
variety of texts by details and
using a range of information in Lesson delivery
appropriate extended texts on a
reading strategies wide range of This lesson focuses on Activities 4–6. A
to construct familiar topics and developing the main skill. Activity 6 focuse
meaning some unfamiliar complementary skill. Ask pupils to read thr
topics and work through Activities 4, 5 and 6. See
detailed guidance.
Complementary Complementary
Post-lesson
Skill Skill
Complete Extension Activity at the bottom
Speaking 2.1 Speaking 2.1.5 groups of four or five. If possible, get the g
Communicate Explain and justify Give each pupil in the group a piece of A4
information, ideas, own feelings or line and follow the instructions in the Teac
opinions and those of others you may find it easier to complete the activ
feelings intelligibly loud the opening line and then ask the pup
on familiar topics add a line or two to the story before passin
to them to continue.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases related to
mystery and intrigue; answering multiple choice questions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
s talk about it!, p19 REFERENCES
heir ideas in groups before Support can be given to less
English Download proficient pupils depending on
Student’s Book, p18– their needs, such as by
providing vocabulary to use in
19 the speaking activity. In the
Teacher’s Book, p19– reading activity narrow the
options for each question to
20 two or three possible
answers.
Activity 4 focuses on
Monitor carefully and help
es on developing the pupils to locate the relevant
information that will reveal the
rough the Download Box correct answers for Activity 5.
e the Teacher’s Book for Allow pupils to use a
dictionary if they struggle to
m of p20 Teacher’s Book in find the meaning by context.
groups to sit in a circle.
4 paper with the opening For additional differentiation
cher’s Book. Alternatively, strategies, please refer to the
vity orally, i.e. read out provided list of differentiation
strategies and select
pils to take it in turns to appropriate
ng it on to the person next strategy/strategies based on
the needs of the pupils.

38

SCHEME OF WORK: TEXTBO

WEEK: LESSON 13 (Language Awareness 2) MAIN SKILL(S) FOCUS: La
__
TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLIN
STANDARD STANDARD
Pre-lesson
This is a This is a
grammar- grammar-focused Ask questions to pupils (or write questions on th
focused lesson so using either the past simple or past continuous
lesson so listening, progressive). Ensure pupils have appropriate w
listening, speaking, reading to discuss their responses with talk partners. Al
speaking, and writing skills reviews the uses of present simple vs present c
reading and are not explicitly verbs (e.g. hate, like, seem, understand, see, n
writing skills covered which do not usually take the continuous form.
are not
explicitly Lesson delivery
covered
This lesson focuses on past simple vs past
would, be/get used to. See the Teacher’s Boo
that pupils have encountered the past simple an
Form 3 and Form 4 so they should be able to co
relatively quickly. For Activity 3, p21, give pupils
discuss their answers in small groups before co
Activity 4 ask pupils to complete the activity indi
opportunity to note who is competent in using th
further practice.

Move on to p23 and the difference in meaning o
used to something. For Activity 3 give pupils the
discuss their answers in small groups before co
Activities 4 and 5 ask pupils to complete them in
this opportunity to note who is competent in usin
used to something and who needs further pract
pupils to complete Activities 4 and/or 5, p23 as
lesson is too short.

Post-lesson

Ask pupils to review their learning in this lesson
activity on p23 in the Teacher’s Book.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple, past
continuous; used to, would, be/get used to

NE MATERIALS / DIFFERENTIATION
STRATEGIES
he board) to elicit responses REFERENCES
(sometimes called Organise talk partners or
wait time and/or opportunities English Download grouping so that a more
lternatively, play a game which Student’s Book, proficient pupil can help and
continuous or revises stative support a less proficient pupil.
need, believe, imagine, know) p21, p23
Teacher’s Book, Challenge more proficient
pupils by asking them to write
p21, p23 a paragraph using used
to/would/be/get used to. Tell
continuous and used to, pupils to imagine they have
ok for detailed guidance. Note left Malaysia to live in another
nd past continuous in Form 2, country that is very different
omplete these activities culturally. Ask pupils to swap
s the opportunity to check and paragraphs with a partner to
ollecting responses. For check for any mistakes of the
ividually. Monitor and use this targeted grammar.
he past tenses and who needs
For additional differentiation
of used to/would and be/get strategies, please refer to the
e opportunity to check and provided list of differentiation
ollecting responses. For strategies and select
ndividually. Monitor and use appropriate
ng used to/would and be/get strategy/strategies based on
tice. You may need to ask the needs of the pupils.
homework if time in the

