SOW FORM 4

Post-lesson.

First demonstrate on board, and then ask
come up with an exciting opening line to a
catches the reader’s interest. Collect respo

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 25 (Revision 4) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over p
main skill and skill and
complementary complementary skill their work from the previous lesson.

skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 4 Scheme of Work

pupils with talk partner(s) to
a thriller story which immediately
onses to share.

N-TEXTBOOK BASED 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,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

51

SCHEME OF WORK: NON-TEX

WEEK: LESSON 26 (Literature in Action 2) MAIN SKILL(S) FOCUS: Lit
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

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

Literature in Literature in Teachers should ensure that their lesson c
Action 5.1 Action 5.1.1 Action content and learning standard spec
Engage with, Explain briefly the
respond to and feelings and
interpret a variety opinions a text
of literary text provokes in them
types

Secondary Form 4 Scheme of Work

XTBOOK BASED LESSON

terature in Action THEME: Teacher to select

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

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

52

WEEK:Unit 3 SCHEME OF WORK: TEXTBOO
__
LESSON 27 (Reading 5) MAIN SKILL(S) FOCUS: Re
TOPIC: Buy it!
CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson by
Reading 3.1 Reading 3.1.2 their shopping habits. Put the following two
Understand a Understand specific Do you think shopping is a chore or a leisu
variety of texts by details and last time you went shopping? What did you
using a range of information in opportunity to discuss their ideas with talk
appropriate extended texts on a collecting responses. Use this activity to e
reading strategies wide range of relevant to the topic of shopping.
to construct familiar topics
meaning Lesson delivery

Complementary Complementary This lesson focuses on Activities A, B,
Teacher’s Book for detailed guidance. Com
Skill Skill that in Activity B pupils are asked to read f
to discuss their ideas with their talk partne
Speaking 2.1 Speaking 2.1.4 responses. In order to meet the compleme
Communicate Explain and justify time to discuss ideas with their talk partne
information, ideas, own point of view discussion to the class. Encourage pupils
opinions and by explaining and justifying their points of
feelings intelligibly
on familiar topics Activities B and C focus on developing the
focuses on the complementary skill.

Post-lesson

Ask pupils to identify with their talk partner
words or phrases that they have learned in
When pupils are ready, collect and share w
class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

eading THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
description, advertisements

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to discuss REFERENCES
o questions on the board: Activity D can be given for
ure activity? When was the Full Blast Plus 4 homework if time does not
u buy? Give pupils the Student’s Book, allow doing it during class time.
partner(s) before Alternatively fast finishers can
elicit other vocabulary pp 38-39 complete Activity D in class and
Teacher’s Book, the rest at home. Pupils can
use dictionaries to check their
pp 38-39 answers. Ensure to give out the
answer key and explain
C and E. See the answers if necessary. ,.
mplete Activity A. Note Support can be given to less
for gist. Allow pupils time proficient pupils depending on
er(s) before collecting their needs, such as by
entary skill, allow pupils providing vocabulary to use in
er(s) before opening up the the speaking tasks, or sentence
to expand on the answers starters and model sentence
view. constructions to help the pupil
produce sentences.
e main skill and Activity E For additional differentiation
strategies, please refer to the
r(s) at least three new provided list of differentiation
n relation to shopping. strategies and select
words/phrases as a whole appropriate strategy /strategies
based on the needs of the
pupils.

53

SCHEME OF WORK: TEXTBOO

LESSON 28 (Language Awareness 5) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: Buy it! CROSS CURRICULAR ELE
__ Financial Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Play a game revising the use of modal ver
lesson so listening, speaking, pupil is given a card with a list of challengi
listening, reading and writing your toes while standing on one leg, speak
speaking, reading skills are not wiggle your ears etc. The pupils speak to e
and writing skills explicitly covered. find out about their past and present abiliti
are not explicitly and 'Could you...? with one activity on thei
covered. the back of the card each time a classmate
'Yes, I could'. If possible, the classmate sh
ability by completing the activity on the car
responses.

Lesson delivery

This lesson focuses on the Grammar ac
Teacher’s Book for detailed guidance. Alw
opportunity to check and discuss their ans
before collecting responses.

Complete the Vocabulary activities as a fo

Post-lesson

Ask pupil to make up some amusing sente
‘would rather….than….’ i.e. ‘I would rather
angry elephants than do my language hom
with class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

anguage Awareness THEME: Consumerism and Financial Awareness

EMENT(S): LANGUAGE/GRAMMAR FOCUS: modal verbs
expressing possibility / obligation / prohibition / future
predictions

INE MATERIALS / DIFFERENTIATION
STRATEGIES
rbs. For example: Each REFERENCES
ing activities such as touch For differentiation strategies,
k 5 words backwards; Full Blast Plus 4 please refer to the provided
everybody in their group to Student’s Book, pp 39- list of differentiation strategies
ies by asking 'Can you...?' and select appropriate
ir card. Pupils put a tick on 40 strategy/strategies based on
e answers 'Yes, I can' or Teacher’s Book, pp 39- the needs of the pupils.
hould also prove their
rd. When ready, collect 40

ctivities. See the
ways give pupils the
swers in small groups

ollow up

ences using the structure
r cycle through a herd of
mework.’ Share responses

54

WEEK: LESSON 29 (Listening 5) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge of the relevant vo
Listening 1.1 Listening 1.1.1 listening transcript in the Teacher’s Book a
Understand Understand phrases your pupils may find challenging.
meaning in a independently the pupils in groups to come up with a definitio
variety of familiar main ideas in on the board. When ready collect respons
contexts extended texts on a
wide range of Lesson delivery
familiar topics
This lesson focuses on Activities A and
Complementary Complementary detailed guidance. Give pupils the opportu
answers in small groups before collecting
Skill Skill
Activities A and B focus on developing the
Speaking 2.1 Speaking 2.1.1
Communicate Explain simple In order to meet the complementary skill a
information, ideas, content on familiar responses for Activity B. Put on the board:
opinions and topics from what  Explain what is happening at ‘Sportsti
feelings intelligibly they read and hear
on familiar topics tracksuits)
 Explain what is good and bad about B

town, no returns)
 Explain why Eye Style is the presente

discounts, this week…)

