SOW FORM 4

Writing 4.2.4 target audience in most famil

Use formal and informal The target audience for written texts is t
registers appropriate to the email they should think about whom the
target audience in most expects to read in terms of the genre (e
familiar situations story, invitation).

Pupils are expected to write about famil
already familiar with (family, friends, tea

However, pupils in rural or remote areas
should use their own judgement here.

Literature in Action 5.2.1 Literature

Evaluate and explain briefly evaluate and explain
stylistic features an author
uses to show character, Describe what stylistic features are used
events or place features are.

stylistic features

Stylistic features are the ways in which
features can distinguish the work of indi
stylistic features, for example, alliteratio

Secondary Form 4 Scheme of Work

liar situations
the expected reader whom the text is meant to address. When pupils write an
ey are writing for, i.e. their target audience. They should consider what the reader
e.g. email, story), text format (e.g. beginning and end) and content (e.g. thriller
liar situations (e.g. holiday, reply to invitation) and address an audience they are
achers).
s and pupils who live in cities may be familiar with different contexts. Teachers

e in Action

d by an author to show character, events or place and say how successful these

words and sentences are arranged and how they affect meaning. Stylistic
ividual authors. Particular text types are associated with the use of particular
on is commonly associated with poetry.

26

WEEK:Unit 1 5. Scheme of Work
__
LESSON 1(Reading 1) SCHEME OF WORK: TEXTBO
TOPIC: Let’s Chat
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge and experience i
Reading 3.1 Reading 3.1.1 A.
Understand a Understand the
variety of texts by main points in Lesson delivery
using a range of extended texts on a
appropriate wide range of This lesson focuses on Activities B, D a
reading strategies familiar topics See the Teacher’s Book for detailed guida
to construct pupils are asked to read for gist.
meaning Activities B and D focus on developing the
Activity E focuses on the complementary s
Complementary Complementary on this skill, remind pupils to justify their op

Skill Skill Post-lesson

Speaking 2.1 Speaking 2.1.4 Ask pupils to review their learning in this le
Communicate Explain and justify identify with their talk partner(s) at least on
information, ideas, own point of view that they have learned in relation to the top
opinions and When pupils are ready, collect and share w
feelings intelligibly whole class.
on familiar topics

Secondary Form 4 Scheme of Work

k: Lessons 1 – 112

OOK BASED LESSON (UNIT 1)

eading THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
nology related to free-time activities; phrases expressing likes
and dislikes; phrases expressing opinion

INE MATERIALS / DIFFERENTIATION
in this lesson using Activity STRATEGIES
REFERENCES
Support can be given to less
Full Blast Plus 4 proficient pupils depending on
Student’s Book, pp 8-9 their needs, such as by
Teacher’s Book, pp 8-9 providing vocabulary to use in
the speaking activities, or
and E (C is optional). sentence starters and model
ance. Note that in Activity B sentence constructions to
help the pupil produce
e main skill for this lesson. sentences.
skill. In order to fully focus
pinions. For additional differentiation
strategies, please refer to the
esson by getting them to provided list of differentiation
ne new word or expression strategies and select
pic of free-time activities. appropriate strategy
words/expressions as a /strategies based on the
needs of the pupils.

27

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 2 (Language Awareness 1) MAIN SKILL(S) FOCUS: La
__
TOPIC: Let’s Chat CROSS CURRICULAR ELE
and Communications Techn

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Ask questions to pupils (or write questions
This is a This is a grammar- responses using either the Present Simple
grammar-focused focused lesson so Ensure pupils have appropriate wait time a
lesson so listening, speaking, discuss their responses with talk partners.
listening, reading and writing which reviews the uses of Present Simple
speaking, reading skills are not revises stative verbs (see, like, seem, und
and writing skills explicitly covered. imagine, know) which do not usually take t
are not explicitly
covered. Lesson delivery

This lesson focuses on Grammar Prese
Progressive, and computer-related voc
Teacher’s Book for detailed guidance. Not
encountered the present simple and prese
and Form 3. When going through answers
is a stative verb and elicit more examples
verbs that are only used in the present sim
examples (e.g. ‘Peter hates his new schoo
new school’).

To introduce the vocabulary activities eithe
to the reading text about SN Sites and elic
vocabulary they know / remember or play
bingo) practising computer-based vocabul
Activities A-C. See the Teacher’s Book for

Post-lesson

Ask pupils to write six sentences. Three se
verbs and three sentences using action ve
continuous. Ask pupils to make two delibe
swap sentences and see if they can spot t
wrong.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

anguage Awareness THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Present Simple vs
nology Present Progressive / computer-based vocabulary

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

s on the board) to elicit Full Blast Plus 4 See Student’s Book pp 11 for
e or Present Continuous. Student’s Book, pp 9- a further grammar activity on
and/or opportunities to comparisons that can be
. Alternatively, play a game 10 used as extension activity
Teacher’s Book, pp 9- with fast finishers and/or
vs Present Progressive or homework.
derstand, need, believe, 10 For additional differentiation
the Progressive form. strategies, please refer to the
provided list of differentiation
ent Simple vs Present strategies and select
appropriate strategy
cabulary. See the /strategies based on the
needs of the pupils.
te that pupils have

ent continuous in Form 2
s explain that ‘understand’

(see above). These are

mple. Provide and / or elicit
ol’ not ‘Peter is hating his

er ask pupils to think back
cit what computer-based
a word game (such as
lary. Pupils complete
r detailed guidance.

entence using stative
erbs in the present
erate mistakes. Pupils
the sentences which are