n by doing the extension

39

WEEK: LESSON 14 (Listening 2) SCHEME OF WORK: TEXTBO
__ TOPIC: Life’s Great Mysteries
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.1 Listening 1.1.2 Activate prior knowledge in the lesson’s to
Understand Understand work in small groups to list as many heroe
meaning in a independently legends/folk tales that they can think of. Th
variety of familiar specific information who is the greatest hero/heroine from the
contexts and details in
extended texts on a Lesson delivery
Complementary wide range of
Skill familiar topics This lesson focuses on Activities 1–3. A
and some unfamiliar developing the main skill. Activity 2 also fo
Listening 1.2 topics complementary skill. Please note that Acti
Use appropriate pupils the skill of using known clues, word
listening Complementary information they have in the questions and
strategies in a Skill answer being asked for) to work out the m
variety of contexts the unfamiliar words or simple phrases the
Listening 1.2.1 (see the glossary for an explanation for the
Guess the meaning
of unfamiliar words Introduce Robin Hood who is a character f
from clues provided Work through activities 1–3. See the Teac
by other words and guidance.
by context on a wide
range of familiar Post-lesson
topics and some
unfamiliar topics Assess pupils’ ability to understand specifi
text by reading the statements you prepare
asking pupils to say if the statements are t
materials). You may need to play the audio

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to the legend of Robin Hood

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
opic by asking pupils to English Download
es/heroines from Malaysian Student’s Book, p24 Support can be given to less
hen ask them to decide Teacher’s Book, p23– proficient pupils depending on
list and why. 24 their needs, such as by
providing some of the
Activities 1-3 focus on A list of true and false answers to the listening task
ocuses on developing the statements written on a paper. Pupils need to
ivity 2 focuses on teaching using the audio listen and can add the correct
ds and context (i.e. the transcript of the Robin answer to the appropriate
d understanding the sort of Hood listening text on gap.
meaning of what might be p139, Teacher’s Book.
ey hear in the audio text For additional differentiation
e terms in Listening 1.2.1). strategies, please refer to the
from an English legend. provided list of differentiation
cher’s Book for detailed strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

ic details of the listening
ed before the lesson and
true or false (see
o again.

40

WEEK: LESSON 15 (Speaking 3) SCHEME OF WORK: TEXTBO
__ TOPIC: Life’s Great Mysteries
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

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

Speaking 2.3 Speaking 2.3.1 Activate prior knowledge in the lesson’s to
Use appropriate Keep interaction at Activity 1. First let pupils work in pairs a
communication going in discourse- in small groups.
strategies level exchanges by
paraphrasing and Lesson delivery
rephrasing
appropriately This lesson focuses on Activities 2 and
on developing the main skill. Activity 3 also
Complementary Complementary complementary skill. Complete Activity 2. S
detailed guidance. Read the instructions to
Skill Skill
Explain that Activity 3 is similar to speakin
Speaking 2.1 Speaking 2.1.1 tested on their ability to keep interaction go
Communicate Explain information rephrasing what their talking partner has s
information, ideas, on familiar topics ideas. Tell pupils to use the language from
opinions and from diagrams, point but extend the examples so that pup
feelings intelligibly charts, tables, rephrasing each other’s ideas before addin
on familiar topics graphs or other (thus addressing the complementary skill).
visuals ‘So you think………….? Is that right? That
prefer…….’ Put pupils in a new pair and t
drafts to help them come up with new idea
phrases and grammar if necessary but do
a note of any mistakes or successes to go
speaking activity.

Post-lesson

Ask pupils to review their learning in this le
discussion to decide which the best way is
mystery.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of
expressing advantages and disadvantages; comparative
and superlative forms

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to look REFERENCES
and then discuss their ideas Support can be given to less
English Download proficient pupils depending on
d 3. Activities 2 and 3 focus Student’s Book, p25 their needs, such as by
o focuses on developing the Teacher’s Book, providing them with cards with
See the Teacher’s Book for the appropriate language
o Activity 3. p24-25 mirrored in the lesson and the
language of comparative and
ng exam tasks. Pupils are superlative forms from Activity
oing by paraphrasing and 2 or the Language Bank so
said and adding their own they can use these in their
dialogue without having to
m Activity 2 as a starting refer back to the Student’s
pils are paraphrasing and Book.
ng their own to their plans
. Mirror how to do this. i.e. For the writing activity, provide
t’s good but I think I would less proficient pupils with a list
tell them to use their rough of relevant advantages and
as. Monitor and help with disadvantages to add to some
of the ideas in Activity 3 and
not interrupt fluency. Make allow them to do the same for
o over with the class after the the remaining ideas.

esson by having a class For additional differentiation
s to research a local strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/strategies
based on the needs of the
pupils.

