SOW FORM 4

WEEK: LESSON 50 (Writing 8) SCHEME OF WORK: TEXTBOO
__
MAIN SKILL(S) FOCUS: W

TOPIC: Being a Teen CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
features of a balanced argument (or in oth
Writing 4.1 Writing 4.1.5 disadvantages essay). With talk partner(s)
Communicate Organise, sequence write down typical connectives used in suc
intelligibly through and develop ideas ideas in support and opposite ideas agains
print and digital within a text of the other hand, on the contrary, in contras
media on familiar several paragraphs also, in addition) When ready, collect resp
topics on familiar topics
Lesson delivery
Complementary Complementary This lesson focuses on Activities B and
Skill Skill the Teacher’s Book for detailed guidance.
their ideas with their talk partner(s) before
Reading 3.1 Reading 3.1.6 time for the main activities, get pupils to co
Understand a Recognise with controlled time like in an exam (or you cou
variety of texts by support typical end of Lesson 49 to get pupils to think abo
using a range of features at word, the writing lesson). Follow instructions in th
appropriate sentence and text D. Before pupils write their essay, ask them
reading strategies levels of an a brief explanation of the ideas they will in
to construct increased range of is crucial to help pupils improve their plann
meaning genres and refer pupils back to the plan in the Stu

Activity D focuses on developing the main
focuses on developing the complementary
Pupils can complete their advantages and
homework if they are not able to complete
Revision lesson to go over pupils’ writing w
homework.
Post-lesson
Ask pupils to review their learning in this u
enjoyed doing most and what they enjoyed
mastered and what do they think they nee
pupils to discuss their ideas with their talk
ideas as a class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 4)

Writing THEME: People and Culture

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: discussing
nology advantages and disadvantages; expressing opinion

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
brainstorming the typical
her words an advantages and Full Blast Plus 4 Support can be given to less
) give pupils three minutes to Student’s Book, proficient pupils depending on
ch essays to introduce further pp 62-63 their needs, such as helping
st. (i.e. however, although, on Teacher’s Book, them formulate some
st, firstly, finally, furthermore, pp 62-63 advantages and
ponses. disadvantages for their essay
and provide opening
d D of the writing activity. See sentences to introduce the
advantages and then
Allow pupils time to discuss disadvantages. Monitor
collecting responses. To allow carefully as pupils put their
ideas together and assist
omplete Activity B within when appropriate.
uld give it as homework at the For additional differentiation
out the text structure ahead of strategies, please refer to the
he Teacher’s Book for Activity provided list of differentiation
strategies and select
m to create their own plan with appropriate strategy
nclude in each paragraph. This /strategies based on the
ning skills. Monitor this activity needs of the pupils.
udent’s Book if necessary.

n skill for this lesson. Activity B

y skill for this lesson.

d disadvantages essay as

e in class. Teachers can use the
which was completed as

unit by describing what they
d doing least. What have they
ed further practice with? Allow
partner(s) before collecting

76

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 51 (Revision 8) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over 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.

77

SCHEME OF WORK: NON-TEX

WEEK: LESSON 52 (Literature in Action 4) MAIN SKILL(S) FOCUS: Lit
__
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 spec
Engage with, Explain in detail the
respond to and development of plot, Focus on characters only.
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): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ing materials from the Teacher to select
covers the Literature in 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.

78

SCHEME OF WORK: NON-TEX

WEEK: LESSON 53 (Literature in Action 5) 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.
Teachers should ensure that their lesson c
Literature in Literature in Action content and learning standard spec
Action 5.1 Action 5.1.2
Engage with, Explain in detail the Focus on characters only.
respond to and 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): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select

INE MATERIALS / DIFFERENTIATION
ing materials from the REFERENCES STRATEGIES
Teachers to select
covers the Literature in 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.

79

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 54 & 55 (Mid-Year Revision 1&2) MAIN SKILL(S) FOCUS: M
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers will need to develop their own le
an appropriate an appropriate main
main skill and skill and of their pupils.
There are some revision materials at the e
complementary complementary skill
skill based on based on their
their pupils’ needs pupils’ needs and
and interests interests

Secondary Form 4 Scheme of Work

OK / NON-TEXTBOOK BASED LESSON

Mid-Year Revision THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
esson based on the needs
end of the Student’s Book. Teacher to select from For differentiation strategies,
Full Blast Plus 4 or please refer to the provided
other resources list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils

80

WEEK: __ Unit 5 SCHEME OF WORK: TEXTBOO

LESSON 56 (Reading 9) MAIN SKILL(S) FOCUS: Re
TOPIC: Globetrotting
CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson usi
opener of Student’s Book. Give pupils the
Reading 3.1 Reading 3.1.2 ideas with talk partner(s) before collecting
Understand a Understand specific to elicit other vocabulary relevant to the to
variety of texts by details and
using a range of information in Lesson delivery
appropriate extended texts on a This lesson focuses on Activities A, B,
reading strategies wide range of Book for detailed guidance. Look at Activit
to construct familiar topics Activity B pupils are asked to read for gist.
meaning their ideas with their talk partner(s) before
Complementary Before pupils complete Activity C, draw the
Complementary Skill and read together as a class. In order to m
Skill skill, encourage pupils to expand on their a
explaining and justifying their points of view