Ask pupils to use the words in brackets to
Let them give their explanation to their talk
responses.

Use additional lesson activities if time allow
from the Reading Lesson covered previou

Post-lesson

Play a game such as word bingo or true / f
and phrases introduced in pre-lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

stening THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with shopping

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ocabulary by going through the
and making a list of any words / Full Blast Plus 4 To support less confident
List these on the board. Ask Student’s Book, p41 pupils, pause the listening
on of the words / phrases listed Teacher’s Book, track at selected intervals
ses. p41 to allow thinking time.
Full Blast Plus 4 Alternatively, read and
d B. See the Teacher’s Book for Audio CD pause at specific intervals
unity to check and discuss their from the audio script in
responses. the Teacher’s Book if it
e main skill. helps less proficient pupils
add another stage after collecting to listen to your voice
: rather than that of a native
ime’ (half price, walking boots, speaker. Play the track
from the CD when pupils
Big Roy’s (trendy, parking, out of feel more confident.

er’s favourite (quality, price, For additional
differentiation strategies,
help them answer the questions. please refer to the
k partner(s) before collecting provided list of
differentiation strategies
and select appropriate
strategy /strategies based
on the needs of the pupils.

ws such as: using the recording
usly in the lesson sequence.

false definitions to revise words

55

WEEK: LESSON 30 (Speaking 5) SCHEME OF WORK: TEXTBO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge of shopping voca
Speaking 2.1 Speaking 2.1.3 For example: Take a piece of paper and c
Communicate Explain advantages Make sure you have one square for each p
information, ideas, and disadvantages put a word / phrase related to shopping. O
opinions and of plans and corresponding definition. Give each pupil a
feelings intelligibly ambitions up and mingle until they find their partner,
on familiar topics pupil with correct definition.

Complementary Complementary Lesson delivery

Skill Skill This lesson focuses on Activities A, B a
first page (p 37). See the Teacher’s Book
Reading 3.1 Reading 3.1.4
Understand a Use independently Activities A and B focus on developing the
variety of texts by familiar and some The third activity of ‘Discuss’ focuses on d
using a range of unfamiliar print and complementary skill. Allow pupils to guess
appropriate digital resources to phrases in bold before using dictionaries o
reading strategies check meaning and up the meaning. You may need to provide
to construct extend meaning.
meaning understanding
Post-lesson

Ask pupils to write sentences that contain
‘Discuss’ activity. Monitor and provide sup
form or spelling. When ready, select pupils
sentences. Alternatively, choose another a
activity that better suits pupils’ needs/inter
the vocabulary from this lesson.

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 3)

peaking THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: giving opinions;
comparing / contrasting; words and phrases connected
with shopping and discount shops

INE MATERIALS / DIFFERENTIATION
STRATEGIES
abulary by playing a game. REFERENCES
cut into small squares. Fast finishers can be given
pupil. On half the squares Full Blast Plus 4 the activity to create an
On the other half put a Student’s Book, pp 37 advertisement for another
a paper. Tell them to stand discount shop selling
& 42 something of their own
i.e. pupil with word and Teacher’s Book, pp 37 choice.

& 42 Support can be given to less
proficient pupils depending on
and ‘Discuss’ on the unit their needs, such as by
k for detailed guidance. providing vocabulary to use in
the speaking tasks, or
e main skill for this lesson. sentence starters and model
developing the sentence constructions to
s the meaning of the help the pupil produce
or digital resources to look sentences.
e further examples to clarify
For additional differentiation
the words from the strategies, please refer to the
provided list of differentiation
pport for any problems with strategies and select
appropriate strategy
s to read out their /strategies based on the
needs of the pupils.
appropriate post-lesson
rests and that will review

56

WEEK: LESSON 31 (Writing 5) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.2 Play a shopping word spelling game. For e
Communicate Spell written work come to the board and ask: How do you sp
with appropriate on a range of text bargain, offer, shopaholic, shopping therap
language, form types with word the volunteer spells out. Ask the clas
and style reasonable by showing appropriate card (red to show
accuracy
Complementary Lesson delivery
Skill Complementary
Skill This lesson focuses on Activity A and B
Speaking 2.3 detailed guidance.
Speaking 2.3.1
Use appropriate In order to meet the complementary skill, a
communication Confirm part of the questionnaire and discuss ques
strategies understanding in partner(s). When ready, collect responses
discourse-level ask pupil A to interview pupil B using the s
exchanges by Ask all pairs to confirm their understanding
repeating back what when necessary, repeating back what he/s
a speaker has said finished, ask them to swap roles, i.e. pupil
second half of the questionnaire. Get both
completed forms with their details and corr
pupils to use the completed questionnaire
their talk partner’s shopping habits. Remin
spelling.