41

WEEK: LESSON 16 (Speaking 4) SCHEME OF WORK: NON-TEXTB
__
MAIN SKILL(S) FOCUS: Sp

TOPIC: Life’s Great Mysteries CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Activate prior knowledge in this lesson by
Speaking 2.1 Speaking 2.1.2 vocabulary introduced in the unit.
Communicate Ask about and
information, ideas, explain advantages Lesson delivery
opinions and and disadvantages
feelings intelligibly of This lesson focuses on a listening activ
on familiar topics ideas listening activity from the following site:
plans https://www.cambridgeenglish.org/exams-
Complementary arrangements Part 3 of the Speaking Paper from Sample
Skill focuses on developing the main skill. Part
Complementary from Sample Test Paper 1 focuses on dev
Listening 1.1 Skill complementary skill.
Understand To fully achieve the main skill, copy the ins
meaning in a Listening 1.1.3 map labelled Task 21 (from Part 3 of the S
variety of familiar Recognise Test Paper 1) onto the whiteboard or show
contexts independently working in pairs (as pupils would in exam c
attitudes or opinions work in groups of four to discuss all the dif
in extended texts on attracting tourists to the town. When finish
a wide range of groups of four. In their new groups, pupils
familiar topics and ideas their original group came up with in t
some unfamiliar listening activity, remind pupils they compl
topics task in Unit 1.

Post-lesson

Choose a post-lesson activity that summa
this lesson.

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 2)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to expressing opinions/preference

INE MATERIALS / DIFFERENTIATION
reviewing the topic or new REFERENCES STRATEGIES
vity. Teachers can use a
Part 3 of the Speaking For differentiation strategies,
Paper and Part 3 of the please refer to the provided
Listening Paper from list of differentiation strategies
Sample Paper 1. and select appropriate
strategy/strategies based on
the needs of the pupils.

-and-tests/first/preparation/
e Paper 1. This activity
3 of the Listening Paper
veloping the

structions and the mind
Speaking Paper, Sample
w it on a screen. Instead of
conditions) ask pupils to
fferent options for
hed regroup pupils into new

take turns to explain the
the discussion. For the
leted a similar listening

arises pupils’ learning in

42

WEEK: LESSON 17 (Writing 3) SCHEME OF WORK: TEXTBO
__ TOPIC: Life’s Great Mysteries
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

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

Writing 4.1 Writing 4.1.4 Activate prior knowledge in this lesson by
Communicate Express and complete Activities 1–2 in pairs. See the T
intelligibly through respond to real or detailed guidance.
print and digital imagined opinions
media on familiar and feelings Lesson delivery
topics
This lesson focuses on Activities 6–7. A
Complementary Complementary developing the complementary skill. Activi
developing the main skill. To fully focus on
Skill Skill skill, ask pupils to describe how each of th
being on the beach makes them feel and t
Speaking 2.1 Speaking 2.1.5 each of the senses to their partner. Compl
Communicate Explain and justify Teacher’s Book for detailed guidance.
information, ideas, own feelings or
opinions and those of others If possible, monitor the rough draft of each
feelings intelligibly then monitor those pupils who need the m
on familiar topics allow pupils to complete the final draft of th
homework.