Speaking 2.1 Speaking 2.1.4 Activity C focuses on developing the main
Communicate Explain and justify E focuses on the complementary skill.
information, ideas, own point of view
opinions and Post-lesson
feelings intelligibly Ask pupils to identify with their talk partner
on familiar topics or phrases that they have learned in relatio
are ready, collect and share words/phrase

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

eading THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: talking about
travelling experiences; sequencing past action and
events; words and phrases describing travelling through
rain forests

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
ing ‘Discuss’ in the Unit REFERENCES
opportunity to discuss their Organise talk partners or
responses. Use this activity Full Blast Plus 4 grouping so that a more
opic of travelling. Student’s Book, pp proficient pupil can help and
support a less proficient pupil.
67-69 For differentiation strategies,
Teacher’s Book, pp please refer to the provided
list of differentiation strategies
67-69 and select appropriate
strategy/strategies based on
C and E. See the Teacher’s Print or digital the needs of the pupils.
ty A as a class. Note that in resources
. Allow pupils time to discuss For additional differentiation
collecting responses. Computer lab or strategies, please refer to the
eir attention to the tip box access to computers provided list of differentiation
meet the complementary (tablets or laptops) if strategies and select
answers in Activity E by using digital research appropriate strategy
w. tools /strategies based on the
needs of the pupils.
n skill for this lesson. Activity

r(s) at least three new words
on to travelling. When pupils
es as a whole class.

81

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 57 (Language Awareness 9) MAIN SKILL(S) FOCUS: La
__
TOPIC: Globetrotting CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Activate prior knowledge in this lesson by
grammar-focused focused lesson so board in the past perfect simple and the pa
lesson so listening, speaking, Ask pupils to work with their talk partner(s)
listening, reading and writing has been used; why has it been used; and
speaking, reading skills are not example using the same tense for the sam
and writing skills explicitly covered. When ready collect answers onto the boar
are not explicitly the class to say if they agree or disagree w
covered. explanation and example.

Lesson delivery

This lesson focuses on the grammar ac
Teacher’s Book for detailed guidance. Giv
check and discuss their answers in small g
responses.

Additional lesson activities may be require
to further practise the past perfect or use t
word forms and compound words.

Post-lesson

Play a game to revise the perfect tense. D
groups (depending on size of class) Put a
pupils must come up with a sentence usin
perfect tense. The first group to do so gets
sentence is grammatically correct and mak
another verb – after a few turns ask for a s
perfect continuous. The group with the mo

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

anguage Awareness THEME: People and Culture

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

INE MATERIALS / DIFFERENTIATION
STRATEGIES
writing sentences on the REFERENCES
ast perfect continuous. For differentiation strategies,
) and: say which verb form Full Blast Plus 4 please refer to the provided
d come up with another Student’s Book, pp 69- list of differentiation strategies
me reason. and select appropriate
rd – encourage the rest of 70 strategy/strategies based on
with other pupil’s Teacher’s Book, p 69- the needs of the pupils

70

ctivities. See the
ve pupils the opportunity to
groups before collecting

ed: either create activities
the Vocabulary activity on

Divide the class into 2-4
verb on the board. The

ng the verb in the past
s a point but only if the
kes sense. Continue with
sentence using the past
ost points wins!

82

WEEK: LESSON 58 (Listening 9) SCHEME OF WORK: TEXTBOO
__ TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
groups to answer the following: What’s sno
Listening 1.1 Listening 1.1.5 fall? Which countries have a lot of snow? W
Understand Understand snow?
meaning in a independently more
variety of familiar complex questions Lesson delivery
contexts on a wide range of This lesson focuses on Activities A, B a
familiar topics detailed guidance. Complete Activities A a
Complementary skill, ask pupils to close their textbooks an
Skill Complementary them the questions Activity C without read
Skill should convert question 5 statement to a q
Speaking 2.4 when Mark pulled her leg?). Give pupils th
Communicate Speaking 2.4.1 their answers in small groups before collec
appropriately to a Summarise the their textbooks and quickly complete the m
small or large main points of a C (with or without listening depending on y
group on familiar story, text or plot
topics In order to meet the complementary skill, a
Divide the class in groups of 4 (A-D). Pupi
summarise to pupil B what happened from
the role of Mark and summarise to pupil D
view. Then pupils swap partners. Pupil B r
A) to pupil C. Pupil D repeats Mark’s story
allows choose 2 competent pupils to do a
and one can be Mark while the rest of the
questions about the events of the day of th

Post-lesson

Elicit what natural disasters are more com
Optional post-listening activity in the Teach
discussion, focusing the questions on a na

more familiar with / that happens more com

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

stening THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing snow-
covered landscape.

