SOW FORM 4

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 76 (Language Awareness 12) MAIN SKILL(S) FOCUS: La
__
TOPIC: Time out CROSS CURRICULAR ELE
Technology

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, sentences on the board for pupils to comp
listening, reading and writing My alarm clock didn’t go off this morning s
speaking, reading skills are not I ate so much at lunchtime that….
and writing skills explicitly covered. Even though I was late for class, my teach
are not explicitly In spite of the torrential rain, I…
covered. I rode my bicycle to school in order to…

Encourage imaginative or amusing answe

Lesson delivery
This lesson focuses on the grammar ac
Book for detailed guidance.

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

concession / purpose. Alternatively, ask pu

of sentences for their partner to add an ap

Pupils complete Vocabulary section either
if time allows.

Post-lesson

Ask pupils to write down sentences that co

concession / purpose. Use a sentence sta
topic (e.g. ‘We watch films…’). Monitor and

problems with form or punctuation. When

read out their sentences. Alternatively, cho
post-lesson activity that better suits pupils’

will review the grammar from this lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

anguage Awareness THEME: People and Culture

EMENT(S): ): Science and LANGUAGE/GRAMMAR FOCUS: clauses of result,
concession and of purpose

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
putting a number of
plete. For example: Full Blast Plus 4 For differentiation strategies,
so… Student’s Book, p89 please refer to the provided
Teacher’s Book, p89 list of differentiation strategies
her… and select appropriate
strategy/strategies based on
the needs of the pupils.

ers.
ctivity. See the Teacher’s

ed such as giving further
ding of clauses of result /
upils to write the first part
ppropriate clause to.

r as homework or in class

ontain clauses of result /

arter based on the lesson
d provide support for any

ready, select pupils to

oose another appropriate
’ needs/interests and that

101

WEEK: LESSON 77 (Listening 12) SCHEME OF WORK: TEXTBOO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
talk partner and take it in turns to describe
Listening 1.2 Listening 1.2.1 Tell pupils to describe what the programm
Use appropriate Guess the meaning like it and who would they recommend the
listening of unfamiliar words Lesson delivery
strategies in a from clues provided This lesson focuses on the vocabulary
variety of contexts by other words and See the Teacher’s Book for detailed guida
by context on a first. In order to meet the main skill, add a
Complementary wide range of Activity B. Write on the board:
Skill familiar topics Listening 1: What’s hot…, belongings, a tu
Listening 2: tuned in, hosted, landline
Complementary Listening 3: creepy crawlies, to get on som
Skill screens

Reading 3.1 Reading 3.1.4 Ask pupils to listen again and use other wo
guess the meaning of each word or phrase
Understand a Use independently pupils time to discuss their ideas with their
variety of texts by familiar and some collecting responses. Then move on to the
using a range of unfamiliar print and pupils to complete the sentences using ph
appropriate digital resources to pupils to check their answers with a diction
reading strategies check meaning and resources.
to construct extend
meaning understanding Activity B with the extension focuses on de
this lesson. Activities 1-12 of the Vocabula
complementary skill.

Post-lesson
Ask pupils to identify with their talk partner
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 6)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a REFERENCES
e a favourite TV programme. To support less confident
me is about. Say why they Full Blast Plus 4 pupils, pause the listening
e programme to. Student’s Book, p90 track at selected intervals to
Teacher’s Book, p90 allow thinking time.
Alternatively, read and pause
and Listening activities. at specific intervals from the
ance. Do the listening activity audio script in the Teacher’s
Book if it helps less proficient
new stage at the end of pupils to listen to your voice
rather than that of a native
urn around. speaker. Play the track from
the CD when pupils feel more
meone’s nerves, on our confident

ords and the context to Support can be given to less-
e written on the board. Give proficient pupils in order for
r talk partner(s) before them to focus on the main
e vocabulary activity. Ask skill by giving them the
hrases with ‘that’ then ask correct definitions of the
nary or, if available, digital words / phrases in the new
activity and getting them to
eveloping the main skill for choose an appropriate
ary activity focuses on the definition for each word /
phrase.
r(s) at least three new words
on to travelling. When pupils For additional differentiation
es as a whole class strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

102

WEEK: LESSON 78 (Speaking 12) 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
genres of T.V. programmes. Divide the cla
Speaking 2.4 Speaking 2.4.1 ask pupils to keep their books closed. Give
Communicate Summarise the time to come up with a list of all the differe
appropriately to a main points of a programmes. When ready, collect respons
small or large story, text or plot Book for possible answers.
group on familiar
topics Complementary Lesson delivery
Skill This lesson focuses on the speaking an
Complementary See the Teacher’s Book for detailed guida
Skill Listening 1.1.2 main skill, add a stage to the speaking act
Understand a favourite serial / documentary / cartoon (
Listening 1.1 independently storyline or specific detail) and describe th
Understand specific information summarising the main points. When ready
meaning in a and details in share with class. Then move on to the liste
variety of familiar extended texts on a reference to the Teacher’s Book for guidan
contexts wide range of
familiar topics The speaking activity focuses on developin
lesson. The listening Activities A and B foc
skill.