Post-lesson

Ask pupils to review their learning in this le
exit card: ‘what went well in your writing?’
have been even better if…’ Collect the car
planning subsequent lessons.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 2)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: The conventions of
story writing; words/phrases describing feelings

NE MATERIALS / DIFFERENTIATION STRATEGIES

asking pupils to REFERENCES Allow more proficient pupils to work
Teacher’s Book for on the activities independently.
English Download Support can be given to less
Student’s Book, proficient pupils during Activities 1
p26–27 and 2 by giving them a list of
Teacher’s Book, definitions of the adverbs in Activity
1 and adjectives in Activity 2 to
p25 help them chose the correct word
to fill the gaps. In the writing
Activity 6 focuses on activity, allow less proficient pupils
ity 7 focuses on to write only three paragraphs i.e. a
n the complementary beginning a middle and an end.
he senses aroused by Monitor to check that they are
to justify their ideas for using time expressions, adjectives
lete Activity 7. See the of feeling, and words describing
feelings (see Language Bank) to
h pupil. If time is limited make their narratives more
most help. If necessary, interesting.

heir articles for Challenge more proficient pupils by
asking them to write a more
esson by completing an detailed narrative. Tell them to use
and ‘your writing would 200–250 words.
rds and use them for
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.

43

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 18 (Literature in Action 2) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

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

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 2)

ature in Action THEME: Teacher to select

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

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

44

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 19 (Revision 2) 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 2)

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.

45

WEEK:Unit 3 SCHEME OF WORK: TEXTBO
__
LESSON 20 (Reading 5) MAIN SKILL(S) FOCUS: Re
TOPIC: The World of Sport
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 pairs and complete Activity 1. See the Tea
expand ideas for suitable print and
personal digital texts to Lesson delivery
development by investigate and
reading analyse global This lesson focuses on Activities 2–4. A
independently and issues developing the main skill. Activity 4 focuse
widely complementary skill. Allow pupils to use di
resources to clarify the meaning of the diff
Complementary Complementary See the Teacher’s Book for guidance.

Skill Skill Post-lesson

Reading 3.1 Reading 3.1.4 Depending on time either ask pupils to wo
Understand a Use independently Activity 5 or review the vocabulary introduc
variety of texts by a range of familiar true or false. Ask pupils to close their book
using a range of print and digital word/phrase and one of the definitions. Pu
appropriate resources and the right definition or not They can use traf
reading strategies some unfamiliar their hand if they think the definition is corr
to construct resources to check
meaning meaning and Note: By the end of this unit, ensure that V
extend textbook are completed. These activities c
understanding more manageable chunks, i.e. one or two
Choose which days to give homework dep
the lessons and pupils’ needs.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 3)

eading THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to sport, sponsorships, money

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work in REFERENCES
acher’s Book for guidance. Support can be given to less
English Download proficient pupils depending on
Student’s Book, p32– their needs by for example,
giving them a copy of the text
33 where you have located and
Teacher’s Book, p32– highlighted the relevant
information to answer the
33 questions in Activity 3. All
pupils need to do then is
Activities 2 and 3 focus on decide which information is
es on developing the relevant to which question.
ictionaries or digital For Activity 4, give written
ferent types of payments. definitions of the more
challenging words or phrases.
ork in pairs and complete Alternatively, give pupils a
ced in Activity 4 by playing dictionary and allow them to
ks then read out a look up the words.
upils decide whether it is
ffic light cards or just raise Challenge fast finishers to
rect. think of some of their own
ideas either for or against
Vocabulary sections in the athletes earning so much
can be divided into smaller, money and to write a list to
activities at a time. share with the class.
pending on what best suits 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.

46

SCHEME OF WORK: TEXTBOO

LESSON 21 (Language Awareness 3) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: The World of Sport CROSS-CURRICULAR ELE
__

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Activate prior knowledge in this lesson by
lesson so listening, speaking, board in the present perfect simple and the
listening, reading and writing continuous. Ask pupils to work with their ta
speaking, reading skills are not which verb form has been used; why has i
and writing skills explicitly covered with another example using the same tens
are not explicitly
covered When ready collect answers onto the boar
the class to say if they agree or disagree w
given.

Lesson delivery

This lesson focuses on Activities 1–3, p
p37. These activities focus on the use of th
See the Teacher’s Book for detailed guida
encountered the present perfect in Form 4
p35, give pupils the opportunity to check a
in small groups before collecting response
to p37. For Activities 2 and 3, give pupils t
and discuss their answers in small groups
responses. For Activity 4, ask pupils to com
individually. Monitor and use this opportun
competent in using the present perfect sim
further practice. If time is limited, give rem
as homework.

Post-lesson

Choose a post-lesson activity that summa
this lesson. For example, if the focus of the
tenses the teacher can choose a game to
of the perfect tense.