28

SCHEME OF WORK: TEXTBOOK BA

WEEK: LESSON 3 (Listening 1) MAIN SKILL(S) FOCUS: Lis
__
TOPIC: Let’s Chat CROSS CURRICULAR ELE
and Communications Techn

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

Listening 1.1 Listening 1.1.1 Devise an activity to elicit pupils’ prior know
Understand Understand related vocabulary.
meaning in a independently the
variety of familiar main ideas in Lesson delivery
contexts extended texts on a
wide range of This lesson focuses on Activities A, B a
familiar topics Book for detailed guidance. Activities B an
skill.
Complementary Complementary
For Activity A to meet the complementary
Skill Skill adding a stage to the activity in which pup
discussions.
Speaking 2.1 Speaking 2.1.1
Communicate Explain simple For Activity B, give pupils the opportunity t
information, ideas, content on familiar answers in small groups before collecting
opinions and topics from what instruction in the Teacher’s Book for Activi
feelings intelligibly they read and hear
on familiar topics Additional lesson activities may be require
recording from the Reading Lesson covere
sequence; using the post-listening activity
Teacher’s Book.
Post-lesson

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

Secondary Form 4 Scheme of Work

ASED LESSON (UNIT 1)

stening THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Computer-related
nology vocabulary; words/phrases related to communication

INE MATERIALS / DIFFERENTIATION STRATEGIES
REFERENCES
Organise talk partners or grouping
wledge of computer- Full Blast Plus 4 so that a more proficient pupil can
Student’s Book, help and support a less proficient
and C. See the Teacher’s pupil.
nd C focus on the main p11 Support can be given to less
Teacher’s Book, proficient pupils during Activity A,
depending on their needs. For
p 11 example, by providing vocabulary
or model sentence constructions to
Audio CD help the pupil produce sentences.

skill, extend activity by To support less confident pupils in
pils report back on their Activity B, pause the listening track
at selected intervals to allow
to check and discuss their thinking time. Alternatively, read
responses. Follow and pause at specific intervals from
ity C. the audio script in the Teacher’s
Book if it helps less proficient
ed such as: using the pupils to listen to your voice rather
ed previously in the lesson than that of a native speaker. Play
suggested in the the track from the CD when pupils
feel more confident.
r(s) at least one new word
n to the lesson topic. For additional differentiation
words/phrases as a whole strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.

29

WEEK: LESSON 4 (Speaking 1) SCHEME OF WORK: TEXTBOO
__ TOPIC: Let’s Chat
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
and Communications Techn

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

Speaking 2.1 Speaking 2.1.1 Activate prior knowledge in this lesson with
Communicate Explain simple Give pupils red and green cards (red to sh
information, ideas, content on familiar True). Start the lesson verbally or with a se
opinions and topics from what whiteboard and pupils have to tell whether
feelings intelligibly they read and hear statement is True or False using their card
on familiar topics statements might focus on specific aspect
understanding of grammar from previous l
Complementary Complementary
Skill Skill Lesson delivery

Listening 1.1 Listening 1.1.5 This lesson focuses on the speaking ac
Understand Understand Book for detailed guidance. In order to foc
meaning in a independently more extend the speaking activity by adding a s
variety of familiar complex questions back on their discussions (for example, by
contexts on a wide range of focus on the complementary skill in the les
familiar topics with additional complex questions. For exa
better to do sport in groups or individually?
get from doing a group sport like football o
benefit(s) do you get from practicing a spo
own? / Why do you think some people like
sports like bungee jumping, rock climbing
These questions should be spoken by the
and select pupils for responses).

Post-lesson

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

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

peaking THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
nology related to free-time activities; phrases expressing likes
and dislikes; phrases expressing opinion

INE MATERIALS / DIFFERENTIATION
STRATEGIES
h a True/False activity. REFERENCES
how False, green to show Organise talk partners or
eries of statements on the Full Blast Plus 4 grouping so that a more
r they think each Student’s Book, p 12 proficient pupil can help and
ds. For example, the Teacher’s Book, p12 support a less proficient pupil.
ts of language use or Support can be given to less
lessons. proficient pupils depending on
their needs, such as by
ctivity. See the Teacher’s providing vocabulary to use in
cus on the main skill the speaking activity, or
stage in which pupils report sentence starters and model
y rearranging groups). To sentence constructions to
sson, add a further activity help the pupil produce
ample: Do you think it’s sentences.
? / What benefit(s) do you
or volleyball? / What For additional differentiation
ort, like running, on your strategies, please refer to the
e to practice extreme provided list of differentiation
or white water rafting? ). strategies and select
appropriate strategy/
teacher (use wait time strategies based on the
needs of the pupils.

esson by completing an
?’ and ‘your learning would
rds and use them for

30

WEEK: LESSON 5 (Writing 1) SCHEME OF WORK: TEXTBOO
__ TOPIC: Let’s Chat
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
and Communications Techn

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

Writing 4.2 Writing 4.2.3 Activate prior knowledge in this lesson by
Communicate Produce an experience with social media websites and
with appropriate extended plan or the use of vocabulary relevant to the topic
language, form draft and modify this needed.
and style appropriately in
response to Lesson delivery
Complementary feedback or
Skill independently This lesson focuses on Activities A, B,
Teacher’s Book for detailed guidance. Ext
Writing 4.2 Complementary meet the main skill. Give feedback on pup
Communicate Skill and D, as well as other writing activities th
with appropriate this lesson. In Activity C pupils can be ask
language, form Writing 4.2.2 ideas/notes from Activity B and discuss the
and style Spell written work questions in small groups. You can then a
on a range of text ideas/notes to reflect the feedback they ha
types with
reasonable Activities B and C focus on developing the
accuracy Activities B and D focus on the complemen