Post-lesson
Play Guess What. Divide the class into sm
pupil describes / summarises a popular / fa
while the remaining group members guess
being described.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinion;
language of description; words and phrases connected
with T.V. programmes

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
brainstorming different
ass into small groups and Full Blast Plus 4 Organise talk partners or
e pupils a set amount of Student’s Book, p91 grouping so that a more
ent types of T.V Teacher’s Book, proficient pupil can help and
ses. See the Student’s p91 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 on
tivity where pupils choose their needs. For example, by
(i.e. something with a plot, providing model sentence
his to a partner by constructions to help the pupil
y, collect responses to produce sentences.
ening activities, with
nce. For additional differentiation
strategies, please refer to the
ng the main skill for this provided list of differentiation
cus on the complementary strategies and select appropriate
strategy /strategies based on the
needs of the pupils.

mall groups. In turn, each
amiliar T.V. programme
s which programme is

103

WEEK: LESSON 79 (Writing 12) SCHEME OF WORK: TEXTBOO
__ TOPIC: Time out
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
talk partner and take it in turns to describe
Writing 4.1 Writing 4.1.3 describe what the film is about. Say why th
Communicate Explain the main recommend should see the film.
intelligibly through points of an idea or
print and digital argument Lesson delivery
media on familiar This lesson focuses on Activities A, B a
topics Book for detailed guidance. Pupils comple
Activity B, ask pupils to read the questions
Complementary Complementary pupils a short time to complete Activity B (
check answers). Go to Activity D to set the
Skill Skill through the Plan and TIP box and check fo
to think about the main points of their revie
Speaking 2.1 Speaking 2.1.4 plan with a brief explanation of the ideas th
Communicate Explain and justify paragraph. Monitor this activity and refer p
information, ideas, own point of view Student’s Book if necessary. Pupils use th
opinions and reviews. Note that pupils should always pl
feelings intelligibly rough draft or an outline before writing a te
on familiar topics This will encourage them to think about the

Activities B and D focus on developing the
Activity A focuses on the complementary s

Activity C can be given as homework.

Post-lesson

Ask pupils to talk in the last 5 minutes of th
haven’t seen but want to see. Why do they

read any good reviews? Have their friends

recommended it? Alternatively, choose an
activity that will check pupils’ ability to gue

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 6)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: expressing opinions
and preferences; words and phrases associated with
writing reviews.

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a REFERENCES
e a favourite film. Tell pupils to Organise talk partners or
hey like it and who would they Full Blast Plus 4 grouping so that a more
Student’s Book, proficient pupil can help and
support a less proficient pupil.
p92-92 Make sure that you vary the
Teacher’s Book, interactions as this will allow
all pupils to benefit from
p92-93 different dynamics.

and D. See the Teacher’s To support less proficient
ete Activity A in pairs. For pupils during the writing
s before reading the text. Give Activity D help pupils to
(e.g. 10 min including time to create an appropriate
e main activity and then go structure, and give model
or comprehension. Ask pupils sentence structure for
ew and to create their own opening sentences. Allow
hey will include in each pupils to write three short
pupils back to the plan in the paragraphs.
heir plans to write their
lan their writing and produce a For differentiation strategies,
ext of several paragraphs. please refer to the provided
e process of writing. list of differentiation strategies
and select appropriate
e main skill for this lesson. strategy/strategies based on
skill. the needs of the pupils.

he lesson about a film they
y want to see it? Have they

s already seen it and

nother appropriate post-lesson
ess meaning via context.

104

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 80 (Revision 12) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

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

105

SCHEME OF WORK: NON-TEX

WEEK: LESSON 81 (Literature in Action 7) 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
Action 5.2 Action 5.2.1 Teachers should ensure that their lesson c
Analyse and Evaluate and Action content and learning standard spec
evaluate a variety explain briefly
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
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.

106

WEEK:Unit 7 SCHEME OF WORK: TEXTBOO
__
LESSON 82 (Reading 13) MAIN SKILL(S) FOCUS: Re
TOPIC: Mother Nature
CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
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 3.1.3 their ideas with talk partner(s) before colle
Understand a Guess the meaning activity to elicit further vocabulary relevant
variety of texts by of unfamiliar words
using a range of from clues provided Lesson delivery
appropriate by other words and This lesson focuses on Activities A, B,
reading strategies by context on a Teacher’s Book for detailed guidance. Com
to construct wide range of Allow pupils time to discuss their ideas wit
meaning familiar topics before collecting responses.

Complementary Complementary Follow the Teacher’s Book for Activities C
Skill Skill on the complementary skill for this lesson.
Reading 3.1 Reading 3.1.1 main skill for this lesson.
Understand a Understand the
variety of texts by main points in Post-lesson
using a range of extended texts on a Ask pupils to complete Activity E in small g
appropriate wide range of pupils to share their amazing animal facts
reading strategies familiar topics with the class.
to construct
meaning

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

eading THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: talking about
animals; discussing facts, words and phrases connected
with nature.