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 3)

anguage Awareness THEME: Health and Environment

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: The present perfect
simple, the present perfect continuous and the past
simple.

INE MATERIALS / DIFFERENTIATION
STRATEGIES
writing sentences on the REFERENCES
e present perfect Organise talk partners or
alk partner(s) and say: English Download grouping so that a more
it been used; and come up Student’s Book, p35, proficient pupil can help and
se for the same reason. support a less proficient pupil.
rd – encourage the rest of p37
with the explanations Teacher’s Book, p34– For additional differentiation
strategies, please refer to the
36 provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.

p35 and Activities 1–4,
he present perfect tenses.
ance. Note that pupils have
4. For Activities 2 and 3,
and discuss their answers
es. When ready move on
the opportunity to check
s before collecting
mplete the activity
nity to note who is
mple and who needs
maining grammar activities

arises pupils’ learning in
e lesson is the perfect
revise the different uses

47

WEEK: LESSON 22 (Listening 3) SCHEME OF WORK: TEXTBOO
__ TOPIC: The World of Sport
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.1 Listening 1.1.2 Activate prior knowledge in the lesson’s to
Understand Understand course’ on the whiteboard and its definition
meaning in a independently land where participants must run and over
variety of familiar specific information climbing, crawling under or crossing them
contexts and details in understanding. Tell pupils the school is go
extended texts on a outdoor obstacle course to help pupils exe
Complementary wide range of education lessons. Asks pupils to work in p
Skill familiar topics challenging assault course that will help pu
and some unfamiliar share their ideas with the class.
Speaking 2.1 topics
Communicate Lesson delivery
information, ideas, Complementary
opinions and Skill This lesson focuses on Activities 1–3. A
feelings intelligibly developing the complementary skill. Activi
on familiar topics Speaking 2.1.1 Download Box focus on developing the ma
Explain information Activities 1–3. See the Teacher’s Book for
on familiar topics focusing on Activity 1, ask pupils to discus
from diagrams, terms of an obstacle course i.e. how can th
charts, tables, obstacle course? What do pupils have to d
graphs or other improve pupil’s fitness? Will it test anything
visuals ability to rationalise? Did they include any
in their own design of an obstacle course?

Post-lesson

Ask pupils to discuss the Spartan race. Wo

such a race? Why?/Why not? What is a Sp

characteristics does a person need to com
ready, collect pupils’ ideas and share with

Secondary Form 5 Scheme of Work

OK-BASED LESSON (UNIT 3)

stening THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
connected with assault courses and challenges

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by putting ‘obstacle REFERENCES
n, ‘a course over rough If possible, group less
rcome obstacles by English Download proficient pupils together and
by ropes’. Check pupils Student’s Book, p38 allow them to listen to the
oing to create a short Teacher’s Book, p36– audio text more often,
ercise during physical pausing more times to allow
pairs to design a 37 pupils to discuss the
upils keep fit. When ready information they have heard
in pairs.
Activity 1 focuses on
ities 2–3 and the Challenge more proficient
ain skill. Work through pupils by giving them extra
r detailed guidance. When multiple-choice questions.
ss each of the pictures in Look at the audio tape script
hey use a brick wall in an (p140, Teacher’s Book) and
do? How will the activity create further multiple–choice
g else such as a pupil’s questions similar to the one in
of the ideas in the pictures Activity 3 Student’s Book.
?
For additional differentiation
ould they like to enter strategies, please refer to the
partan race testing? What provided list of differentiation
mplete such a race? When strategies and select
class. appropriate
strategy/strategies based on
the needs of the pupils.

48

WEEK: LESSON 23 (Listening 4) SCHEME OF WORK: NON-TEXTB
__ TOPIC: The World of Sport
MAIN SKILL(S) FOCUS: Lis

CROSS-CURRICULAR ELE

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

Listening 1.1 Listening 1.1.3 Choose an appropriate pre-lesson activity
Understand Recognise needs/interests, which will review languag
meaning in a independently prepare the pupils for the lesson.
variety of familiar attitudes or opinions
contexts in extended texts on Lesson delivery
a wide range of
Complementary familiar topics and This lesson focuses on a teacher-sourc
Skill some unfamiliar speaking activity. If possible, source an a
topics Malaysian sport celebrity or an interview c
Speaking 2.4 a well-known successful Malaysian sports
Communicate Complementary David, Pandelela Rinong or Lee Chong W
appropriately to a Skill appropriate for the audio based on the B2
small or large The difficulty of the questions depends on
group on familiar Speaking 2.4.1 to create differentiated questions. The que
topics Explain the main attitude / opinion of the chosen sport celeb
points of an idea or
argument If unable to source own audio text then us
Paper from Sample Paper 2.
https://www.cambridgeenglish.org/exams-
preparation/
Allow pupils to check their answers in pair
class.