Post-lesson

Ask pupils to review their learning in this le
they have learnt in the lesson and how the
discuss their ideas with their talk partner(s
as a class.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

Writing THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
nology related to free-time activities; phrases expressing likes
and dislikes; phrases expressing opinion

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils about their REFERENCES
d their profiles. Encourage Activity D can be given as
c and give support where Full Blast Plus 4 homework.
Student’s Book, p13
Teacher’s Book, p 13 For additional differentiation
strategies, please refer to the
C, and D. See the provided list of differentiation
tend Activities B and C to strategies and select
pils’ spelling in Activities B appropriate strategy/
hat may take place during strategies based on the
ked to share their needs of the pupils.
eir responses to the
ask pupils to modify their
ave been given

e main skill for this lesson.
ntary skill.

esson by describing what
ey learnt it. Allow pupils to
s) before collecting ideas

31

WEEK: LESSON 6 (Revision 1) SCHEME OF WORK: TEXTBOO
__ TOPIC: Teacher to select
MAIN SKILL(S) FOCUS: Te

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

OK / NON-TEXTBOOK BASED LESSON (UNIT 1)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

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

32

WEEK: __ LESSON 7 (Reading 2) SCHEME OF WORK: TEXTBOO
TOPIC: Let’s chat
MAIN SKILL(S) FOCUS: Re

CROSS CURRICULAR ELE
and Communication technol

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Reading 3.1 Reading 3.1.3 Activate prior knowledge in this lesson by
Understand a Guess the meaning the different activities a mobile phone can
variety of texts by of unfamiliar words continue with the pre-reading Activity A in
using a range of from clues provided pupils to discuss their ideas with their talk
appropriate by other words and collecting ideas as a class.
reading strategies by context on a
to construct wide range of Lesson delivery
meaning familiar topics
This lesson focuses on Activities B, C a
Complementary Complementary homework). See the Teacher’s Book for d
Skill Skill Activity E to meet the complementary skill,
adding a stage to the activity. Pupils first d
Speaking 2.3 Speaking 2.3.1 small groups then re-group to report back
Use appropriate Confirm
communication understanding in For Activities B and C, give pupils the opp
strategies discourse-level discuss their answers in small groups befo
exchanges by Activity C focuses on developing the main
repeating back what
a speaker has said Post-lesson

Play word bingo using the highlighted word
Alternatively, make sure pupils have their
red and green cards (red to show False, g
one of the highlighted words and read a m
(either the right one or a different one) Ask
false using the appropriate card.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

eading THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
logy related to free-time activities; mobile phone-based
vocabulary; phrases expressing likes and dislikes;
phrases expressing opinion

INE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to think of all REFERENCES
be used for. Then Support can be given to less
the Student Book. Allow Full Blast Plus 4 proficient pupils during
partner(s) before Student’s Book, pp14- Activity C depending on their
needs. For example the
and E (D can be given as 15 possible options could be
detailed guidance. For Teacher’s Book, pp 14- narrowed down to two or
, extend the activity by three words.
discuss the questions in 15 For additional differentiation
their ideas. strategies, please refer to the
portunity to check and provided list of differentiation
ore collecting responses. strategies and select
n skill. appropriate strategy
/strategies based on the
needs of the pupils.

ds from the text.
books closed. Give pupils
green to show True). Say
meaning from Activity C
k pupils to show true or

33

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 8 (Language Awareness 2) MAIN SKILL(S) FOCUS: La
__
TOPIC: Let’s Chat CROSS CURRICULAR ELE
and Communication Techno

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar- focused focused lesson so Ask pupils to talk in small groups about ha
lesson so listening, speaking, but don’t have now, and habits that they h
listening, reading and writing from the class and write some good exam
speaking, reading skills are not will illustrate the difference between ‘used
and writing skills explicitly covered. walls but now I don’t) and ‘being used to’ (
are not explicitly glass of water before bedtime). Introduce ‘
covered. to.

Lesson delivery

This lesson focuses on Grammar Past S
be/get used to. See the Teacher’s Book
Note that pupils have encountered the Pas
Form 3. Give pupils the opportunity to che
answers in small groups before collecting
need further practise of ‘used to’ and ‘be/g
examples on the board.
Pupils complete A and B. See the Teache
guidance.

Additional lesson activities may be require
activity on A and B.

Post-lesson

Review learning in this lesson by asking p
sentences. Three sentence using ‘used to
‘be / get used to’. Ask pupils to make two d
swap sentences and see if their peers can
are wrong.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

anguage Awareness THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Past simple, used to,
ology be used to; use of suffixes

INE MATERIALS / DIFFERENTIATION
STRATEGIES
abits they had in the past REFERENCES
have now. Collect the ideas For differentiation strategies,
mples on the board which Full Blast Plus 4 please refer to the provided
Student’s Book, pp15- list of differentiation strategies
to’ (I used to write on the and select appropriate
(she is used to having a 16 strategy/strategies based on
‘used to’ and ‘be/get used Teacher’s Book, pp 15- the needs of the pupils.