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work in small REFERENCES
ow? Where’s snow most likely to To support less confident
What sports are associated with Full Blast Plus 4 pupils, pause the listening
Student’s Book, track at selected intervals to
and C. See the Teacher’s Book for allow thinking time.
and B. In order to meet the main p71 Alternatively, read and
nd listen again. After listening, ask Teacher’s Book, pause at specific intervals
ding the multiple choices. (You from the audio script in the
question like Why did Carrie panic p71 Teacher’s Book if it helps
he opportunity to check and discuss less proficient pupils to
cting responses. Ask pupils to open listen to your voice rather
multiple choice questions in Activity than that of a native
your class proficiency level). speaker. Play the track from
the CD when pupils feel
add another stage after Activity C. more confident.
il A takes the role of Carrie and
m her point of view. Pupil C takes For additional differentiation
D what happened from his point of strategies, please refer to
repeats Carries story (told by pupil the provided list of
y (told by pupil C) to pupil A. If time differentiation strategies
hot seat activity. One can be Carrie and select appropriate
class take it in turns to ask strategy /strategies based
he avalanche on the needs of the pupils.

mmon in Malaysia. Then use the
her’s Book to create a class

atural disaster which pupils are

mmonly in Malaysia.

83

WEEK: LESSON 59 (Speaking 9) SCHEME OF WORK: TEXTBOO
__ TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge of telling recount
game. For example: Take a piece of pape
Speaking 2.1 Speaking 2.1.5 on four squares put an adjective describin
Communicate Express and ecstatic) B: on four more put a different loc
information, ideas, respond to feelings playground) C: on four more an object (i.e
opinions and such as on the last four a verb (i.e. riding, running)
feelings intelligibly amusement, anger so pupils cannot see what is written. Divid
on familiar topics and regret group takes a paper from A-D then makes
the picked out words in their stories. When

Complementary Complementary Lesson delivery
Skill Skill This lesson focuses on Activities A and
for detailed guidance.
Writing 4.1 Writing 4.1.4 Activity B focuses on developing the main
Communicate Express and In order to meet the complementary skill, e
intelligibly through respond to opinions candidates have discussed Activities A an
print and digital and common and responses have been collected to sha
media on familiar feelings such as to choose one of the pictures. Ask pupils t
topics amusement, anger ‘Last Sunday…’ and recount what happen
and regret the man or the girl depending on the pictur
pupils to use words / phrases given below

Post-lesson
Choose some of the more successful / des
to read out their recounts to the class. Tell
their chosen character and put expression
their recounts. If time allows, do a hot seat
to take on the roles of the characters from
of the pupils to ask questions about their d

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

peaking THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing
feelings; words and phrases describing a beach setting

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
ts by playing a story-telling REFERENCES
er and cut into 16 squares. A: Support can be given to less
ng mood (i.e. miserable, Full Blast Plus 4 proficient pupils depending on
cation (i.e. the beach, school Student’s Book, p72 their needs, such as by
e. a head scarf, sunglasses) D: Teacher’s Book, providing more relevant
) Fold the papers in quarters vocabulary to use in the
de class into groups. Each p72 speaking tasks, or sentence
s up a story / recount using all starters and model sentence
n ready, collect responses. constructions to help the pupil
produce sentences. They can
then use these in the writing
task.

d B. See the Teacher’s Book For differentiation strategies,
please refer to the provided
skill for this lesson. list of differentiation strategies
extend Activity A. Once and select appropriate
nd B with their talk partner(s) strategy/strategies based on
are with the class, ask pupils the needs of the pupils
to write a paragraph starting
ned and how they felt either as
re they have chosen. Remind
w.

scriptive recounts. Ask pupils
l pupils to take on the part of
n in their voices as they read
t activity. Choose two pupils
m the pictures and get the rest
day at the beach.

84

WEEK: LESSON 60 (Writing 9) SCHEME OF WORK: TEXTBOO
__ TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge of telling recount
For example: Divide class into small group
Writing 4.1 Writing 4.1.2 with something written on it, i.e. a phrase,
Communicate Explain causes and the opening line of a story on the board, i.e
intelligibly through consequences of shopping centre when…’ Tell pupils they h
print and digital the story but during their turn they need to
media on familiar i) actions their paper without the rest of the group gu
topics ii) events or paper. When they have managed to slip th
iii) simple processes without anyone in the class noticing they c
Complementary in the group to continue.
Skill Complementary
Skill Lesson delivery
Reading 3.1 This lesson focuses on Activities A and
Understand a Reading 3.1.5 detailed guidance. Activity A focuses on de
variety of texts by Recognise with little for this lesson.
using a range of or no support the
appropriate attitude or opinion In order to fully meet the main skill, ask pu
reading strategies of the writer in write three sentences explaining the cause
to construct extended texts on a writer got up early in order to save a sun lo
meaning wide range of explaining the consequence of an action o
familiar topics the floor so it was filthy) In Activity D tell pu
must explain why the funny / embarrassing
about (i.e. the cause) and what happened
consequences).