To focus on the complementary skill first a
the positive things sports people bring to s
models, someone for young people to look
get young people active, create national p
money to charity, help make higher aware
etc. Write on the board ‘Sports people ear
Then divide the class into small groups. Te
the group they are in favour of the stateme
they are against. Give pupils time to list th
argument before holding group debates. M

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 3)

stening THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teachers choose

NE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
that suits pupils’ A sourced audio with
ge and/or vocabulary and questions. Questions should be
differentiated to meet the
ced listening text and Audio should be about a needs of different pupils.
audio text about a Malaysian sport celebrity
conducted in English with or an interview For additional differentiation
s person such as Nicol conducted in English strategies, please refer to the
Wei. Create questions with a well-known provided list of differentiation
First-type questions. successful Malaysian strategies and select
the level of pupils. Try sports person or appropriate
estions should target the international sports strategy/strategies based on
brity. people who have done a the needs of the pupils.
se Part 4 of the Listening lot for charity i.e.
raised/given a lot of
-and-tests/first/ money, held charity
events, made appeals for
rs before checking as a certain charities –
include world famous
sports people as well as
national ones.

Or

ask pupils to think about Part 4 of the Listening
society i.e. good role Paper from Sample
k up to and admire, they Paper 2. You will need
pride and unity, give photocopies of multiple-
eness of certain charities choice questions
rn too much money.’ accompanying the audio.
ell half the members of
ent and the other half
he points of their
Monitor and help where

49

needed but do not interrupt fluency. Make
or successes to go over with the class afte
Post-lesson
Elicit from pupils all the main points made
and against the statement. Then have a cl
whether they think the statement is true or
sports pay more prize money than others?

Secondary Form 5 Scheme of Work

a note of any mistakes
er the discussions.
in the debates both for
lass vote to decide
r false. Ask: should some
? Why?/Why not?

50

WEEK: LESSON 24 (Speaking 5) SCHEME OF WORK: TEXTBO
__ TOPIC: The World of Sport
MAIN SKILL(S) FOCUS: Sp

CROSS-CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Main Skill Main Skill Pre-lesson
Activate prior knowledge in the lesson’s to
Speaking 2.1 Speaking 2.1.1 the questions in Activity 1 in pairs. See the
Communicate Explain information guidance.
information, ideas, on familiar topics
opinions and from diagrams, Lesson delivery
feelings intelligibly charts, tables,
on familiar topics graphs or other This lesson focuses on Activities 2–3 a
visuals 3. Activities 2 and 3 focus on developing th
Activity 3 focuses on developing the comp
Complementary Complementary Activities 2 and 3 and the Download Box. S
Skill Skill detailed guidance.

Writing 4.2 Writing 4.2.2 To focus on achieving the complementary
Communicate Spell written work either photos A and B or C and D and writ
with appropriate on a range of text question ‘what are the advantages of each
language, form types with each sport is popular’. Tell pupils to use th
and style reasonable create appropriate comparison sentences
accuracy correct spelling. Monitor and help with voc
note of any spelling mistakes to go over in
activity. If time allows, ask pupils’ to swap
other’s spelling.

Post-lesson

Ask pupils to look at the questions in Activ
minutes to think of some ideas then have a

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 3)

peaking THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of
comparison, words/phrases connected with sport and
exercise

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking them to discuss REFERENCES
e Teacher’s Book for detailed Support can be given to less
English Download proficient pupils depending on
and an extension of Activity Student’s Book, p39 their needs, such as by
he main skill. An extension of Teacher’s Book, providing them with cards
plementary skill. Work through p37–38 with the appropriate language
See the Teacher’s Book for mirrored in the lesson and the
language of comparison from
Activity 2 or the Language
Bank so they can use these
in their dialogue without
having to refer back to the
Student’s Book.

y skill, ask pupils to choose For the writing activity,
te a paragraph answering the provide less proficient pupils
h sport’ and ‘why do you think with some ideas and ask
he Language Bank to help them to add a few of their
and to focus in particular on own.
cabulary when asked. Make a
n class at the end of the For additional differentiation
paragraphs and check each strategies, please refer to the
provided list of differentiation
vity 4 in pairs. Give them 5 strategies and select
a short class discussion. appropriate
strategy/strategies based on
the needs of the pupils.