16

Simple, used to and
for detailed guidance.
st Simple in Form 2 and
eck and discuss their
responses. Pupils may
get used to’ with more

er’s Book for detailed

ed: use the Vocabulary

pupils to write six
o’ and three others using

deliberate mistakes. Pupils

n spot the sentences which

34

WEEK: LESSON 9 (Listening 2) SCHEME OF WORK: TEXTBOO
__ TOPIC: Let’s Chat
MAIN SKILL FOCUS: Listen

CROSS CURRICULAR ELE
and Communication technol

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Play a game to review adverbs describing
Listening 1.1 Listening 1.1.2 the board (e.g. digging the garden). Pupils
Understand Understand the front of the class to take a mood card (
meaning in a independently action in an appropriate manner while the
variety of familiar specific information Alternatively, choose another appropriate
contexts and details in activates prior knowledge.
extended texts on a
wide range of Lesson delivery
familiar topics
This lesson focuses on Activities A and
Complementary Complementary Book for detailed guidance. For Activity A
complementary skill, extend activity by add
Skill Skill in which pupils report back on their discus
for their ideas. For Activity B, give pupils th
Speaking 2.1 Speaking 2.1.4 and discuss their answers in small groups
Communicate Explain and justify responses.
information, ideas, own point of view
opinions and If there is time to do another listening activ
feelings intelligibly page 17. See the Teacher’s Book for deta
on familiar topics Activity A focuses on developing the comp
lesson. Activity B focuses on the main skil

Post-lesson.

Ask pupils to review their learning in this le
close their textbooks and then to recall wit
they have learnt about body language from
Maddison. When pupils are ready, collect
whole class. Choose another post-lesson

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 1)

ning THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
logy related to free-time activities; words/phrases related to
body language.

INE MATERIALS / DIFFERENTIATION
STRATEGIES
g mood. Put an action on REFERENCES
s take it in turns to come to Organise talk partners or
(i.e. happily) and mime the Full Blast Plus 4 grouping so that a more
class guess the adverb. Student’s Boo, p16 proficient pupil can help and
pre-lesson activity that Teacher’s Book, p16 support a less proficient pupil.
To support less confident
Audio CD pupils, pause the listening
track at selected intervals to
d B. See the Teacher’s allow thinking time.
to meet the Alternatively, read and pause
ding a stage to the activity at specific intervals from the
ssions giving justification audio script in the Teacher’s
he opportunity to check Book if it helps less proficient
s before collecting pupils to listen to your voice
rather than that of a native
vity, use the listening on speaker. Play the track from
ailed guidance. the CD when pupils feel more
plementary skill for this confident.
ll. For additional differentiation
strategies, please refer to the
esson by getting them to provided list of differentiation
th their talk partner(s) what strategies and select
m expert, Dr Susan appropriate strategy
and share ideas as a /strategies based on the
activity if preferred. needs of the pupils.

35

WEEK: LESSON 10 (Speaking 2) SCHEME OF WORK: TEXTBO
__ TOPIC: Let’s chat
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
and Communication technol

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Speaking 2.1 Speaking 2.1.3 Devise an activity/game to revise compute
Communicate Explain advantages previous lessons.
information, ideas, and disadvantages
opinions and of plans and Lesson delivery
feelings intelligibly ambitions
on familiar topics This lesson focuses on the speaking ac
Complementary Book for detailed guidance. Pupils work w
Complementary Skill groups to complete the speaking activity. W
Skill collect and share their ideas with the whol
Writing 4.1.5
Writing 4.1 Organise, sequence Draw up the table below (see the Teacher
Communicate and develop ideas board.
intelligibly through within a text of
print and digital several paragraphs laptop de
media on familiar on familiar topics Advantages Disadv
topics
Disadvantages Advan

Ask pupils to help you fill in all the advanta
Ask pupils to work with their partner or sm
ideas into a text of four short paragraphs c
boxes in the table describing the advantag
both computers. Before pupils write up the
revise connectives that introduce similar a
as well as, on the other hand, apart from th

Post-lesson

Choose an appropriate post-lesson activity
needs/interests and that will review learnin

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 1)

peaking THEME: Science and technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: expressing
logy advantages and disadvantages

INE MATERIALS / DIFFERENTIATION
er-related vocabulary from STRATEGIES
REFERENCES
Organise talk partners or
Full Blast Plus 4 grouping so that a more
Student’s Book, p 17 proficient pupil can help and
Teacher’s Book, p 17 support a less proficient pupil.
Support can be given to less
ctivity. See the Teacher’s proficient pupils during the
with a partner or in small writing activity, by providing
sentence starters and
When they are ready, modelling sentence
le class. constructions to help the pupil
r’s book, p 17) on the produce sentences. Ask
pupils to write two paragraphs
esktop computer describing just the benefits.
vantages You may want to get pupils to
finish off the writing activity
ntages for homework.
For additional differentiation
ages and disadvantages. strategies, please refer to the
mall groups to write up the provided list of differentiation
strategies and select
corresponding with the four appropriate strategy
ges and disadvantages of /strategies based on the
eir ideas you may want to needs of the pupils.
and contrasting ideas (also,
his, however)

y that suits pupils’
ng in the lesson.

36

WEEK: LESSON 11 (Writing 2) SCHEME OF WORK: TEXTBO
__ TOPIC: Let’s Chat
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
and Communication technol

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Write on the board 6 sentences / phrases
Writing 4.2 Writing 4.2.4 3 using informal language). Ask pupils wha
Communicate Use formal and sentences. Once you have established for
with appropriate informal registers ask pupils to work with talk partner(s) and
language, form appropriate to the phrases / sentences to informal and the in
and style target audience in
most familiar Lesson delivery
Complementary situations
Skill This lesson focuses on Activities A, B,
Complementary be given as homework). See the Teache
Reading 3.1 Skill guidance. To maximise time, read Simon’s
Understand a explain any unknown words. Put pupils in
variety of texts by Reading 3.1.5 questions for Activity A. Check answers. In
using a range of Recognise with little complementary skill in the lesson, Activity
appropriate or no support the asking further questions about the writer’s
reading strategies attitude or opinion Simon think about getting a new laptop? /
to construct of the writer in will feel about this news? / What is Simon’
meaning extended texts on a a birthday party? / How does Simon think
wide range of news?) Do Activity B as a class. Put pupils
familiar topics complete Activity C. Activity E focuses on