Post-lesson

Share some of the pupil’s sentences desc
habits with the class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

Writing THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: questionnaire
language; words and phrases connected with personal
information

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
example: Ask for a volunteer to
pell… (value, receipt, discounts, Full Blast Plus 4 Support can be given to
py)? Write on the board the Student’s Book, p43 less proficient pupils
ss: is this right? Pupils respond Teacher’s Book, depending on their needs,
No and green to show Yes). p43 such as by providing
vocabulary to use in the
B. See the Teacher’s Book for writing or speaking tasks.

ask pupils first to look at the first For the pre-lesson activity,
stions 1 and 2 with talk allow pupils who struggle to
s. Put pupils in new pairs and spell words from memory to
second half of the questionnaire. spell words on paper (like in
g of the question/response their notebook) before
she answered. When pairs are verbally spelling them.
l B interviews pupil A using the Choose words that are less
h partners to check the challenging for less
rect any spelling mistakes. Ask proficient pupils.
to write 5-7 sentences about
nd pupils to pay attention to their 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.

cribing their partner’s shopping

57

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 32 (Revision 5) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over p
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 4 Scheme of Work

N-TEXTBOOK BASED 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,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

58

WEEK: LESSON 33 (Reading 6) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson by as
Reading 3.1 Reading 3.1.6 purpose of these different text types: adverti
Understand a Recognise with appeals. Collect response and conclude the
variety of texts by support typical are meant to influence people’s thinking and
using a range of features at word, belief or behaviour (making them buy goods
appropriate sentence and text
reading strategies levels of an Lesson delivery
to construct increased range
meaning of genres This lesson focuses on Activities A, B an
detailed guidance.
Complementary Complementary
Skill Skill For Activities A, B and D, give pupils the opp
answers in small groups before collecting re
Reading 3.1 Reading 3.1.3 skill create a new stage after completing Act
Understand a Guess the certain features or techniques to influence a
variety of texts by meaning of use of rhetorical questions, facts and eviden
using a range of unfamiliar words Explain any difficult vocabulary and then ask
appropriate from clues examples of these typical features. Collect r
reading strategies provided by other evidence or quotations from the text. To focu
to construct words and by pupils to complete Activity D in pairs/small g
meaning context on a wide to check their answers. When ready collect
range of familiar necessary. Do not ask reading comprehens
topics Book unless necessary and only do so at th
pupils focus on overall understanding of a te
the details.

Post-lesson

Then get pupils to discuss the questions in A
hold a class discussion.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

eading THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: persuasive
language; focusing on the results of action; words and
phrases connected with shops

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sking pupils what they think is the Full Blast Plus 4 Activity C can be given for
Student’s Book, homework if time does not
isements, arguments, charity allow doing it during class
pp 44-45 time. Alternatively fast
e discussion by explaining that they Teacher’s Book finishers can complete
d persuade them to change their Activity C in class and the
pp 44-45 rest at home.
s). For additional
differentiation strategies,
nd D. See the Teacher’s Book for please refer to the
provided list of
portunity to check and discuss their differentiation strategies
esponses. In order to meet the main and select appropriate
tivity B. Explain that writers use strategy /strategies based
and persuade readers such as the on the needs of the pupils.
nce, strong adjectives like ‘starving’.
k pupils to skim read the text to find
responses asking pupils to give
us on the complementary skill, ask
groups. Pupils can use dictionaries
responses and explain answers if
sion questions in the Teacher’s
he end of the lesson. This is to help
ext and not worry too much about

Activity E. Collect responses and

59

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 34 (Language Awareness 6) MAIN SKILL(S) FOCUS: La
__
TOPIC: Buy it! CROSS CURRICULAR ELE
Education

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 the grammar ac
Book for detailed guidance. For Activity A
to check and discuss their answers in sma
responses.

Additional lesson activities may be require
activity on phrasal verbs with ‘get’ and ‘put

Post-lesson

Play a game to revise the perfect tense. H
commonly used with the perfect (see list in
Divide the class into 2-4 groups (dependin
one of the words on the board. The pupils
sentence using the present perfect and the
first group to do so gets a point but only if
grammatically correct. Continue with anoth
group with the most points wins.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

anguage Awareness THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: present perfect
simple and present perfect continuous

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

writing sentences on the Full Blast Plus 4 For differentiation strategies,
e present perfect Student’s Book, pp 45- please refer to the provided
alk partner(s) and: say 46 list of differentiation strategies
it been used; and come up Teacher’s Book, pp 45- and select appropriate
se for the same reason. 46 strategy /strategies based on
rd – encourage the rest of the needs of the pupils.
with the explanations List for post-lesson
game.
ctivity. See the Teacher’s twice, once, for, in the
give pupils the opportunity last month, lately,
all groups before collecting since, yet, up to now, at
last, ever, never, at
last, recently, so far,
this week, already, in
the last week

ed: use the Vocabulary
t’.