INE MATERIALS / DIFFERENTIATION
STRATEGIES
ing ‘Discuss’ in the Unit REFERENCES
e opportunity to discuss For differentiation strategies,
ecting responses. Use this Full Blast plus 4 please refer to the provided
t to the topic of nature. Student’s Book, p97-99 list of differentiation strategies
Teacher’s Book, p97- and select appropriate
C and D. See the strategy/strategies based on
mplete Activities A and B. 99 the needs of the pupils.
th their talk partner(s)

and D. Activity C focuses
. Activity D focuses on the

groups. When ready ask
and clever animal stories

107

SCHEME OF WORK: TEXTBO

WEEK: LESSON 83 (Language Awareness 13) MAIN SKILL(S) FOCUS: La
__
TOPIC: Mother Nature CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Play a game to review vocabulary from the
grammar-focused focused lesson so the words in the ‘Vocabulary’ box in the Te
lesson so listening, speaking, Alternatively, choose another appropriate
listening, reading and writing better suits pupils’ needs/interests and will
speaking, reading skills are not lesson.
and writing skills explicitly covered.
are not explicitly Lesson delivery
covered. This lesson focuses on the grammar ac
Teacher’s Book for detailed guidance. Allo
their ideas with their talk partner(s) before

Post-lesson

Review pupils’ learning in this lesson with
• You have learnt today
• You have done well
• Your talk partner has done well

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 7)

anguage Awareness THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: The full and bare
infinitive and –ing form / exclamatory sentences

INE MATERIALS / DIFFERENTIATION
STRATEGIES
e previous lesson. Include REFERENCES
eacher’s Book. For differentiation strategies,
pre-lesson activity that Full Blast Plus 4 please refer to the provided
l prepare the pupils for this Student’s Book, p99, list of differentiation strategies
and select appropriate
101 strategy/strategies based on
Teacher’s Book, p99, the needs of the pupils.

101

ctivities in Unit 7. See the
ow pupils time to discuss

collecting responses.

Tell me three things…

108

WEEK: LESSON 84: (Listening 13) SCHEME OF WORK: TEXTBOO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
small groups to see how many countries o
Listening 1.1 Listening 1.1.6 can name. Depending on pupils’ knowledg
Understand Understand this activity independently, or give assistan
meaning in a independently letter(s) of the countries on the board, or li
variety of familiar longer simple board and ask pupils to choose which of th
contexts narratives on a wide East Asia.
range of familiar
Complementary topics Lesson delivery
Skill This lesson focuses on the listening ac
Complementary Book for detailed guidance. Allow pupils tim
Speaking 2.2 Skill with their talk partner(s) before collecting r
Use register B focus on the main skill. In order to meet
appropriately Speaking 2.2.1 write / show the seven questions from the
Use formal and activity’ in the Teacher’s Book on the white
informal registers discuss the questions in small groups usin
appropriately in language. When ready, collect answers an
most familiar discussion.
contexts
Post-lesson
Put some words from the listening transcri
attractions) on the whiteboard. Ask pupils
each word / phrase refers too and if they c

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

stening THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: words and phrases
connected with the environment, flora and fauna

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work in REFERENCES
of South East Asia they To support less confident
ge, you can ask them to do Full Blast Plus 4 pupils, pause the listening
nce by putting the first Student’s Book, p101 track at selected intervals to
ist several countries on the Teacher’s Book, p101 allow thinking time.
he countries are in South Alternatively, read and pause
at specific intervals from the
ctivity. See the Teacher’s audio script in the Teacher’s
Book if it helps less proficient
me to discuss their ideas pupils to listen to your voice
responses. Activities A and rather than that of a native
the complementary skill, speaker. Play the track from
‘Optional post-listening the CD when pupils feel more
eboard. Ask pupils to confident.
ng informal, friendly
nd initiate a class 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.

ipt (e.g. names of
if they can explain which
can remember any details.

109

WEEK: LESSON 85 (Speaking 13) SCHEME OF WORK: TEXTBOO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Environmental Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Put pupils in pairs and ask them to tell thei
latest outdoor activity they have done rece
Speaking 2.2 Speaking 2.2.1 and why.
Use register Use formal and
appropriately informal registers Lesson delivery
appropriately in This lesson focuses on the Speaking ac
most familiar for detailed guidance. Ask pupils to shut th
contexts whiteboard the list of activities in the pictur
(visit a castle on a hill, walk in the countrys
Complementary Complementary eight groups and give each group one topi
Skill Skill time to think of as many words related to th
When ready, collect pupils’ words. Elicit fro
Writing 4.2 Writing 4.2.2 have used so far in the lesson (i.e. informa
Communicate with Spell written work that they will now use a more formal regist
appropriate on a range of text
language, form types with Follow the instruction in the Teacher’s Boo
and style reasonable Point out to pupils that the words / phrases
accuracy believe…I definitely think that…) are quite
discussing the advantages and disadvanta
with (an)other committee member(s). The
developing the main skill.

In order to meet the complementary skill, a
Once each pair have decided on a final ch
them to write a short recommendation to th
stating their chosen three day-trips and rea
example: We believe a walk in the country
we will see some spectacular views of the
definitely think you will love to explore anc
and a valuable learning experience too.)