51

WEEK: LESSON 25 (Writing 4) SCHEME OF WORK: TEXTBO
__ TOPIC: The World of Sport
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.2 Writing 4.2.3 Ask pupils to discuss ‘What are the pros a
Communicate with Produce a plan or internationally famous person?’ (a celebrit
appropriate draft and modify Caprio or Madonna or someone famous fo
language, form and this appropriately Nelson Mandela). Allow time for pupils to d
style independently before opening up the activity for a short c

Complementary Complementary Lesson delivery
Skill Skill
This lesson focuses on Activities 1–3. A
Speaking 2.4 Speaking 2.4.1 developing the complementary skill. An ex
Communicate Explain the main on developing the main skill.
appropriately to a points of an idea Work through the activities using the Teac
small or large group or argument instead of getting the pupils to complete th
on familiar topics pupils to work in pairs and discuss the ma
Explain that ‘_________ (your own idea)’ i
another point in the argument NOT their o
included with the summing up in the concl
main skill, extend Activity 3 by asking pupi
notes listing main ideas.

The plan should be for five paragraphs:

 introduction
 the right to privacy
 their friends and family
 your own idea
 conclusion, summing up/own opin

When pupils have completed their plans a
essay plans and their supporting ideas wit
should give each other constructive feedba
improvements to their plans if necessary.

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 3)

Writing THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language introducing and
supporting/contrasting ideas such as connectives used to add
ideas and introduce opposite ideas

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
and cons of being an REFERENCES
ty such as Leonardo Di Allow more proficient pupils to
or their political role such as English Download work on the activities
discuss the question in pairs Student’s Book, p40 independently.
class discussion. Teacher’s Book, p38 Support can be given to less
proficient pupils during Activities
Activities 1–3 focus on 1 and 2 by going through the
xtension of Activity 3 focuses ideas and discussing them
together. In Activity 2, ask
cher’s Book as guidance but probing questions about each
he activities individually, ask extra idea to help pupils decide
ain ideas of the arguments. in which conversation they fit i.e.
is asking candidates for is this a positive statement
opinion. Their opinion can be towards sport people? For the
lusion. To fully focus on the writing activity, ask pupils to
ils to make a plan with rough write a rough plan of their essay.
Help formulate ideas if
nion necessary. You could give
pupils a suitable introduction,
ask them to talk through their then ask them to write three
th a partner. Tell pupils they short paragraphs with one
ack and then make the relevant idea in each paragraph.
If possible, help them to write a
conclusion summarising their
ideas or giving their own
opinion.

Challenge more proficient pupils
by asking them to write a more
detailed argument for the three
relevant points (two given, one
of their own) expressing two or
three ideas in each paragraph.

52

Post-lesson
Choose a post-lesson activity that summa
lesson. For example ask pupils if they can
a sports celebrity being in the media all the
of money advertising famous brands

Secondary Form 5 Scheme of Work

arises pupils’ learning in this For additional differentiation
n think of any advantages of strategies, please refer to the
e time, such as earning a lot provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.

53

WEEK: LESSON 26 (Writing 5) SCHEME OF WORK: TEXTBO
__ TOPIC: The World of Sport
MAIN SKILL(S) FOCUS: W

CROSS-CURRICULAR ELE

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

Writing 4.1 Writing 4.1.3 Look at Extension Activity, p39 in the Teac
Communicate Explain the main whiteboard ‘The Olympic Games are unne
intelligibly through points for and come up with two ideas in support of this s
print and digital against an idea or opposes it. When ready, share the ideas w
media on familiar argument
topics Lesson delivery
Complementary
Complementary Skill This lesson focuses on Activities 4–6. A
Skill developing the complementary skill. Activi
Reading 3.1.5 Box focus on developing the main skill. Se
Reading 3.1 Recognise detailed guidance.
Understand a independently the Note that the Teacher’s Book states that p
variety of texts by attitude or opinion opinion in the introduction. You might wan
using a range of of the writer in this is not always true. Pupils can introduc
appropriate extended texts on a introduction stating that this is the topic of
reading strategies wide range of as they give their opinion clearly in the sum
to construct familiar topics and Try to ensure all pupils produce a rough dr
meaning some unfamiliar Monitor as pupils write and check that thei
topics Remind pupils of the first lesson in Unit 3 w
use of connectives to strengthen ideas and
contrasting ideas.
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