Have a list of words
n the materials column).
ng on size of class) Put
must come up with a
e word on the board. The
the sentence is
her word from the list. The

60

WEEK: LESSON 35 (Listening 6) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Prepare an activity to revise some of the s
Listening 1.1 Listening 1.1.2 used in the unit so far. For example shopp
Understand Understand pupils a piece of paper with a grid of 3 x 3
meaning in a independently shopping words / phrases from the unit so
variety of familiar specific information fill their grid with 9 words from the board o
contexts and details in everybody is ready, give a definition of the
extended texts on a from the board. If pupils have that word the
wide range of The first to get a line across or down wins.
familiar topics have chosen the right word for your definit

Complementary Complementary Lesson delivery

Skill Skill This lesson focuses on Activities A and
Book for detailed guidance.
Speaking 2.1 Speaking 2.1.4
Communicate Explain and justify Extend Activity A by asking pupils to expla
information, ideas, own point of view responses to a talk partner. Activity B focu
opinions and order to meet the complementary skill, add
feelings intelligibly Activity B. See ‘Optional post-listening acti
on familiar topics Book. Ask pupils to discuss the three ques
partner(s) and justify their point of view. W
responses and open up the discussion to t

Post-lesson

Ask pupils to identify with their talk partner
words or phrases that they have learned in
When pupils are ready, collect and share w
class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

stening THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: describing a job;
words and phrases connected with shopping

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

shopping words / phrases Full Blast Plus 4 To support less confident
ping word bingo. Give Student’s Book, p 46 pupils, pause the listening
Teacher’s Book, p 46 track at selected intervals to
squares. List the allow thinking time.
o far on the board. Pupils Alternatively, read and pause
of their own choice. When at specific intervals from the
e words chosen randomly audio script in the Teacher’s
ey can cross it off the grid. Book if it helps less proficient
. Make sure to check they pupils to listen to your voice
tions. rather than that of a native
speaker. Play the track from
d B. See the Teacher’s the CD when pupils feel more
confident.
ain and/or justify their
uses on the main skill. In For additional differentiation
d a stage at the end of strategies, please refer to the
ivity’ in the Teacher’s provided list of differentiation
stions with their talk strategies and select
When ready, collect appropriate strategy
the whole class. /strategies based on the
needs of the pupils.

r(s) at least three new
n relation to shopping.
words/phrases as a whole

61

WEEK: LESSON 36 (Speaking 6) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson by
Speaking 2.1 Speaking 2.1.4 work with talk partner(s). Give each pair a
Communicate Explain and justify the alphabet down the left hand margin. W
information, ideas, own point of view ask pupils to write one profession for every
opinions and actor, B - builder…Z- zoologist) Pupils sco
feelings intelligibly answer but some letters are quite tricky.
on familiar topics
Lesson delivery
Complementary Complementary
This lesson focuses on Activities A and
Skill Skill Teacher’s Book for detailed guidance. Giv
and discuss their answers in small groups
Writing 4.1 Writing 4.1.3
Communicate Explain the main Activities A and B focus on developing the
intelligibly through points of an idea or
print and digital argument Collect responses to Activities A and B an
media on familiar about what pupils consider their ideal job.
topics on the board and ask what sort of characte
do the job and what sort of skills or qualific
complementary skill, add a new stage whe
describing their ideal job and why they thin
pupils to use the sort of persuasive langua

Post-lesson.

Put pupils in groups and tell them to take t
rest of the group to listen carefully and fee
organised and clear enough and how succ
language was.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

peaking THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: language of
comparing and contrasting; words phrases describing
jobs

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

playing the A-Z of jobs. Pupils Full Blast Plus 4 Less confident pupils can
piece of paper. Tell them to write Student’s Book, p write one paragraph in the
When ready set a time limit and writing activity, with three
y letter of the alphabet (i.e. A - 47 sentences describing their
ore a point for every correct Teacher’s Book, p ideal job and giving an
explanation why.
47
For additional
d B of Speaking. See the differentiation strategies,
ve pupils the opportunity to check please refer to the
s before collecting responses. provided list of
differentiation strategies
e main skill for this lesson. and select appropriate
strategy /strategies based
nd have a short class discussion on the needs of the pupils.
Elicit the names of different jobs
eristics a person would need to
cations. In order to meet the
ere pupils write a short paragraph
nk it is perfect for them. Remind
age covered in Lesson 33.

turns to read their drafts. Tell the
edback on whether the ideas were
cessful the use of persuasive

62

WEEK: LESSON 37 (Writing 6) SCHEME OF WORK: TEXTBOO
__ TOPIC: Buy it!
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Education

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing 4.2 Writing 4.2.3 Write on the board 6 sentences / phrases (3 u
Communicate Produce an informal language). Ask pupils what is differen
with appropriate extended plan or pupils’ responses focus on content, ask them
language, form draft and modify terms of style. Once you have established for
and style this pupils to work with talk partner(s) and change
appropriately in to informal and the informal to formal.
Complementary response to
Skill feedback or Lesson delivery
independently
Writing 4.2 This lesson focuses on Activities B, C, D, E
Communicate Complementary book for detailed guidance.
with appropriate Skill
language, form Skip Activity A to allow time for main activities
and style Writing 4.2.4 Activities D and E focus on developing the co
Use formal and Give pupils the opportunity to check and discu
informal groups before collecting responses. To save t
registers sentences within these activities among group
appropriate to sentences each). You can also skip Activity C
the target time for Activity F.
audience in most
familiar Go through the Plan and ask pupils to prepare
situations email/letter. Once pupils have completed thei
their ideas correspond to those in the plan in t
modify their plans if necessary. Ask pupils to s
under the main part and other parts of the pla
complete their emails/letters at home.

Activity F develops the main skill and Activitie
complementary skill.