Post-lesson
Choose some of the more successful / des
read out their recounts to the class. Tell th
as you are going to ask questions at the e
chose one pupil and ask what was the cau
pupil and ask them to summarise the cons

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

Writing THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing
feelings; expressive language, exclamation marks

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
ts by playing a story-telling game. REFERENCES
ps. Give each pupil a piece of paper Any unfinished recounts
an object, adjective of mood. Put Full Blast Plus 4 can be completed for
e. ‘Last Saturday Adam was at the Student’s Book, homework
have to take it in turn to continue
o include the word/phrase written on p73 Support can be given to
uessing what is written on their Teacher’s Book, less proficient pupils
heir word or phrase into the story depending on their needs,
can say ‘next’ for another member p73 such as by helping them
produce an appropriate plan
d D. See the Teacher’s Book for for their own account. Help
eveloping the complementary skill them to come up with some
direct speech, questions,
upils to read the text again and then exclamation marks adverbs
e of an action or event (i.e. The etc. as listed in the TIP.
ounger) and three sentences Allow pupils if necessary to
or event (i.e. the towel had fallen on write a one-paragraph
upils that in their recounts they recount.
g / scary / annoying situation came
because of the situation (i.e. the 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.

scriptive recounts. Ask pupils to .
he rest of the class to listen carefully
end. At the end of each recount
use of this situation? Chose another
sequence of the situation.

85

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 61 (Revision 9) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over 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 5)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
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.

86

WEEK: LESSON 62 (Reading 10) SCHEME OF WORK: TEXTBOO
__ TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson usi
Give pupils the opportunity to discuss their
Reading 3.1 Reading 3.1.5 before collecting responses. Use this activ
Understand a Recognise with little vocabulary relevant to the topic of travellin
variety of texts by or no support the
using a range of attitude or opinion Lesson delivery
appropriate of the writer in This lesson focuses on Activities B, C a
reading strategies extended texts on a Book for detailed guidance. Note that in Ac
to construct wide range of to read for gist. Allow pupils time to discus
meaning familiar topics partner(s) before collecting responses. In o
skill, extend Activity C by writing on the bo
Complementary Complementary feel: i) when she arrived at Marrakech airp
Skill Skill the open-air market, iii) when the lady had
tattoos on her hands, iv) sitting under the s
Speaking 2.1 Speaking 2.1.5 desert, v) sitting on the camel. Ask pupils t
Communicate Express and text to justify their explanations. In order to
information, ideas, respond to feelings skill, ask pupils to expand on their answers
opinions and such as how they would feel doing i) – v) above.
feelings intelligibly amusement, anger
on familiar topics and regret Activities B and C focus on developing the
Activity E focuses on developing the comp

Activity D can be given as homework.

Post-lesson
Amanda describes sitting under the starry
pupils to describe to their talk partner(s) a
have had either in Malaysia or abroad. Wh
to share as a class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

eading THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: sequencing past
action and events; words and phrases describing
feelings; expressive language

INE MATERIALS / DIFFERENTIATION
STRATEGIES
ing Activity A Discuss. REFERENCES
r ideas with talk partner(s) Organise talk partners or
vity to elicit other Full Blast Plus 4 grouping so that a more
ng abroad. Student’s Book, pp74- proficient pupil can help and
support a less proficient pupil.
75 Support can be given to less
Teacher’s Book, pp74- proficient pupils during
Activities B and C by eliciting
75 some answers together then
allowing pupils to find some
and E. See the Teacher’s answers independently.
ctivity B pupils are asked
ss their ideas with their talk For differentiation strategies,
order to meet the main please refer to the provided
oard: How did Amanda list of differentiation strategies
port, ii) when she was at and select appropriate
d completed the henna strategy/strategies based on
star-filled night sky in the the needs of the pupils
to give evidence from the
o meet the complementary
s in Activity E by saying

e main skill for this lesson.
plementary skill.

night sky as magical. Ask
magical experience they
hen ready, collect answers

87

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 63 (Language Awareness 10) MAIN SKILL(S) FOCUS: La
__
TOPIC: Globetrotting CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Activate prior knowledge in this lesson by
grammar-focused focused lesson so reporting game. For example pupils work i
lesson so listening, speaking, other 5 simple questions about likes / dislik
listening, reading and writing books, films, music, food etc. Then form a
speaking, reading skills are not what the original partner told them about th
and writing skills explicitly covered.
are not explicitly Lesson delivery
covered. This lesson focuses on the grammar Ac
Book for detailed guidance.

Additional lesson activities may be require
to practise reported speech further or use
For further practice, pupils could be asked
dialogue in the vocabulary activity.

Post-lesson
Choose an appropriate post-lesson activity

understanding of reported speech (questio

from the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

anguage Awareness THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: Direct speech /
reported speech

INE MATERIALS / DIFFERENTIATION
STRATEGIES
getting pupils to play a REFERENCES
in pairs and ask each For differentiation strategies,
kes; hobbies; favourite Full Blast Plus 4 please refer to the provided
a new pair and report back Student’s Book, pp75- list of differentiation strategies
hemselves. and select appropriate
76 strategy/strategies based on
Teacher’s Book, pp 75- the needs of the pupils

76

ctivity. See the Teacher’s

ed: either create activities
the Vocabulary activity.

d to report all or part of the

y that will check pupils’
ons, commands, requests)