Post-lesson

Divide pupils into small groups and give ea
paper (5 with an informal sentence or phra
letter, 5 with a formal sentence or phrase s
Ask pupils to divide the strips into two grou
When pupils are ready elicit answers onto

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 1)

Writing THEME: Science and Technology

EMENT(S): Information LANGUAGE/GRAMMAR FOCUS: Words/phrases
logy related to free-time activities; words/phrases/language
used in informal letters and emails

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
(3 using formal language,
at is different about the Full Blast Plus 4 Support can be given to less
rmal / informal language Student’s Book, pp 18- proficient pupils depending on
change the formal 19 their needs, such as by
nformal to formal. Teacher’s Book, pp18- providing a framework for the
19 email in Activity E.
C and E (Activity D can Strips of paper with
er’s book for detailed sentences or phrases For additional differentiation
s email as a class and using either formal or strategies, please refer to the
pairs to answer the informal language provided list of differentiation
n order to focus on the strategies and select
appropriate strategy
A should be extended by /strategies based on the
s attitude. (What does needs of the pupils.

How does he think Mark
’s attitude towards having
Mark will feel about this
s in small groups to
developing the main skill.

ach group 10 strips of

ase suitable for an informal

suitable for a formal letter).
ups ‘formal’ or ‘informal’

o the board.

37

WEEK: LESSON 12 (Revision 2) SCHEME OF WORK: TEXTBOO
__ TOPIC: Teacher to select
MAIN SKILL(S) FOCUS: Te

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

OK / NON-TEXTBOOK LESSON (UNIT 1)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

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

38

SCHEME OF WORK: NON-TEX

WEEK: LESSON 13 (Literature in Action 1) MAIN SKILL(S) FOCUS: Lit
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

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

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

Secondary Form 4 Scheme of Work

XTBOOK BASED LESSON

terature in Action THEME: Teacher to select

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

39

WEEK:Unit 2 SCHEME OF WORK: TEXTBO
__
LESSON 14 (Reading 3) MAIN SKILL(S) FOCUS: Re
TOPIC: Ready for anything
CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Put the word ‘charity’ on the board and ask
Reading 3.1 Reading 3.1.1 means to them. Allow pupils time to discus
Understand a Understand the talk partner(s) then collect responses. Furt
variety of texts by main points in knowledge and experience in this lesson u
using a range of extended texts on a pupils time to discuss their ideas with their
appropriate wide range of collect responses.
reading strategies familiar topics
to construct Lesson delivery
meaning
This lesson focuses on Activities B, C,
Complementary Complementary given as homework). See the Teacher’s
guidance. Note that in Activity B pupils are
Skill Skill Allow pupils time to discuss their ideas wit
before collecting responses. In order to foc
Speaking 2.1 Speaking 2.1.4 skill allow pupils time to discuss ideas with
Communicate Explain and justify before opening up the discussion to the cla
information, ideas, own point of view expand on the answers by explaining and
opinions and view.
feelings intelligibly
on familiar topics Activities B and C focus on developing the
Activity D enhances the understanding of t
focuses on the complementary skill.

Post-lesson

Ask pupils which charity would they like to
unusual activity would they do to raise mo
use their imaginations to come up with som
ready, collect responses.

Secondary Form 4 Scheme of Work

OOK BASED LESSON (UNIT 2)

eading THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
related to charity / doing unusual or dangerous activities
to raise money

INE MATERIALS / DIFFERENTIATION
STRATEGIES
k pupils what the word REFERENCES
ss their ideas with their Support can be given to less
ther activate prior Full Blast Plus 4 proficient pupils depending on
using Activity A. Allow Student’s Book, their needs, such as by giving
r talk partner(s) then some examples in Activity C
pp 22-23 and reducing the amount of
Teacher’s Book, information pupils need to
complete. Support can also
pp 22-23 be given by giving vocabulary
to use in the speaking
and E (Activity D can be activities, or sentence starters
Book for detailed and model sentence
e asked to read for gist. constructions to help the pupil
th their talk partner(s) produce sentences.
cus on the complementary For additional differentiation
h their talk partner(s) strategies, please refer to the
ass. Encourage pupils to provided list of differentiation
justifying their points of strategies and select
appropriate strategy
e main skill for this lesson. /strategies based on the
the reading text. Activity E needs of the pupils.

o raise money for and what
oney. Encourage pupils to
me unusual ideas. When

40

SCHEME OF WORK: TEXTBOO

LESSON 15 (Language Awareness 3) MAIN SKILL(S) FOCUS: La

WEEK: TOPIC: Ready for anything CROSS CURRICULAR ELE
__

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Activate prior knowledge in this lesson by
lesson so listening, speaking, example: Pupils work with talk partner(s).
listening, reading and writing pupils to write the alphabet (A-Z) down the
speaking, reading skills are not ready, give pupils a set time depending on
and writing skills explicitly covered. minutes) to write a noun for each letter of t
are not explicitly they get 1 mark for each correct countable
covered. each correct uncountable noun. When rea
pupils add up their marks.