Post-lesson

Choose a post-lesson that summarises pupils
the paragraphs of an application email in the r

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 3)

Writing THEME: Consumerism and Financial Awareness

EMENT(S): Financial LANGUAGE/GRAMMAR FOCUS: formal language of
letter writing; words / phrases typically used in letter
writing

LINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

using formal language, 3 using Full Blast Plus 4 Fast finishers can make a
Student’s Book start on their letters.
nt about the sentences. If Alternatively, if there are
to think of the difference in pp 48-49 any unfinished vocabulary
Teacher’s Book activities in the unit, they
rmal / informal language ask can be completed.
pp 48-49
e the formal phrases / sentences Support can be given to
less proficient pupils
E and F. See the Teacher’s depending on their needs,
such as by providing
s and go straight to Activity B. vocabulary and phrases to
omplementary skill of the lesson. use in the writing task.
uss their answers in small Monitor as pupils work and
time consider splitting the if necessary work through
ps of three pupils (2-3 Activities D and E with the
C if you need to allocate more pupils

e their own plans for the formal For additional differentiation
r plans, ask them to check if strategies, please refer to
the Student’s Book. Tell them to the provided list of
start writing some content differentiation strategies
an if time allows. Pupils can and select appropriate
strategy /strategies based
es B-E develop the on the needs of the pupils.

s learning. For example putting
right order.

63

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 38 (Revision 6) 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 p
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 4 Scheme of Work

N-TEXTBOOK BASED 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,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy /strategies based on
the needs of the pupils.

64

SCHEME OF WORK: NON-TEX

WEEK: LESSON 39 (Literature in Action 3) MAIN SKILL(S) FOCUS: Lit
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
Teacher to 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 spec
Engage with, Explain in detail the
respond to and development of plot, Focus on development of plot.
interpret a variety characters and
of literary text themes in a text
types

Secondary Form 4 Scheme of Work

XTBOOK BASED LESSON

terature in Action THEME: Teacher to select

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

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

65

WEEK:Unit 4 SCHEME OF WORK: TEXTBOO
__
LESSON 40 (Reading 7) MAIN SKILL(S) FOCUS: Re
TOPIC: Being a Teen
CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson usi
Reading 3.1 Reading 3.1.2 opener of Student’s Book (p 51). Give pup
Understand a Understand specific discuss their ideas with talk partner(s) befo
variety of texts by details and and discussing as a class.
using a range of information in
appropriate extended texts on a Lesson delivery
reading strategies wide range of
to construct familiar topics This lesson focuses on Activities A, B,
meaning Teacher’s Book for detailed guidance. Not
are asked to read for gist. Allow pupils tim
Complementary Complementary with their talk partner(s) before collecting r

Skill Skill In order to meet the complementary skill, a
collecting the responses to Activity D. In p
Speaking 2.1 Speaking 2.1.1 book. Pupil B asks pupil A one of the ques
Communicate Explain simple Pupil A answers the question giving an ex
information, ideas, content on familiar which uses the information in the text. Onc
opinions and topics from what A then asks B a different question. Pupils
feelings intelligibly they read and hear four questions in own words.
on familiar topics
Activities C and D focus on developing the
Activity B with extended activity focuses on
complementary skill.

Post-lesson

Ask pupils look at Activity F with their talk
time for pupils to come up with some ideas
discuss as a class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

eading THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: words and phrases
nology connected with education, future plans and predictions

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

ing ‘Discuss’ in the Unit Full Blast Plus 4 Fast finishers can move on to
pils the opportunity to Student’s Book, pp 51- Activity E. Alternatively, this
ore collecting responses activity can be given as
53 homework.
C and D. See the Teacher’s Book, pp 51- Support can be given to less
te that in Activity C pupils proficient pupils depending on
me to discuss their ideas 53 their needs, such as by
responses. providing vocabulary to use in
add another stage after the speaking tasks, or
pairs, pupil A closes his/her sentence starters and model
stions 1-4 (from Activity B). sentence constructions to
xplanation in own words help the pupil produce
ce A has given an answer, sentences.
take turns to answer all
For additional differentiation
e main skill for this lesson. strategies, please refer to the
n developing the provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

partner(s). Allow enough
s then collect responses to

66

SCHEME OF WORK: TEXTBO

LESSON 41(Language Awareness 7) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: Being a Teen CROSS CURRICULAR ELE
__ and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

This is a This is a grammar- Pre-lesson
grammar-focused focused lesson so Play a game to review future tenses. Alter
lesson so listening, speaking, discuss their future plans either the immed
listening, reading and writing weekend or more distant future i.e. college
speaking, reading skills are not
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar ac
covered. See the Teacher’s Book for detailed guida

Post-lesson

Ask pupils to write down sentences that us
future verb forms. Monitor and provide sup
with choosing the correct future form. Whe
read out their sentences. Alternatively, cho
post-lesson activity that better suits pupils’
will review the future verb form or vocabula

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 4)

anguage Awareness THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Future tenses: will,
nology going to, future perfect simple. All / both / neither / none /
either

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
rnatively, ask pupils to
diate future i.e. the Full Blast Plus 4 For differentiation strategies,
e /career etc. Student’s Book, pp 53- please refer to the provided
list of differentiation strategies
ctivities. 55 and select appropriate
ance. Teacher’s Book, pp53- strategy /strategies based on
the needs of the pupils.
se the three different 55
pport for any problems
en ready, select pupils to Fast finishers can complete
oose another appropriate the Vocabulary activities.
’ needs/interests and that
ary from this lesson.