88

WEEK: LESSON 64 (Listening 10) SCHEME OF WORK: TEXTBOO
__ TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Revise knowledge of travelling vocabulary b
example: Take a piece of paper and cut into
Listening 1.3 Listening 1.3.1 you have one square for each pupil. On half
Recognise Recognise with phrase related to travelling (see activities in
features of support typical Student’s Book). On the other half put a corr
spoken genres on features at word, each pupil a paper. Tell them to stand up an
familiar topics sentence and text partner i.e. word and correct definition.
levels of a range
Complementary of spoken genres Lesson delivery
Skill This lesson focuses on the listening activ
Complementary Book for detailed guidance. In order to meet
Speaking 2.4 Skill complementary skill, add a new listening for
Communicate before answering questions 1-6. Elicit from p
appropriately to a Speaking 2.4.1 more specific to listening (i.e. radio program
small or large Summarise the announcements, telephone conversations).
group on familiar main points of a monologues and then discuss in pairs which
topics story, text or plot monologue is by summarising the main poin
answering questions like what is happening,
taking place, who is speaking (see the mate
Give pupils the opportunity to check in smal
discuss how they came to their final decision
collecting responses. Complete the listening

Post-lesson
Choose a post-lesson activity that summaris
the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

stening THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: talking about travel
and means of transport; words phrases connected with
travelling via different means of transport.

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
by playing a game. For Full Blast Plus 4
o small squares. Make sure Student’s Book, p76 To support less confident
f the squares put a word / Teacher’s Book, p76 pupils, pause the listening
Full Blast Plus 4 Audio track at selected intervals to
5a or Wordlist in the CD allow thinking time.
responding definition. Give Alternatively, read and
nd mingle until they find their Write the following list pause at specific intervals
in a random order on from the audio script in the
vities. See the Teacher’s whiteboard: Teacher’s Book if it helps
t the main and less proficient pupils to
r gist and speaking stage 1. Passenger listen to your voice rather
pupils which genres are announcement / airport than that of a native
mmes, interviews, 2. Conversation speaker. Play the track from
Ask pupils to listen to the 6 between flight the CD when pupils feel
h genre they think each attendant and more confident.
nts of information, i.e.by passenger
, where is the listening 3. Travel agent For additional differentiation
erials column for the list). 4. Passenger strategies, please refer to
ll groups their answers and announcement / train the provided list of
n about the genre before station differentiation strategies
g activity. 5. Travel news and select appropriate
6. Phone call to strategy /strategies based
airplane booking office on the needs of the pupils.

ses the learning achieved in

89

WEEK: __ LESSON 65 (Speaking 10) SCHEME OF WORK: TEXTBOO
TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
make a list of all the different means of tra
Speaking 2.3 Speaking 2.3.1 Encourage them to think of unusual mean
Use appropriate Confirm might have come across while visiting othe
communication understanding in and cart, tuk-tuk, camel, horse-drawn sleig
strategies discourse-level answers and share as a class.
exchanges by
Complementary repeating back what Lesson delivery
Skill a speaker has said This lesson focuses on the speaking an
See the Teacher’s Book for detailed guida
Listening 1.1 Complementary main skill, add a new stage at the end of th
Understand Skill pupils have finished discussing all the que
meaning in a into new groups. Each pupil reports back t
variety of familiar Listening 1.1.2 first group came up with relating to each o
contexts Understand ready, collect responses to share as a clas
independently complementary skill complete Activities A
specific information activity. See the Teacher’s Book for detaile
and details in
extended texts on a Post-lesson
wide range of Ask pupils to discuss which means of tran
familiar topics environment? Why? And which means of t
used in the future? Why? When ready, col

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

peaking THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: expressing opinion;
talking about advantages and disadvantages; words and
phrases connected with travelling by different means of
transport

INE MATERIALS / DIFFERENTIATION
STRATEGIES
giving pupils 5 minutes to REFERENCES
ansport they can think of. Organise talk partners or
ns of transport that they Full Blast Plus 4 grouping so that a more
er countries (rickshaw, ox Student’s Book, p77 proficient pupil can help and
gh). When ready, collect Teacher’s Book, p77 support a less proficient pupil.
Support can be given to less
nd listening Activities. proficient pupils during the
ance. In order to meet the speaking activity, depending
he speaking activity. When on their needs. For example,
estions, ask them to reform by providing vocabulary or
the ideas / answers their model sentence constructions
of the questions. When to help the pupil produce
ss. In order to meet the sentences. Allow less able
and B of the listening pupils to use written notes
ed guidance. when reporting back to a new
group.
nsport are the best for the
transport will be most For additional differentiation
llect responses. strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

90

WEEK: __ LESSON 66 (Writing 10) SCHEME OF WORK: TEXTBOO
TOPIC: Globetrotting
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
a talk partner to practice asking for and giv
Writing 4.1 Writing 4.1.1 pupils a simple street map or if not availab
Communicate Explain information street map in the Student’s Book. Pupils ta
intelligibly through from give instructions to their partner (i.e. start a
print and digital straight forward to the Corner café, turn le
media on familiar (i) diagrams They can use the language in the boxes fo
topics (ii) charts
(iii) tables Lesson delivery
Complementary (iv) graphs or other This lesson focuses on Activities A, B,
Skill visuals Teacher’s Book for detailed guidance.
Activities A, C and D focus on developing
Reading 3.1 Complementary for this lesson. Activity B and F focuses on
Understand a Skill Activity F, remind pupils they are interpreti
variety of texts by as the map, to write their own letters. If the
using a range of Reading 3.1.1 the lesson to complete the activities, ask p
appropriate Understand the to Andrew as homework. Teachers can us
reading strategies main points in Revision lesson to go over pupils’ writing w
to construct extended texts on a homework.
meaning wide range of
familiar topics Post-lesson
As a class create a pie chart or graph on t
everybody’s favourite means of travel is. A
another post-lesson activity that summaris
in the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 5)