Choose a post-lesson activity that summa
Unit 3. For example, use true or false state
hold up green cards for true and red cards

Secondary Form 5 Scheme of Work

OOK-BASED LESSON (UNIT 3)

Writing THEME: Health and Environment

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of writing
ideas for and against a statement

INE MATERIALS / DIFFERENTIATION
STRATEGIES
cher’s Book. Write on the REFERENCES
ecessary.’ Ask pupils to Pupils should be familiar with
statement and one that English Download the topic of the essay in
with the class. Student’s Book, p41 Activity 4 as they wrote their
Teacher’s Book, p38– own answer to Activity 3 in
the previous lesson.
39
In the writing activity, support
Activity 4 focuses on less proficient pupils to
ities 5-6 with the Download formulate their ideas relating
ee the Teacher’s Book for to the given topics and an
extra topic of their own. If
pupils must give their own appropriate help pupils write
nt to point out to pupils that an introduction before using
ce the question in the their notes to complete
paragraphs 3–4. Help pupils
the discussion – as long to write a final paragraph
mmary. summarising ideas and
raft for Activity 6 in class. restating own opinion.
ir ideas are cohesive.
where you looked at the Challenge more proficient
d introduce new pupils by asking them to write
a more detailed argument.
h pupil. If time is limited, Tell them to use 200–250
most help. If necessary, words.

heir articles for homework. For additional differentiation
strategies, please refer to the
arises pupils’ learning in provided list of differentiation
ements and get pupils to strategies and select
s for false. appropriate
strategy/strategies based on
the needs of the pupils.

54

SCHEME OF WORK: NON-TEXTB

WEEK: LESSON 27 (Literature in Action 3) MAIN SKILL FOCUS: Litera
__
TOPIC: Teacher to select CROSS-CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in
Action 5.1 Action 5.1.1 Teachers should ensure that their lesson c
Engage with, Explain in detail the Action Content and Learning Standard spe
respond to and feelings and
interpret a variety opinions a text
of literary text provokes in them
types

Secondary Form 5 Scheme of Work

BOOK-BASED LESSON (UNIT 3)

ature in Action THEME: Teacher to select

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

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

55

SCHEME OF WORK: TEXTBOOK / N

WEEK: LESSON 28 (Revision 3) 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 3)

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.

56

WEEK:Unit 4 SCHEME OF WORK: TEXTBO
__
LESSON 29 (Reading 6) MAIN SKILL(S) FOCUS: Re
TOPIC: Shopping Therapy
CROSS-CURRICULAR ELE
Education

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

Reading 3.1 Reading 3.1.6 Revise knowledge of shopping vocabulary
Understand a Recognise with little example: Take a piece of paper and cut in
variety of texts by or no support typical sure you have one square for each pupil. O
using a range of features at word, word/phrase related to shopping (see list b
appropriate sentence and text put a corresponding definition. Give each p
reading strategies levels of a wide stand up and mingle until they find their pa
to construct range of genres definition.
meaning
Complementary Possible words/phrases to use: a browser
Complementary Skill through things casually); shopaholic (some
Skill shopping); food court (area in a shopping
Speaking 2.1.2 kinds of food); retail therapy (to shop to ma
Speaking 2.1 Ask about and bargain hunter (someone looking for some
Communicate explain advantages price); full refund (getting your money back
information, ideas, and disadvantages an item’s price); window shopping (looking
opinions and of buying); click and collect (ordering online t
feelings intelligibly ideas shop); shoplifter (someone who steals item
on familiar topics plans
arrangements Lesson delivery

This lesson focuses on Activities 1–3. A
developing the complementary skill. Activi
developing the main skill. See the Teache
guidance. To fully focus on the complemen
discuss Activities 1 and 2 in pairs before o
Activity 2 as a class discussion. To fully ac
pupils where each of the four texts come f
features of their genre does each text illus

Answers:

Secondary Form 5 Scheme of Work