67

WEEK: LESSON 42 (Listening 7) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Pupils work with talk partner(s) to answer
a good school? Either leave open for pupil
Listening 1.1 Listening 1.1.3 ideas or put on the board: good leadership
Understand Recognise qualified teachers; excellent IT facilities (co
meaning in a independently sizes; good sports facilities; good Arts faci
variety of familiar attitudes or opinions paints); a lot of extracurricular activities on
contexts in extended texts on trips every year. Pupils can chose which o
a wide range of school or put all the options in order of imp
Complementary familiar topics
Skill Lesson delivery
Complementary This lesson focuses on Activities A and
Speaking 2.1 Skill activity. See the Teacher’s Book for detai
Communicate Activities A and B focus on developing the
information, ideas, Speaking 2.1.4 In order to meet the complementary skill, a
opinions and Explain and justify completing Activity B. Divide pupils into gr
feelings intelligibly own point of view necessary) Give each member of the grou
on familiar topics board put: A school meals, B sports faciliti
library, E playground facilities, F after scho
these options to better suit own school nee
school has been given some money and th
spend the money on. Each pupil must put
to them and explain why their option is bes
Give pupils time to think of ideas before st
take it in turns to put forward their opinion
holding a group discussion and coming up

Post-lesson
Have one member from each group state
justification for their decision. Open up to c

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

stening THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: expressing opinions;
nology words and phrases connected with schools and
education

INE MATERIALS / DIFFERENTIATION
STRATEGIES
the question: What makes REFERENCES
ls to come up with own Fast finishers can move on to
p from Head teacher; well- Full Blast Plus 4 the Vocabulary activities in
omputers); small class Student’s Book, p55 the Student’s Book.
ilities (musical instruments, Teacher’s Book, p55 Alternatively, some of these
n offer; plenty of school activities can be given for
options make a good Full Blast Plus 4 Audio homework.
portance. To support less confident
CD pupils, pause the listening
track at selected intervals to
d B of the Listening allow thinking time.
iled guidance. Alternatively, read and pause
e main skill for this lesson. at specific intervals from the
add a stage after audio script in the Teacher’s
roups of 6 (smaller if Book if it helps less proficient
up a letter A-F. On the pupils to listen to your voice
ies, C computers, D school rather than that of a native
ool language club (change speaker. Play the track from
eds). Explain that the the CD when pupils feel more
hey must decide what to confident.
forward the option given For additional differentiation
st and justify their opinion. strategies, please refer to the
tarting the debate. Pupils provided list of differentiation
and justifications before strategies and select
p with a solution. appropriate strategy
/strategies based on the
needs of the pupils.

their decision and
class discussion.

68

WEEK: LESSON 43 (Speaking 7) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Main Skill Pre-lesson
Speaking 2.3 Main Skill Activate prior knowledge in this lesson by
Use appropriate questions in small groups. What is virtual r
communication Speaking 2.3.1 entertainment purposes? How is it used fo
strategies Confirm and medical or military training)
understanding in
Complementary discourse-level Lesson delivery
Skill exchanges by This lesson focuses on Activities A and
repeating back what See the Teacher’s Book for detailed guida
a speaker has said the complementary skill, add a new stage
pupils to work with their talk partner(s) and
Complementary unavailable, dictionaries, to look up / chec
Skill blue box and, if necessary, ‘e-books’, ‘inte
reality’. Collect responses and share with t

Reading 3.1 Reading 3.1.4 Activity B focuses on developing the main
Understand a Use independently
variety of texts by familiar and some stage at the beginning of Activity B addres
using a range of unfamiliar print and
appropriate digital resources to Remind pupils that when appropriate, they
reading strategies check meaning and
to construct extend box. In order to fully meet the main learnin
meaning understanding discussion. First draw pupils’ attention to t

Book for instructions) then explain to pupil
other’s ideas by saying ‘So, you think that…

the pupil has just said. If the summary is c
pupil replies ‘no, what I think is…’ When p

and share as a class.

Post-lesson
Check pupil understanding of the words in
groups. Give a definition of one of the wor
right word first. Alternatively, pupils work in
describe the meaning of a word for the res

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

peaking THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: talking about
nology technology and education; expressing opinion

OUTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
asking pupils to discuss the following Full Blast Plus 4
reality? How is it used for Student’s Book, Fast finishers can move
or educational purposes? (i.e. gaming p56 on to the Vocabulary
Teacher’s Book, activities in the
d B of the speaking activity. p56 Student’s Book.
ance. Start with Activity A. To meet Alternatively, some of
Print or digital these activities can be
at the beginning of Activity B. Ask resources given for homework.
d use digital resources or, if
ck the meaning of the words in the Computer lab or Support can be given to
eractive whiteboard’ and ‘virtual access to less proficient pupils
the class. computers (tablets depending on their
or laptops) if using needs, such as by
skill for this lesson. The additional digital research providing vocabulary to
sses the complementary skill. tools use in the speaking
y should use the words in the blue tasks, or sentence
ng skill, add a new stage to the starters and model
the ‘TIP’ and explain it (see Teacher’s sentence constructions
ls that they should respond to each to help the pupil
…’ followed by a summary of what produce sentences.
correct, they can move on, if not, the
pupils are ready, collect responses For additional
differentiation strategies,
n the blue box. Divide the class into please refer to the
rds. See which group can give the provided list of
n small groups and take it in turns to differentiation strategies
st of the group to guess. and select appropriate
strategy /strategies
based on the needs of
the pupils.