Writing THEME: People and Culture

EMENT(S): Global LANGUAGE/GRAMMAR FOCUS: language associated
with making offers and suggestions, asking for and
giving instructions; words and phrases connected with
travelling by different means of transport

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with REFERENCES
ving instructions. Give Support can be given to less
ble, tell pupils to look at the Full Blast Plus 4 proficient pupils depending on
ake it in turns to ask and Student’s Book, pp78 - their needs, such as by giving
at the skate park, go them the structure of the
eft down Park Road…). 79 letter in Activity F with
or Activity E to help them. Teacher’s Book, pp78- opening sentences which
pupils should complete.
79
For differentiation strategies,
C D and F. See the please refer to the provided
list of differentiation strategies
the complementary skill and select appropriate
n the main skill. For strategy/strategies based on
ing Mark’s notes, as well the needs of the pupils
ere is not enough time in
pupils to finish their letter
se the
which was completed as

the board illustrating what
Alternatively, choose

ses the learning achieved

91

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 67 (Revision 10) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over 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 5)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

sson based on the needs of Teacher to select from For differentiation strategies,
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.

92

SCHEME OF WORK: NON-TEX

WEEK: LESSON 68 (Literature in Action 6) MAIN SKILL(S) FOCUS: Lit
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Main Skill Main Skill Teachers will develop their own lesson usi
Literature Component books.
Literature in Literature in Teachers should ensure that their lesson c
Action 5.2 Action 5.2.1 Action content and learning standard spec
Analyse and Evaluate and
evaluate a variety explain briefly Focus on events or places.
of literary text stylistic features an
types author uses to show
character, events or
place

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 select

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ing materials from the Teacher to select
covers the Literature in 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.

93

WEEK:Unit 6 SCHEME OF WORK: TEXTBOO
__
LESSON 69 (Reading 11) MAIN SKILL(S) FOCUS: Re
TOPIC: Time out
CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson usi
opener in the Student’s Book. Give pupils
Reading 3.1 Reading 3.1.5 their ideas with talk partner(s) before colle
Understand a Recognise with little activity to elicit other vocabulary relevant t
variety of texts by or no support the activities.
using a range of attitude or opinion
appropriate of the writer in Lesson delivery
reading strategies extended texts on a This lesson focuses on Activities A, B,
to construct wide range of Teacher’s Book for detailed guidance. Pup
meaning familiar topics pairs. Note that in Activity B pupils are ask
pupils time to discuss their ideas with their
Complementary Complementary meet the main skill, before collecting pupil
Skill Skill ask pupils to read the text again to find evi
answer. Collect responses and examples
Speaking 2.1 Speaking 2.1.4 attitude. Pupils complete Activity C in pairs
Communicate Explain and justify discuss their ideas with their talk partner(s
information, ideas, own point of view responses. In order to meet the compleme
opinions and pupils to expand on their answers in Activi
feelings intelligibly justifying their points of view.
on familiar topics
Activities B and C focus on developing the
Activity E focuses on the complementary s

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 6)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: describing free time
activities; idioms describing mood / feelings

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
ing ‘Discuss’ in the Unit
s the opportunity to discuss Full Blast Plus 4 Organise talk partners or
ecting responses. Use this Student’s Book, pp 81- grouping so that a more
to the topic of free time 83 proficient pupil can help and
Teacher’s Book, pp 81- support a less proficient pupil.
C and E. See the 83 Support can be given to less
pils complete Activity A in proficient pupils during
ked to read for gist. Allow Activities A and E, depending
r talk partner(s).In order to on their needs. For example,
ls’ responses to Activity B, by providing vocabulary or
idence to justify their model sentence constructions
of the writer’s positive to help the pupil produce
s. Allow pupils time to sentences.
s) before collecting
entary skill, encourage For differentiation strategies,
ity E by explaining and please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

e main skill for this lesson.
skill.