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

peaking THEME: Health and Environment

EMENT(S): LANGUAGE/GRAMMAR FOCUS: expressing opinions;
y expressing likes and dislikes, describing places, making a decision

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

eir talk partner(s) about the Full Blast Plus 4 Fast finishers can help less
ently, if they liked the activities Student’s Book, proficient pupils to write their
proposals to the principle.
p102 They can move around the
Teacher’s Book, room advising on spelling and
giving feedback.
p102
Support should be given to
ctivity. See the Teacher’s Book less proficient pupils during the
heir textbooks. Show on the speaking and writing activities,
res from the speaking activity depending on their needs. For
side, etc.). Divide the class into example, by providing
ic. Give pupils a set amount of vocabulary or model sentence
heir topic as the can think of. constructions to help the pupil
om the pupils the register they produce sentences, or
al discussions) and tell them reducing the number of
ter. recommend trips if it is best to
focus on the quality of one or
ok for the speaking activity. two.

s presented in the boxes (I For additional differentiation
e formal because they are strategies, please refer to the
provided list of differentiation
ages of each visit or activity strategies and select
appropriate strategy
speaking activity focuses on /strategies based on the needs
of the pupils.
add a new stage to the lesson.
hoice of three day-trips, ask
he Principal of the school,
asons for their choices. (For

yside is a good idea because
impressive landscape / We

cient ruins because it’s exciting

110

Remind pupils to use a formal register and
accurately. Assist pupils by eliciting and w
language they might need which is not pre
Student’s Book. Use peer assessment to f
Post-lesson
Hold a class discussion to decide which da
go on and why. Give pupils homework for
Writing), Activity A and B. This way pupils
activities at home so that you can use clas

Secondary Form 4 Scheme of Work

d to make sure they spell
writing on the board any
esented in the boxes in the

feedback on recommendations.
ay-trip they would most like to
the next lesson (lesson 86
can do the majority of reading
ss time to focus on writing.

111

WEEK: LESSON 86 (Writing 13) SCHEME OF WORK: TEXTBOO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
talk partner to discuss the following questi
Writing 4.1 Writing 4.1.3 nature reserves (or national parks) of Mala
Communicate Explain the main create nature reserves? Are they importan
intelligibly through points of an idea or ready, collect responses.
print and digital argument
media on familiar Lesson delivery
topics This lesson focuses on Activities C and
given as homework at the end of lesson
Complementary Complementary Book for detailed guidance. Allow pupils so
answers to Activities A and B with a talk pa
Skill Skill have not completed their homework with th
catch up with everyone else. Go through A
Reading 3.1 Reading 3.1.6 find examples of where the writer applied 1
Understand a Recognise with article. As part of working on Activity D, i.e
variety of texts by support typical to create their own plans with a brief expla
using a range of features at word, include in each paragraph. Monitor this ac
appropriate sentence and text the plan in the Student’s Book if necessary
reading strategies levels of an with their plans, they can write their article
to construct increased range of ideas and check spelling and punctuation
meaning genres writing as they work and support when nec
can complete Activity D for homework.

Activity D addresses the main skill. Activity
complementary skill.

Post-lesson
Choose some volunteers to read out their
read what they have written so far. Get the
feedback (using two stars and a wish or m

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

Writing THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: descriptive language
describing places; language of persuasion; rhetorical
questions

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a REFERENCES
ions: Can they name the You could pair fast finishers
aysia. Why do countries Full Blast Plus 4 with average proficiency
nt? Why? Why not? When Student’s Book, pupils. Similarly pair up less
proficient pupils with average
p103 proficiency pupils.
Teacher’s Book,
Alternatively you could pair
p103 yourself with less proficient
pupils if possible. Give them
d D (A and B have been support and guide them as
n 85). See the Teacher’s they write their articles.
ome time to discuss their
artner(s). Place those who Support can be given to less
hose who have so they can proficient pupils during
Activity C and ask pupils to Activity D, depending on their
1-4 writing techniques in their needs. For example, by
e. writing the article, ask pupils providing vocabulary or
anation of the ideas they will model sentence constructions
ctivity and refer pupils back to to help the pupil produce
y. When pupils are satisfied sentences.
es. Ask them to focus on their
later on. Monitor pupils’ For additional differentiation
cessary. If necessary, pupils strategies, please refer to the
provided list of differentiation
y C focuses on developing the strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

articles, or if unfinished, to
e rest of the class to give
medals and missions models).

112

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 87 (Revision 13) 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 7)

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.

113

WEEK: LESSON 88 (Reading 14) SCHEME OF WORK: TEXTBOO
__
MAIN SKILL(S) FOCUS: Re

TOPIC: Mother Nature CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING O
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
partner to discuss environmental issues in
Reading 3.2 Reading 3.2.1 the main issues? (i.e. endangered species
Explore and Read a variety of causes the problems? (i.e. deforestation; r
expand ideas for suitable print and tourism). When ready, collect responses. A
personal digital texts to Activity A. When ready, collect responses.
development by investigate and
reading analyse national Lesson delivery
independently and issues This lesson focuses on Activities B, C a
widely detailed guidance. Note that in Activity B p
order to meet the main skill, allow pupils to
Complementary Complementary consolidates their understanding of the tex
activity by asking additional questions whic
Skill Skill issues. For example, ask:

Speaking 2.1 Speaking 2.1.1 Are these issues relevant in Malaysia? (i.e
Communicate Explain simple electricity? Is there pressure for people to
information, ideas, content on familiar trends leading to a huge number of unwan
opinions and topics from what technological gadgets? Are there a lot of u
feelings intelligibly they read and hear tyres? Do pupils think that the products de
on familiar topics appropriate / popular in Malaysia?