Lesson delivery

This lesson focuses on the quantifiers
uncountable nouns. See the Teacher’s B
for the Grammar exercise. Always give pu
check and discuss their answers in small g
responses. Complete the Vocabulary activ

Post-lesson

Ask pupils to work with their talk partner(s)
sentences using quantifiers. Tell pupils to
where they use the quantifiers correctly an
quantifiers are incorrect. Swap sentences
correct the mistakes. Share some of the re

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 2)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: countable and
uncountable nouns. Quantifiers: some, any, much,
many, a lot of, lots of, plenty of, (a) few, (a) little

INE MATERIALS / DIFFERENTIATION
STRATEGIES
playing a noun game. For REFERENCES
On a piece of paper get For additional differentiation
e left-hand margin. When Full Blast Plus 4 strategies, please refer to the
n level of pupils (e.g. 3 Student’s Book, pp 23- provided list of differentiation
the alphabet. Tell pupils 24 strategies and select
e noun and 2 marks for Teacher’s Book, pp 23- appropriate strategy
ady, collect responses and 24 /strategies based on the
Paper for pre-lesson needs of the pupils.
activity if doing.

of countable and
Book for detailed guidance
upils the opportunity to
groups before collecting
vities as a follow up.

) and come up with six
make three sentences
nd three where the
with another pair and
esponses with the class.

41

WEEK: LESSON 16 (Listening 3) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Communications Technolog

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Devise an activity to elicit pupils’ prior know
Listening 1.1 Listening 1.1.2 Alternatively, if pupils are not familiar with
Understand Understand character from a Malaysian Adventure / ac
meaning in a independently
variety of familiar specific information Lesson delivery
contexts and details in
extended texts on a This lesson focuses on Activities A and
wide range of detailed guidance. For Activity A to meet th
familiar topics the activity by adding a stage in which pup
or adventure film, describe the plot, the ch
Complementary Complementary and explain why they like it. When ready, c
share with the class. For Activity B, give pu
Skill Skill and discuss their answers in small groups

Speaking 2.1 Speaking 2.1.1 Activity B focuses on developing the main
Communicate Explain simple focuses on the complementary skill.
information, ideas, content on familiar
opinions and topics from what Additional lesson activities may be require
feelings intelligibly they read and hear from the Reading Lesson covered previou
on familiar topics using the post-listening activity suggested

Post-lesson

Ask pupils to work with their talk partner(s)
new fact about Harry Potter (characters, p
pupils to think of unusual facts that others
sure they know the correct answer, they tu
What is the name of Fred and Ron Wesley
Hogwarts’ students receive letters? When
questions and hold a Harry Potter trivia qu

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 2)

stening THEME: People and Culture

EMENT(S): Information and LANGUAGE/GRAMMAR FOCUS: words / phrases
gy describing plot / setting / characters; words / phrases
describing preference

TLINE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

wledge of Harry Potter. Full Blast Plus 4 To support less confident
Harry Potter, use a popular Student’s Book, pupils in Activity B, pause
ction story. the listening track at
p 25 selected intervals to allow
d B. See the Teacher’s Book for Teacher’s Book, thinking time. Alternatively,
he complementary skill, extend read and pause at specific
pils choose a favourite fantasy p 25 intervals from the audio
haracters to their talk partner(s) script in the Teacher’s Book
collect some responses to Audio CD if it helps less proficient
upils the opportunity to check pupils to listen to your voice
s before collecting responses. rather than that of a native
skill for this lesson. Activity A speaker. Play the track from
the CD when pupils feel
ed such as: using the recording more confident.

usly in the lesson sequence; For additional differentiation
in the Teacher’s Book. strategies, please refer to
the provided list of
differentiation strategies
and select appropriate
strategy/strategies based
on the needs of the pupils

) and come up with at least one
plots, books, films). Encourage

might not know. Once they are
urn the fact into a question. i.e.
y’s joke shop? How do

pupils are ready, collect the

uiz.

42

WEEK: LESSON 17 (Speaking 3) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTL
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson by
fighter, politician, football player, librarian,
Speaking 2.1 Speaking 2.1.4 meaning then ask pupils to work with their
Communicate Explain and justify with a list of characteristics that a person f
information, ideas, own point of view have and why, i.e. a footballer needs to be
opinions and to run around the football pitch a lot. When
feelings intelligibly
on familiar topics Lesson delivery
This lesson focuses on the speaking ac
Complementary Complementary Book for detailed guidance. The speaking
Skill Skill meet the main skill by adding a stage to th
explain and justify their point of view. For e
Listening 1.1 Listening 1.1.5 choose which of the four professions they
Understand Understand their answer by describing their own chara
meaning in a independently more complementary skill in the lesson, add a fu
variety of familiar complex questions questions (see definition of a complex que
contexts on a wide range of These questions should be spoken by the
familiar topics repeat if necessary and select pupils for re
Explain why it is so important for an athlete
what he/she does? Why would somebody
good paramedic?

Post-lesson

Play the hot air balloon game. Divide the c
Each pupil chooses a different profession
that they are all in a hot air balloon but the
one person must leave. Each pupil takes i
profession is the most important and there
in the balloon. Once everyone has spoken
votes for who should leave.

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 2)

peaking THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
describing people’s characteristics / expressing an

opinion / supporting a point of view

LINE MATERIALS / DIFFERENTIATION
STRATEGIES
writing on the board: fire- REFERENCES
flight attendant. Check Organise talk partners or
r talk partner(s) to come up Full Blast Plus 4 grouping so that a more
from each profession should Student’s Book, p 26 proficient pupil can help and
e fit because he/she needs Teacher’s Book, p 26 support a less proficient pupil.
n ready, collect responses. Support can be given to less
proficient pupils depending on
ctivity. See the Teacher’s their needs, such as by
activity must be extended to providing vocabulary to use in
he activity in which pupils the speaking activity, or
example: ask pupils to sentence starters and model
would be best at and justify sentence constructions to
acteristics. To meet the help the pupil produce
urther activity with complex sentences. More proficient
estion in the glossary). pupils can be given
teacher (use wait time, ‘organiser’ or ‘team leader’
esponses). For example: positions so they can
e to be passionate about participate in the activities
who is anxious not make a and manage them as well.

class into groups of 4-6. For additional differentiation
from the lesson. Explain strategies, please refer to the
e balloon is going down so provided list of differentiation
it in turn to explain why their strategies and select
efore why they must remain appropriate strategy/
n, everybody in the balloon strategies based on the
needs of the pupils.