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

94

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 70 (Language Awareness 11) MAIN SKILL(S) FOCUS: La
__
TOPIC: Time out CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Write on the board: I put my wallet in my b
grammar-focused focused lesson so longer there. Perhaps I dropped it. Or perh
lesson so listening, speaking, Ask pupils to look at the second and third
listening, reading and writing forms have been used and why? (active o
speaking, reading skills are not opportunity to discuss their ideas with talk
and writing skills explicitly covered. collecting responses.
are not explicitly
covered. Lesson delivery
This lesson focuses on the grammar ac
Teacher’s Book for detailed guidance. Allo
their ideas with their talk partner(s) before

Additional lesson activities may be require
activities to consolidate pupil’s understand

Alternatively, move on to any suitable voca

Post-lesson

Ask pupils to write sentences using the pa
and provide support for any problems with
ready, select pupils to read out their sente
choose another appropriate post-lesson ac
pupil’ needs/interests and that will review t
lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

anguage Awareness THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: active and passive
verb forms

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

back pocket but it is no Full Blast Plus 4 For differentiation strategies,
haps it has been stolen. Student’s Book, pp 83- please refer to the provided
sentence. Ask what verb list of differentiation strategies
or passive?) Give pupils the 85 and select appropriate
partner(s) before Teacher’s Book, pp 83- strategy/strategies based on
the needs of the pupils.
85

ctivities. See the
ow pupils time to discuss

collecting responses.

ed such as giving further
ding of passive verb forms.
abulary activities.

assive verb form. Monitor
h the verb form. When
ences. Alternatively,
ctivity that better suits
the grammar from this

95

WEEK: LESSON 71 (Listening 11) SCHEME OF WORK: TEXTBO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Prepare an activity to review the active an
previous Language Awareness lesson.
Listening 1.2 Listening 1.2.1
Use appropriate Guess the meaning Lesson delivery
listening of unfamiliar words This lesson focuses on the listening ac
strategies in a from clues provided Book for detailed guidance. In order to me
variety of contexts by other words and skill, tell pupils to keep their books closed.
by context on a going to hear people talking in five differen
wide range of be able to say who is talking and also expl
familiar topics pupils the opportunity to check and discus
groups before collecting responses.
Complementary Complementary
In order to meet the main skill, extend the
Skill Skill another stage after completing the questio
the board: 1 mown / freshly; 2 level / ability
Speaking 2.1 Speaking 2.1.1 hoops / official; 5 alarm / starving (use oth
Communicate Explain simple the needs of your pupils). Ask pupils to lo
information, ideas, content on familiar words as they are used in the context of th
opinions and topics from what to do this by using the clues provided by o
feelings intelligibly they read and hear context of the topic. Play the track again. G
on familiar topics to check and discuss their answers in sma
responses.

Post-lesson

Play a dictionary game to review the main
example, ask pupils to find an unfamiliar w
write a sentence using the word in context
sentences and see if the class can guess
from the context of the sentence. Alternati
appropriate post-lesson activity that will ch
meaning via context.

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 6)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with free-time activities.

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

nd passive forms from the Full Blast Plus 4 To support less confident
Student’s Book, p85 pupils, pause the listening
Teacher’s Book, p85 track at selected intervals to
allow thinking time.
ctivity. See the Teacher’s Alternatively, read and pause
eet the complementary at specific intervals from the
. Explain that they are audio script in the Teacher’s
nt situations. They need to Book if it helps less proficient
lain in what situation. Give pupils to listen to your voice
ss their answers in small rather than that of a native
speaker. Play the track from
listening activity by adding the CD when pupils feel more
ons in the book. Write on confident.
y; 3 tournament / board; 4
her words if they better suit Organise talk partners or
ook for the meaning of the grouping so that a more
his listening. Explain how proficient pupil can help and
other words and by the support a less proficient pupil
Give pupils the opportunity during the speaking activity.
all groups before collecting
For additional differentiation
n skill for this lesson. For strategies, please refer to the
word in the dictionary then provided list of differentiation
t. When ready, gather the strategies and select
the meaning of the word appropriate strategy
/strategies based on the
ively, choose another needs of the pupils.
heck pupils’ ability to guess

96

WEEK: LESSON 72 (Speaking 11) SCHEME OF WORK: TEXTBOO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
experiences’ pupils would like / not like to
Speaking 2.1 Speaking 2.1.1 on the board (i.e. paintballing, hot air ballo
Communicate Explain simple workshop, windsurfing, sky diving, rock cli
information, ideas, content on familiar horse riding, bungee jumping, chocolate m
opinions and topics from what pupils to discuss which activity they would
feelings intelligibly they read and hear which they would like least to try and if the
on familiar topics good idea.

Complementary Complementary Lesson delivery
This lesson focuses on the speaking ac
Skill Skill Book for detailed guidance. In order to me
new stage to the speaking activity. When p
Writing 4.2 Writing 4.2.1 speaking activity set in the book, ask them
Communicate Punctuate written work in pairs. Pupil A chooses one of the t
with appropriate work on a range of Drive a Car, a Cooking Class or a Circus S
language, form text types with pupil B what the experience involves. Then
and style reasonable chooses one of the two remaining activitie
accuracy meet the complementary skill ask pupils to
short dialogue between two friends; one w
and the other who is giving an activity gift
pupils to focus specifically on punctuation.
swap their dialogue with another pair. Tell
punctuation and give feedback.