Allow pupils time to discuss their ideas wit
collecting responses. Activity E focuses on
if they have heard about or read about any
magazine or on the internet. Tell pupils to
why it is eco-friendly. Can they think of any
already popular in Malaysia?

Pupils can complete Activity D as homewo

Post-lesson
Choose a post-lesson activity that summa
lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

eading THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: techno-gadgets

OUTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a talk REFERENCES
n their area or in Malaysia. What are You could pair fast
s; deforestation; pollution) What Full Blast Plus 4 finishers with average to
reclamation of land for building; Student’s Book, low proficiency pupils
Ask pupils to discuss the questions in and get fast finishers to
. p104-105 talk through their
Teacher’s Book, answers to the
comprehension
p104-105 questions giving
evidence from the text
and E. See the Teacher’s Book for to support their answers.
pupils are asked to read for gist. In
o complete Activity C which Arrange different talk
xt, and then add a further stage to the partners to vary the
ch relate the text topics to national interactions as this will
allow all pupils to benefit
e. Is there a need to conserve from different dynamics.
keep up with the latest technological
nted, non-biodegradable For differentiation
unwanted used car parts such as old strategies, please refer
escribed in the text would be to the provided list of
differentiation strategies
th their talk partner(s) before and select appropriate
n the complementary skill. Ask pupils strategy/strategies
y other eco-friendly products in a based on the needs of
describe the product and explain the pupils.
y eco-friendly products that are

ork.

arises the learning achieved in the

114

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 89 (Language Awareness 14) MAIN SKILL(S) FOCUS: La
__
TOPIC: Mother Nature CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Play a game to review vocabulary from the
grammar-focused focused lesson so the words from Activity D. Alternatively, ch
lesson so listening, speaking, pre-lesson activity that better suits pupils’
listening, reading and writing prepare the pupils for this lesson.
speaking, reading skills are not
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar ac
covered. activity presents modal verbs and have + p
Teacher’s Book for detailed guidance. Allo
their ideas for 1-7 with their talk partner(s)
responses.

Additional lesson activities may be require

to practise modal verbs / have + past parti

Vocabulary activity presenting collective n
verbs with ‘up’ or ‘down’.

Post-lesson

Ask pupils to review their learning in this le

write down sentences of their own using d

When ready, collect examples. Alternative
appropriate post-lesson activity that better
needs/interests and will check pupils’ unde

and/or vocabulary from the lesson.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

anguage Awareness THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: modal verbs + have
+ past participle

INE MATERIALS / DIFFERENTIATION
STRATEGIES
e previous lesson. Include REFERENCES
hoose another appropriate For differentiation strategies,
needs/interests and will Full Blast plus 4 please refer to the provided
Student’s Book, pp105- list of differentiation strategies
and select appropriate
106 strategy/strategies based on
Teacher’s Book, the needs of the pupils.

pp105-106

ctivity. This grammar
past participle. See the
ow pupils time to discuss
) before collecting

ed: either create activities
iciple further or use the
nouns and revising phrasal

esson by getting them to

different modal verbs.

ely, choose another
r suits pupils’
erstanding of the grammar

115

WEEK: LESSON 90 (Listening 14) SCHEME OF WORK: TEXTBO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Ask pupils to review their learning from the
to think of sentences using modal verbs. W
Listening 1.3 Listening 1.3.1 Alternatively, choose another appropriate
Recognise Recognise with suits pupils’ needs/interests and will activa
features of support typical this lesson’s activities.
spoken genres on features at word,
familiar topics sentence and text Lesson delivery
levels of a range of This lesson focuses on the listening ac
spoken genres activates pupils’ prior knowledge of enviro
Teacher’s Book for detailed guidance. In o
Complementary Complementary new stage after Activity B. Ask pupils to lis
Skill Skill again and make a list of typical features of
a regular host and guest, i.e. the host aski
Speaking 2.2 Speaking 2.2.1 or conversation fillers, an agreement or re
Use register Use formal and statement before moving on to a new topic
appropriately informal registers pupils time to discuss their ideas with their
appropriately in responses.
most familiar
contexts In order to focus on the complementary sk
eco-quiz and the topics it raised, i.e. plasti
clean water. Can they list any other topics
having a negative impact on the environm
think are the worse? Have they heard or re
future solutions (i.e. scientists have develo
plastic). Ask the questions from the ‘option
Teacher’s Book and initiate a class discus

Post-lesson
Choose a post-lesson activity that summa
lesson.