43

WEEK: LESSON 18 (Writing 3) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Brainstorm characteristics and characteristic
Writing 4.2 Writing 4.2.3 lesson. Ask pupils to work with their talk par
Communicate Produce an somebody famous that they admire. Why do
with appropriate extended plan or What have they achieved? What characteris
language, form draft and modify possess that helped them to achieve what th
and style this appropriately collect responses.
in response to
Complementary feedback or Lesson delivery
Skill independently
This lesson focuses on Activities B, C, D
Reading 3.1 Complementary Book for detailed guidance. For Activities B,
Understand a Skill opportunity to check and discuss their answ
variety of texts by collecting responses. In order to meet the m
using a range of Reading 3.1.2 Activity E. Before writing the final version, ge
appropriate Understand draft using the given plan (see Plan and Tip
reading strategies specific details each paragraph pupils make brief notes of th
to construct and information in include. Ask pupils to swap notes with their
meaning extended texts on each other feedback by making some sugge
a wide range of Pupils modify their plans in light of feedback
familiar topics version as homework.

Activities D and E focus on developing the m
Activities B and C focus on developing the c
lesson.

Post-lesson

Play Guess Who in small groups. One pupil
describes the characteristics you need for th
the group guess which job the pupil is thinki

Secondary Form 4 Scheme of Work

OK LESSON (UNIT 2)

Writing THEME: People and Culture

EMENT(S): Values LANGUAGE/GRAMMAR FOCUS: words / phrases
describing people’s characteristics

INE MATERIALS / DIFFERENTIATION
STRATEGIES
c phrases from previous REFERENCES
rtner(s) and come up with Fast finishers can write a
o they admire this person? Full Blast Plus 4 paragraph describing what
stics does that person Student’s Book, p 27 characteristics somebody
hey have? When ready, Teacher’s Book, p 27 needs to do a profession of
their choice. See suggested
D and E. See Teacher’s answers for teacher,
, C and D give pupils the paramedic etc. in Teacher’s
wers in small groups before Book as an example.
main skill, add a stage to Support can be given to less
et pupils to write a rough proficient pupils depending on
p in Student’s Book). For their needs, such as by giving
he information they will some example sentences in
partner. They should give Activity D and reducing the
estions for improvement. amount of information pupils
k. Give the writing of the final need to complete.

main skill for this lesson. For additional differentiation
complementary skill for this strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.

l thinks of a job and
he job. Other members of
ing of.

44

SCHEME OF WORK: TEXTBOOK / NON

WEEK: LESSON 19 (Revision 3) MAIN SKILL(S) FOCUS: Te
__
TOPIC: Teacher to select CROSS CURRICULAR ELE
select

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD

Teachers to select Teachers to select Teachers can either develop their own les
an appropriate an appropriate main their pupils or use this lesson to go over 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 2)

eacher to select THEME: Teacher to select

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

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES

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

45

WEEK: LESSON 20 (Reading 4) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
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
Reading 3.1 Reading 3.1.2 features of the detective story genre. Then
Understand a Understand specific reading Activity A in the Student’s Book. A
variety of texts by details and ideas with their talk partner(s) before colle
using a range of information in
appropriate extended texts on a Lesson delivery
reading strategies wide range of
to construct familiar topics This lesson focuses on Activities B, C a
meaning given for homework. See the Teacher’s Bo
Complementary
Complementary Skill For Activity B and C, give pupils the oppor
Skill discuss their answers in small groups befo
Speaking 2.4.1 In order to meet the complementary skill, b
Speaking 2.4 Summarise the E, ask pupils to close their books. In pairs
Communicate main points of a summarise the main events from the text i
appropriately to a story, text or plot hundred-thousand pound burglary of the M
small or large the events are not given in chronological o
group on familiar ready, collect some responses to share wi
topics pupils to add their ideas about the order of
then look at Activity E. Give pupils time to
their partner(s) before collecting answers.

Activities B and C focus on the main skill.
complementary skill.

Post-lesson

Review features of detective stories. For e
typical features. Some of these should be
detective stories and some should be typic
genres such as science fiction or fantasy.
showing appropriate card (red to show Fal
detective stories, and green to show True,
stories).

Secondary Form 4 Scheme of Work

OK LESSON (UNIT 2)

eading THEME: People and Culture

EMENT(S): Science and LANGUAGE/GRAMMAR FOCUS: : words / phrases
describing plot / setting / characters;

INE MATERIALS / DIFFERENTIATION
REFERENCES STRATEGIES
brainstorming the main
n continue with the pre- Full Blast Plus 4 Support can be given to less
Allow pupils to discuss their Student’s Book, pp 28 - proficient pupils during the
ecting ideas as a class. 29 extra activity by giving them a
Teacher’s Book, pp 28- list of the main events to put
and E. Activity D can be 29 in order then use to
ook for detailed guidance. List of typical features summarise the text.
rtunity to check and of the detective genre
ore collecting responses. and other genres for For additional differentiation
before looking at Activity strategies, please refer to the
s, take it in turns to post-lesson activity. provided list of differentiation
in order, starting with the strategies and select
Mazarin stone. Note that appropriate strategy/
order in the text. When strategies based on the
ith the class; allow other needs of the pupils.
f events if relevant. Pupils
discuss their ideas with

Activity E focuses on the

example read out a list of
typical features of
cal features of other
Pupils respond by
lse, not a feature of
, a feature of detective

46

SCHEME OF WORK: TEXTBOO

WEEK: LESSON 21 (Language Awareness 4) MAIN SKILL(S) FOCUS: La
__
TOPIC: Ready for anything CROSS CURRICULAR ELE

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD
Pre-lesson
This is a This is a grammar-
grammar-focused focused lesson so Ask questions to pupils (or write questions
lesson so listening, speaking, responses using either the past simple or p
listening, reading and writing explain why the past simple or past continu
speaking, reading skills are not different uses of past simple and past cont
and writing skills explicitly covered. Reference in the Student’s Book). Ensure
are not explicitly time and/or opportunities to discuss their r
covered. Note: In Full Blast plus 4 past continuous i
Both names are acceptable.