Post-lesson
Ask some pupils to act out their dialogues.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: speculating and
making decisions; talking about likes and dislikes

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

discussing ‘activity Full Blast Plus 4 Support can be given to less
try. Put a list of activities Student’s Book, p86 proficient pupils depending on
ooning, jewellery making Teacher’s Book, p86 their needs, such as by
imbing, white water rafting, providing vocabulary to use in
making workshop) Ask the speaking task, or
d like to be given as a gift, sentence starters and further
ey think activity gifts are a model sentence constructions
to help the pupil produce
ctivity. See the Teacher’s sentences expressing their
eet the main skill, add a own opinion.
pupils have completed the
m to close their books and Support can be given to less
three activity gifts (i.e. proficient pupils during the
School) and explains to writing task. Give a written
n swap roles and pupil B dialogue with punctuation
es to talk about. In order to removed and ask pupils to
o work in pairs and write a add the punctuation.
who has a birthday that day
as a birthday present. Tell For differentiation strategies,
. When ready ask pupils to please refer to the provided
list of differentiation strategies
pupils to check and select appropriate
strategy/strategies based on
the needs of the pupils.

.

97

WEEK: LESSON 73 (Writing 11) SCHEME OF WORK: TEXTBOO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
missing punctuation to another dialogue. R
Writing 4.2 Writing 4.2.1 dialogues they wrote in the previous lesso
Communicate Punctuate written the dialogue of conversation 3 of the Teac
with appropriate work on a range of the board, or give pupils separate copies o
language, form text types with punctuation marks removed. Ask pupils in
and style reasonable punctuation. When ready, collect response
accuracy
Lesson delivery
Complementary Complementary This lesson focuses on Activities A, B,
Book for detailed guidance. In order to me
Skill Skill skill, add another stage to Activity A where
advantages and disadvantages of taking p
Speaking 2.1 Speaking 2.1.3 order to meet the main skill, add a stage to
Communicate Explain advantages look at the punctuation in the letter to Ms S
information, ideas, and disadvantages each of the commas has been used. While
opinions and of plans and Activity D, ask pupils to focus specifically o
feelings intelligibly ambitions
on familiar topics Activities B and D with added focus develo
lesson. Activity A focuses on the complem

Post-lesson

Ask pupils to talk about cycling. Do any pu
any pupils enjoy cycling as a past time? W
What’s the furthest they have cycled? Do t
raise money for charity are a good idea? W

prefer to do to raise money for charity?

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: language of semi-
formal letter; asking for information; making polite
requests; punctuation

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
getting pupils to add the
Remind pupils of the Full Blast Plus 4 If unfinished in class, give
on in this sequence. Use Student’s Book, p86-87 Activity D as homework. Tell
cher’s book. Either copy on Teacher’s Book, p86- pupils to focus particularly on
of the dialogue with all 87 punctuation.
n pairs to add the correct
es. Support can be given to less
proficient pupils depending on
and D. See the Teacher’s their needs, such as by
eet the complementary providing examples for the
e pupils discuss the sentences in Activity C and
part in a cycling race. In the structure of the letter,
o Activity B where pupils including the beginning of
Samad and explain why opening sentences for the
e writing their letters for pupils to complete in Activity
on punctuation. D.

op the main skill for this For additional differentiation
mentary skill. strategies, please refer to the
provided list of differentiation
upils cycle to school? Do strategies and select
Where do they cycle? appropriate strategy
/strategies based on the
they think cycle rides to needs of the pupils.
What activity would they

98

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 74 (Revision 11) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over 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 6)

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.

99

WEEK: LESSON 75 (Reading 12) SCHEME OF WORK: TEXTBOO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
the questions in Activity A. Allow pupils tim
Reading 3.1 Reading 3.1.4 with their talk partner(s) before collecting r
Understand a Use independently
variety of texts by familiar and some Lesson delivery
using a range of unfamiliar print and This lesson focuses on Activities B, C a
appropriate digital resources to Book for detailed guidance. In order to me
reading strategies check meaning and Activities B and C. In Activity B, have pupi
to construct extend resources to find the meaning of the words
meaning understanding Activity C ask pupils to use print or digital r
meaning of the phrasal verbs after they ha
to make sure they have the correct answe

Complementary Complementary Activities B and C focus on developing the
Activity D focuses on the complementary s
Skill Skill

Speaking 2.1 Speaking 2.1.1 Post-lesson
Communicate Explain simple Ask pupils to identify with their talk partner
information, ideas, content on familiar words or phrases that they have learned in
opinions and topics from what video games. When pupils are ready, colle
feelings intelligibly they read and hear words/phrases as a whole class.
on familiar topics

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

eading THEME: People and Culture

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: expressing likes and
dislikes; words and phrases associated with computer /
video games

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
getting pupils to discuss
me to discuss their ideas Full Blast Plus 4 Fast finishers can write a
responses. Student’s Book, p88-89 short review about a game
Teacher’s Book, p88- they are familiar with.
and D. See the Teacher’s 89
eet the main skill, extend Organise talk partners or
ils use print or digital Print or digital grouping so that a more
s they have underlined. In resources proficient pupil can help and
resources to check the support a less proficient pupil.
ave completed the activity Computer lab or access For example, a more
ers. to computers (tablets or proficient pupil can give
laptops) if using digital further, more specific
e main skill for this lesson. research tools explanations of the words that
skill. the less proficient students
have underlined.
r(s) at least three new
n relation to computer / For differentiation strategies,
ect and share please refer to the provided
list of differentiation strategies
and select appropriate
strategy/strategies based on
the needs of the pupils.

100