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 7)

stening THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: facts and statistics

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
e previous lesson by getting them REFERENCES
When ready, collect the examples. To support less confident
pre-lesson activity that better Full Blast Plus 4 pupils to achieve the main
ate learner’s prior knowledge of Student’s Book, task, give pupils a list of
features some present in the
ctivities. The listening activity p106 audio text, some not. Ask
onmental issues. See the Teacher’s Book, pupils to tick the features that
order to meet the main skill, add a they think can hear are
sten to the radio programme p106 present in the audio text.
f a radio programme like this with
ing questions, discourse markers Support can be given to less
eaction to the previous speaker’s proficient pupils during the
c, a semi-formal register. Allow speaking activity, depending
r talk partner(s) before collecting on their needs.

kill, ask pupils to think about the For additional differentiation
ic, oil spills, population growth, strategies, please refer to the
s commonly associated with provided list of differentiation
ment? Which problems do they strategies and select
ead about any of the possible appropriate strategy
oped a natural, bio-degradable /strategies based on the
nal post-listening activity’ in the needs of the pupils.
ssion about environmental issues.

arises the learning achieved in the

116

WEEK: LESSON 91 (Speaking 14) SCHEME OF WORK: TEXTBOO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill With books closed, activate prior knowledg
pupils to work with a talk partner to discus
Speaking 2.2 Speaking 2.2.1 disadvantages of living in an urban area co
Use register Use formal and area. When ready, collect responses.
appropriately informal registers
appropriately in Lesson delivery
Complementary most familiar This lesson focuses on the speaking ac
Skill contexts activity. See the Teacher’s Book for detai
the main skill, add another stage after Acti
Reading 3.1 Complementary storm the main types of urban pollution (i.e
Understand a Skill rubbish). Divide the class in small groups (
variety of texts by going to hold a public debate. Half the gro
using a range of Reading 3.1.3 residents of a polluted city. The other half
appropriate Guess the meaning government. The local people put forward
reading strategies of unfamiliar words like to see put into place, the government
to construct from clues provided or disagree giving reasons for their answe
meaning by other words and impractical, would affect businesses)
by context on a
wide range of Tell pupils they should use a formal registe
familiar topics words and phrases they used to agree or d
Speaking lesson. Allow pupils a few minu
before carrying out the debate.

In order to focus on the complementary sk
of the vocabulary activity. (p106)

Give pupils homework for the next lesson
B and C. This way pupils can do the major
home so that you can use class time to foc

Post-lesson
Ask pupils to identify with their talk partner
or expression that they have learned in rel
When pupils are ready, collect and share w
class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

peaking THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: comparing and
contrasting; words and phrases describing urban and
rural settings

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
ge in this lesson by asking REFERENCES
ss all the advantages and If necessary, pupils can be
ompared to living in a rural Full Blast Plus 4 given Vocabulary Activities A
Student’s Book, and B to finish for homework.

p107 For the debate, make up
Teacher’s Book, groups of pupils of similar
ability i.e. more proficient
p107 pupils grouped together,
average proficiency pupils
ctivity and vocabulary grouped together and less-
iled guidance. In order to meet proficient pupils. Support can
ivities A and B. Quickly brain be given to less proficient
e. air, noise, light, waste or groups by staying with their
(6-8) and tell pupils they are debate and modelling
oup will represent the local appropriate questions and
will represent the local responses.
measures that they would
representatives either agree For additional differentiation
ers (i.e. too expensive, too strategies, please refer to the
provided list of differentiation
er and remind them of the strategies and select
disagree in the previous appropriate strategy
utes to discuss their ideas /strategies based on the
needs of the pupils.
kill complete Activities A and B

(lesson 92 Writing), Activities
rity of reading activities at
cus on writing.

r(s) at least three new words
lation to the lesson topic.
words/expressions as a whole

117

WEEK: LESSON 92 (Writing 14) SCHEME OF WORK: TEXTBOO
__ TOPIC: Mother Nature
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Sustainability

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
partner to discuss the questions in Activity
Writing 4.1 Writing 4.1.3 responses.
Communicate Explain the main
intelligibly through points of an idea or Lesson delivery
print and digital argument This lesson focuses on Activities D and
media on familiar given as homework at the end of lesson
topics detailed guidance. Allow pupils some time
Activities B and C with a talk partner(s). Pl
Complementary Complementary their homework with those who have so th
else. Tell pupils that they need to be able t
Skill Skill with evidence from the texts. Go through A

Speaking 2.1 Speaking 2.1.4 Go to Activity D. Allow pupils to work in pa
Communicate Explain and justify time to fully discuss and justify their ideas
information, ideas, own point of view collecting responses for a short class discu
opinions and TIP box and check for comprehension. As
feelings intelligibly points of their formal letters and how they
on familiar topics Ensure that pupils complete at least a roug
lesson. Go around and give support where
letters at home. Give personalised feedba
writing lesson if possible.

Activity E focuses on the main skill Activity
skill.

Post-lesson
Choose a post-lesson activity that summa
learning achieved in this unit.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 7)

Writing THEME: Health and Environment

EMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: language expressing
opinions and giving justification, describing settings

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a talk REFERENCES
y A. When ready collect pupils’ Fast finishers can
Full Blast Plus 4 complete their final drafts
Student’s Book, in class.

pp108-109 Support less proficient
Teacher’s Book, pupils write their first
drafts by helping them
pp108-109 formulate ideas for the
opening, middle and
d E (B and C would have been closing paragraph.
n 91). See the Teacher’s Book for Monitor first drafts
carefully to make sure an
e to discuss their answers to appropriate formal style is
lace those who have not completed used.
hey can catch up with everyone
to justify their opinions / answers For additional
Activity B and C to check answers. differentiation strategies,
please refer to the
airs or small groups. Give pupils provided list of
with their talk partner(s) before differentiation strategies
ussion. Go through the Plan and and select appropriate
strategy /strategies based
sk pupils to think about the main on the needs of the pupils.
are going to express their opinions.
gh draft of their letters during the
e needed. Pupils can revise their
ack on pupils’ letters before the next

y D focuses on the complementary

arises the topics and / or the

118

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 93 (Revision 14) 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 7)

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.