69

WEEK: LESSON 44 (Writing 7) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in the lesson’s to
about reading. With talk partner(s) answer
Writing 4.1 Writing 4.1.4 enjoy reading? Have you read a good boo
Communicate Express and favourite book? When / where do you read
intelligibly through respond to opinions your favourite place to read? When ready,
print and digital and common share with class.
media on familiar feelings such as
topics amusement, anger Lesson delivery
and regret This lesson focuses on Activities A, B,
Complementary activity. See the Teacher’s Book for detai
Skill Complementary time to discuss their ideas with their talk pa
Skill responses.
Reading 3.1 Follow instruction for Activity A. Activity B
Understand a Reading 3.1.2 complementary skill for this lesson. Activiti
variety of texts by Understand specific main skill.
using a range of details and
appropriate information in Post-lesson
reading strategies extended texts on a Play a game revising some of the new sho
to construct wide range of vocabulary introduced in Unit 4a. Alternati
meaning familiar topics with their talk partner(s) at least five new w
have learned in relation to the topic of sho
in Unit 4a. When pupils are ready, collect a
as a whole class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

Writing THEME: People and Culture

EMENT(S):Information LANGUAGE/GRAMMAR FOCUS: putting forward a
nology balanced argument i.e. advantages and disadvantages

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to talk REFERENCES
r the following: Do you Activity C can be given as
ok recently? What is your Full Blast Plus 4 homework.
d most often? Where is Student’s Book, p 56-
, collect responses and For additional differentiation
57 strategies, please refer to the
Teacher’s Book, p 56- provided list of differentiation
strategies and select
57 appropriate strategy
/strategies based on the
D and E of the writing needs of the pupils.
iled guidance. Allow pupils
artner(s) before collecting

focuses on developing the
ies D and E focus on the

opping / technology
ively, ask pupils to identify
words or phrases that they
opping / future technology
and share words/phrases

70

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 45 (Revision 7) 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 p
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 4 Scheme of Work

N-TEXTBOOK BASED LESSON (UNIT 4)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
pupils’ writing and improve Full Blast Plus 4 or please refer to the provided
list of differentiation strategies
other resources and select appropriate
strategy/strategies based on
the needs of the pupils.

71

WEEK: LESSON 46 (Reading 8) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in the lesson’s to
questions in Activity A first in pairs then in
Reading 3.2 Reading 3.2.1 responses and open up to class discussio
Explore and Read a variety of
expand ideas for suitable print and Lesson delivery
personal digital texts to This lesson focuses on Activities B, C a
development by investigate and the Teacher’s Book for detailed guidance.
reading analyse national ideas with their talk partner(s) before colle
independently and issues
widely Activities B and C focus on developing the
to fully meet the main skill, if possible, a ne
Complementary Complementary pupils have completed Activity B where pu
the internet to investigate the following: wh
Skill Skill music amongst teenagers in Malaysia; wh
bands/groups; the name of any famous hip
Speaking 2.1 Speaking 2.1.4 are not available, pupils should discuss the
Communicate Explain and justify participate in Activity E. If pupils are able in
information, ideas, own point of view responses before completing Activity C. To
opinions and skill, add a new stage after pupils have co
feelings intelligibly name their own favourite type of music / b
on familiar topics and justify their preference(s) with an expl
ready, collect responses and share as a cl

Post-lesson
Tell pupils that in some countries, music fe
with older teenagers. Thousands of young
to different bands and camp overnight in te
they been to a music festival? Would they
lasted 3-4 days? Why? / Why not? Would
a different country?

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

eading THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: words and phrases
nology describing popular culture / music; explaining the roots
of popular culture

UTLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

opic by asking pupils to discuss the Full Blast Plus 4 Support can be given to
small groups. When ready, collect Student’s Book, less proficient pupils
depending on their needs,
on. pp 58-59 such as by providing
Teacher’s Book, vocabulary to use in the
and E of the reading activity. See speaking tasks, or
Allow pupils time to discuss their pp 58-59 sentence starters and
ecting responses. model sentence
constructions to help the
e main skill for this lesson. In order pupil produce sentences.
ew stage should be added after Alternatively, reduce the
upils work in small groups and use number of questions the
hat is the most popular kind of pupils have to complete in
hich are the most popular Activities B and C.
p-hop groups. If digital resources
ese questions when they For additional
nvestigate the questions, collect differentiation strategies,
o fully meet the complementary please refer to the
ompleted Activity E, asking pupils to provided list of
band / group to their talk partner(s) differentiation strategies
lanation of the reasons why. When and select appropriate
lass. strategy /strategies based
on the needs of the pupils.

estivals lasting 3-4 days are popular
g people go to the festivals to listen
ents. Ask pupils to discuss: Have

like to go to a music festival that
they like to go to a music festival in

72

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 47 (Language Awareness 8) MAIN SKILL(S) FOCUS: La
__
TOPIC: Being a Teen CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Activate prior knowledge in the lesson’s to
grammar-focused focused lesson so complete the sentences. On the board wri
lesson so listening, speaking, several conditional sentences (zero, first o
listening, reading and writing to complete them i.e. If it snowed tomorrow
speaking, reading skills are not the flowers,…..; If I get a lot of homework t
and writing skills explicitly covered. Allow pupils time to discuss their ideas wit
are not explicitly before collecting responses.
covered.
Lesson delivery
This lesson focuses on the grammar ac
Book for detailed guidance.

Additional lesson activities may be require
to further practise the conditional tenses o
activity on correct word forms.

Post-lesson

Ask pupils to write the first clause of a num
sentences. When ready swap with a partn
pupils to make imaginative or humorous se
provide support for any problems with form
correct tense or will / would. When ready,
their sentences. Alternatively, choose ano
lesson activity that better suits pupils’ need
review the Conditional forms from this less

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

anguage Awareness THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Zero, first and
nology second conditionals

INE MATERIALS / DIFFERENTIATION
STRATEGIES
opic by asking pupils to REFERENCES
ite the first clause of For differentiation strategies,
or second) and get pupils Full Blast Plus 4 please refer to the provided
w, I ……..; When I water Student’s Book, pp 59- list of differentiation strategies
tonight, …. and select appropriate
th their talk partner(s) 60 strategy/strategies based on
Teacher’s Book, pp 59- the needs of the pupils.

60

ctivity. See the Teacher’s

ed: either create activities
or use the Vocabulary

mber of conditional
ner to complete. Encourage
entences. Monitor and
ming the clauses with the

select pupils to read out
other appropriate post-
ds/interests and that will
son.

73

WEEK: LESSON 48 (Listening 8) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Play a game to review zero, first or second
previous lesson. Alternatively, choose ano
Listening 1.1 Listening 1.1.5 lesson activity that better suits pupils’ need
Understand Understand review the listening vocabulary and prepar
meaning in a independently more lesson.
variety of familiar complex questions
contexts on a wide range of Lesson delivery
familiar topics This lesson focuses on Activities A, B a
Complementary activity. See the Teacher’s Book for detai
Skill Complementary time to discuss their ideas with their talk pa
Skill responses.

Speaking 2.1 Speaking 2.1.4 Activity A focuses on developing the comp
Communicate Explain and justify lesson. To fully meet the complementary s
information, ideas, own point of view expand on their answers and fully justify th
opinions and and C focus on developing the main skill fo
feelings intelligibly
on familiar topics Post-lesson
In small groups, ask pupils to discuss the s
asked in the quiz. Do they think they were
they think of any other relevant questions
scenario of peer pressure? Is there any tru
quizzes? Why / why not? When ready, col
up to class discussion.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

stening THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: talking about teen
nology issues; narrating and expressing feelings; adjectives
describing mood

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
d conditionals from the
other appropriate pre- Full Blast Plus 4 To support less confident
ds/interests and that will Student’s Book, p60 pupils, pause the listening
re the pupils for the Teacher’s Book, p60 track at selected intervals to
Full Blast Plus 4 Audio allow thinking time.
CD Alternatively, read and pause
at specific intervals from the
and C of the listening audio script in the Teacher’s
iled guidance. Allow pupils Book if it helps less proficient
artner(s) before collecting pupils to listen to your voice
rather than that of a native
plementary skill for this speaker. Play the track from
skill, remind pupils to the CD when pupils feel more
heir opinions. Activities B confident.
or this lesson.
For additional differentiation
sort of questions that were strategies, please refer to the
e relevant questions? Can provided list of differentiation
strategies and select
describing a different appropriate strategy
uth in these kinds of /strategies based on the
llect responses and open needs of the pupils.

74

WEEK: LESSON 49 (Speaking 8) SCHEME OF WORK: TEXTBOO
__ TOPIC: Being a Teen
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in the lesson’s fo
scenario with two people where one of the
Speaking 2.1 Speaking 2.1.2 something they have / haven’t done. (For e
Communicate Ask about and meet your best friend at the cinema. You m
information, ideas, explain causes and next morning in school) Ask pupils to act o
opinions and consequences of ready, ask some pupils to act out their dial
feelings intelligibly actions
on familiar topics events Lesson delivery
simple processes This lesson focuses on the speaking an
See the Teacher’s Book for detailed guida
Complementary Complementary discuss their ideas with their talk partner(s
responses.
Skill Skill The speaking activity focuses on developin
lesson. To fully meet the main skill, after y
Listening 1.1 Listening 1.1.2 look at the picture (see the Teacher’s note
Understand Understand is the cause of the problem here? What do
meaning in a independently consequences? Allow pupils a minute to d
variety of familiar specific information before collecting the responses. The listen
contexts and details in focus on developing the complementary sk
extended texts on a
wide range of Post-lesson
familiar topics Do a hot seat activity. Divide the class into
one pupil to sit in the ‘hot seat’ in the midd
a circle around. The pupil in the hot-seat is
activity) The other pupils ask questions ab
why Monica left immediately.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

peaking THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: words and phrases
nology describing feelings

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ocus by giving pupils a
em feels awkward about Full Blast Plus 4 Support can be given to less
example: you forgot to Student’s Book, p61 proficient pupils depending on
meet your best friend the Teacher’s Book, p61 their needs, such as by giving
out the dialogue. When Full Blast Plus 4 Audio them an explanation of the
logues to the class. CD words in the blue box and
model sentences using the
nd listening activities. relevant vocabulary.
ance. Allow pupils time to
s) before collecting For additional differentiation
strategies, please refer to the
ng the main skill in this provided list of differentiation
you have asked pupils to strategies and select
es) ask: What do you think appropriate strategy
o you think will be the /strategies based on the
discuss with talk partner(s) needs of the pupils.
ning Activities A and B
kill in this lesson.

o small groups (3-5) Ask
dle with the other pupils in

s Monica (from listening

bout the surprise party and

75