119

SCHEME OF WORK: NON-TEX

WEEK: LESSON 94 (Literature in Action 8) 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
Action 5.2 Action 5.2.1 Teachers should ensure that their lesson c
Analyse and Evaluate and Action content and learning standard spec
evaluate a variety explain briefly
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 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.

120

WEEK:Unit 8 SCHEME OF WORK: TEXTBOO
__
LESSON 95 (Reading 15) MAIN SKILL(S) FOCUS: Re
TOPIC: Image
CROSS CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
partner to discuss the questions in Activity
Reading 3.1 Reading 3.1.3 responses.
Understand a Guess the meaning
variety of texts by of unfamiliar words Lesson delivery
using a range of from clues provided This lesson focuses on Activities B, C,
appropriate by other words and Book for detailed guidance. Activity B is a
reading strategies by context on a pupils to underline unknown words but do
to construct wide range of stage. Activity C tests pupils’ comprehensi
meaning familiar topics
Activity D focuses on the main skill for this
Complementary Complementary asking pupils to work together to try to gue
they previously underlined as well as the s
Skill Skill collect responses. Ask for the words pupils
board. Elicit the meaning from pupils. Activ
Speaking 2.1 Speaking 2.1.4 complementary skill. Allow pupils to discus
Communicate Explain and justify partner(s) before opening up the discussio
information, ideas, own point of view
opinions and Activity E focuses on developing the comp
feelings intelligibly
on familiar topics Post-lesson
Ask pupils to identify with their talk partner
expression that they have learned in relati
pupils are ready, collect and share words/e

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

eading THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: expressing opinion;
discussing facts; words and phrases of description,
deception

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to work with a talk REFERENCES
y A. When ready, collect pupils’ To support less proficient
Full Blast Plus 4 pupils ask them only to
Student’s Book, complete two or three gaps
instead of six in Activity C.
pp 111-113 Organise talk partners or
Teacher’s Book, grouping so that a more
proficient pupil can help and
pp 111-113 support a less proficient
pupils in Activity D.
D and E. See the Teacher’s
For additional differentiation
reading for gist activity. Allow strategies, please refer to the
provided list of differentiation
not give their meaning at this strategies and select
ion of the text. appropriate strategy
/strategies based on the
s lesson. Extend Activity D by needs of the pupils.
ess the meaning of the words
shaded words. When ready,
s have underlined and write on
vity E focuses on the
ss the questions with talk
on with the class.

plementary skill.

r(s) at least three new words or
ion to the lesson topic. When
expressions as a whole class.

121

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 96 (Language Awareness 15) MAIN SKILL(S) FOCUS: La
__
TOPIC: Image CROSS CURRICULAR ELE
Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar- Devise an activity or play a game to revise
grammar-focused focused lesson so previous lesson. Alternatively, choose ano
lesson so listening, speaking, lesson activity that better suits pupils’ need
listening, reading and writing prepare them for the grammar focus of the
speaking, reading skills are not
and writing skills explicitly covered. Lesson delivery
are not explicitly This lesson focuses on the grammar ac
covered. The first grammar activity focuses on the c
Teacher’s Book for detailed guidance. Allo
their ideas with their talk partner(s) for sen
collecting responses. The second gramma
third condition to pupils. See the Teacher’s
guidance. Allow pupils time to discuss thei
partner(s) for sentences 1-6 before collect

Post-lesson

Devise a fun activity for pupils to practise t

example create a story where someone (p

appropriate) has a disastrous day (i.e. its p
they’ve forgotten their umbrella, they’re lat

for the bus and miss it, a car goes past an
them, they have to walk to school so they’

their English exam so get a terrible mark, e

make sentences about the story. For exam
earlier, he wouldn’t have needed to run for

collect responses.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

anguage Awareness THEME: Science and Technology

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: the causative form
and third conditional

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
e the vocabulary from the
other appropriate pre- Full Blast Plus 4 For differentiation strategies,
ds/interests and will Student’s Book, pp please refer to the provided
e lesson. 113, 115 list of differentiation strategies
Teacher’s Book, pp and select appropriate
ctivities in Unit 8. 113, 115 strategy/strategies based on
causative form. See the the needs of the pupils.
ow pupils time to discuss
ntences 1-6 before
ar activity presents the
s Book for detailed
ir ideas with their talk
ting responses.

the third condition. For

perhaps a pupil in class if

pouring with rain and
te, they trip over running

nd splashes water all over
’re very late and miss half

etc). Then ask pupils to

mple: If Aidan had got up
r the bus. When ready,

122

WEEK: LESSON 97 (Listening 15) SCHEME OF WORK: TEXTBO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Play a game to revise the Third condition f
write on the board three opening clauses a
Listening 1.1 Listening 1.1.6 appropriate endings . Alternatively, choose
Understand Understand lesson activity that better suits pupils’ need
meaning in a independently them for the lesson.
variety of familiar longer simple
contexts narratives on a wide Lesson delivery
range of familiar This lesson focuses on the listening ac
Complementary topics Book for detailed guidance. The matching
Skill achieving the main skill for this lesson Allo
Complementary ideas with their talk partner(s) before colle
Speaking 2.1 Skill ‘Optional post-listening activity’ in the Teac
Communicate on the complementary skill. Pupils can loo
information, ideas, Speaking 2.1.5 the listening activity in the Student’s Book
opinions and Express and different scenarios in the listening activity.
feelings intelligibly respond to feelings pupils further questions about their feeling
on familiar topics such as similar personal situations. For example, if
amusement, anger brothers / sisters who borrow their clothes
and regret brother / sister’s clothes etc. How does tha
older brother / sister feel? Have they ever
and never worn it. When ready, collect ide

Post-lesson

Ask pupils to work with a talk partner to dis

Malaysia. Who do they think are the most
female celebrities. What is it about the cele

makes them so appealing? Would the sam
attractive to the pupil’s parents’ generation

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 8)

stening THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words and phrases
to describe people, appearance and attire

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
from the previous lesson i.e. REFERENCES
and ask pupils to think of To support less confident
e another appropriate pre- Full Blast Plus 4 pupils, pause the listening
ds/interests and will prepare Student’s Book, track at selected intervals to
allow thinking time.
p115 Alternatively, read and pause
Teacher’s Book, at specific intervals from the
audio script in the Teacher’s
p115 and CD Book if it helps less proficient
pupils to listen to your voice
ctivity. See the Teacher’s rather than that of a native
speaker. Play the track from
listening activity focuses on the CD when pupils feel more
confident.
ow pupils time to discuss their For additional differentiation
strategies, please refer to the
ecting responses. Use the provided list of differentiation
cher’s Book in order to focus strategies and select
ok at the statements a – f from appropriate strategy
to remind themselves of the /strategies based on the
Extend this activity by asking needs of the pupils.

gs and reactions to other

f they have younger / older

s or do pupils borrow their

at make them feel / make their

bought an item of clothing

eas and share as a class.

scuss popular celebrities in

beautiful / handsome male or
ebrity’s appearance that

me celebrities be considered
n?

123

WEEK: LESSON 98 (Speaking 15) SCHEME OF WORK: TEXTBOO
__ TOPIC: Image
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by w
on the board and asking pupils to work in pa
Speaking 2.1 Speaking 2.1.5 these words they can think of. When ready,
Communicate Express and class list.
information, ideas, respond to
opinions and feelings such as Lesson delivery
feelings intelligibly amusement, anger This lesson focuses on the speaking act
on familiar topics and regret detailed guidance.

Complementary Complementary The speaking activity focuses on developing
Skill Skill Add a stage to the Role Play activity where
feel about their problem (i.e. wretched, over
Writing 4.1 Writing 4.1.4 B responds to this (i.e. by giving reassuranc
Communicate Express and scenarios to the three given in the Student’s
intelligibly through respond to pupils’ needs/interests if necessary.
print and digital opinions and
media on familiar common feelings In order to meet the complementary skill, as
topics such as ‘agony aunt’ is. Explain that an agony aunt u
amusement, anger a magazine. Readers write in to the agony a
and regret The agony aunt writes a solution to the read
solution are printed in the magazine.

Ask pupils to work in pairs and write a short
describing their problem and how they feel a
frustrated because my little sister is always
without asking my permission.

When ready, ask pupils to swap the problem
take on the role of the agony aunt. Tell pupi
the readers problem and then to write a solu
example, I’m so sorry to hear about the prob
sister. Maybe you should speak to your siste
about her borrowing your clothes.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 8)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: asking for and giving
advice; words and phrases connected with teenage angst

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
writing ‘angry’, ‘sad’ and ‘amused’ REFERENCES
airs to list all the synonyms for Fast finishers can write more
, collect responses and make a Full Blast Plus 4 problems to the agony aunt
Student’s Book, and swap with other fast
tivity. See the Teacher’s Book for finishers to write a solution to
p116 their problem.
g the main skill for this lesson. Teacher’s Book, Support can be given to less-
student A describes how they proficient pupils by helping
rwhelmed, insecure) and student p116 them to use the words /
ce). Teachers can create different phrases in the boxes
s Book that better suits their appropriately. You could
choose a more proficient
sk pupils if they know what an pupil to model a conversation
usually has an advice column in with you at the front of the
aunt with a problem they have. class.
der’s problem. Both problem and Monitor the class carefully as
they write their problems and
t letter to an agony aunt then respond by offering
about it. For example: I am so solutions to make sure that
borrowing my clothes to wear pupils are sensitive to each
other ideas. Model
ms with another pair. Now they appropriate language and
ils to respond sympathetically to structures where necessary.
ution to the problem. For
blems you are having with your For additional differentiation
er and let her know how you feel strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.

124

Give pupils homework for the next lesson (le
C. This way pupils can do the majority of rea
you can use class time to focus on writing.
Post-lesson
Choose some of the problems and solutions
class if they would give the same advice or

Secondary Form 4 Scheme of Work

esson 99 Writing), Activity B and
ading activities at home so that
s to share with the class. Ask the
offer a different solution.

125