Lesson delivery

This lesson focuses on Grammar Past S
Progressive. See the Teacher’s Book for
pupils have encountered the past simple a
3. Give pupils the opportunity to check and
small groups before collecting responses.

Complete the Vocabulary activities as a fo

Post-lesson

Ask pupils to think of different questions th
either the past simple or past continuous. P
respond to their questions in small groups.
correct usage of the two different tenses.

Secondary Form 4 Scheme of Work

OK LESSON (UNIT 2)

anguage Awareness THEME: People and Culture

EMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Past simple vs. past
continuous

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
s on the board) to elicit REFERENCES
past continuous. Ask pupils to For further practise write on board
uous is used. Elicit the Full Blast Plus (or if possible give out paper
tinuous (see Grammar 4 Student’s copies) of a short story involving
pupils have appropriate wait pupils in the class. Leave a gap
responses with talk partners. Book, pp 29-30 instead of the verb form with the
is known as past progressive. Teacher’s verb to use in brackets. E.g. Nural
and Aisyah ………. (walk) to the
Simple vs. Past Book, pp 29-30 market when they …………(meet)
r detailed guidance. Note that Mira who ………….(wear) a
and past continuous in Form strange hat. Nural ,,………….(ask)
d discuss their answers in Mira why she …………..(wear) the
hat. Give pupils the opportunity to
ollow up. check and discuss their answers in
small groups before collecting
hat will elicit responses using responses. Get Pupils to work with
Pupils then share and talk partner(s) and continue the
. Monitor and assist to check story. When ready, collect
responses.

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.

47

WEEK: LESSON 22 (Listening 4) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: Lis

CROSS CURRICULAR ELE
Science and Technology

CONTENT LEARNING LEARNING OUTLI
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Divide the class into groups. On the board
Listening 1.1 Listening 1.1.1 investigation 2) a car chase 3) DNA testing
Understand Understand Check comprehension (see the Teacher’s
meaning in a independently the Set pupils a time limit. Ask pupils to device
variety of familiar main ideas in all five words / phrases in any order. When
contexts extended texts on a the class.
wide range of
familiar topics Lesson delivery
This lesson focuses on Activities B the
Complementary Complementary Teacher’s Book for detailed guidance. Go
the pre-lesson activity. Give pupils the opp
Skill Skill discuss their answers in small groups befo
Ask: Do you think the old lady was brave o
Speaking 2.1 Speaking 2.1.4 work with their talk partner(s) to discuss th
Communicate Explain and justify questions in Activity A. You could ask one
information, ideas, own point of view good idea for people to stop a criminal and
opinions and pupils to think of two ideas to justify their p
feelings intelligibly responses. Follow the Teacher’s Book for
on familiar topics Activity A focuses on the complementary s
focus on the main skill.

Post-lesson.

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

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 2)

stening THEME: People and Culture

EMENT(S): LANGUAGE/GRAMMAR FOCUS: past simple v. past
continuous / words / phrases describing a crime

INE MATERIALS / DIFFERENTIATION
STRATEGIES
d write: 1) crime scene REFERENCES
g 4) hold up 5) a tooth. Ask pupils to work in pairs and
s notes for DNA testing) Full Blast Plus 4 describe a famous / daring
e a short crime story using Student’s Book , p 30 crime that they have seen in a
n ready share stories with Teacher’s Book, p 30 film or read about in a book /
newspaper. To support less
en A, and C. See the confident pupils in Activity C,
straight to Activity B after pause the listening track at
portunity to check and selected intervals to allow
ore collecting responses. thinking time. Alternatively,
or foolish? Ask pupils to read and pause at specific
intervals from the audio script
his question and the in the Teacher’s Book if it helps
e pupil to agree that it is a less proficient pupils to listen to
d one to disagree. Tell your voice rather than that of a
point of view. Collect native speaker. Play the track
from the CD when pupils feel
Activity C. more confident.
skill. Activities B and C
For additional differentiation
r(s) at least two new words strategies, please refer to the
elation to the lesson topic. provided list of differentiation
words/expressions as a strategies and select
appropriate strategy/ strategies
based on the needs of the
pupils.

48

WEEK: LESSON 23 (Speaking 4) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: Sp

CROSS CURRICULAR ELE
Science and Technology

CONTENT LEARNING LEARNING OU
STANDARD STANDARD
Pre-lesson
Main Skill Main Skill
Activate prior knowledge in this lesson by
Speaking 2.1 Speaking 2.1.2 Student A in the Student’s Book and the q
Communicate Ask about and talk partner(s) and ask them to think of som
information, ideas, explain causes and collect responses.
opinions and consequences of
feelings intelligibly actions Lesson delivery
on familiar topics events
simple processes This lesson focuses on the speaking ac
Teacher’s Book for detailed guidance. The
Complementary Complementary extended in order to meet the main skill by
original role play. Divide pupils into groups
Skill Skill roles Student A and B in Student’s Book. P
Student A in the Student’s Book). Pupil D i
Writing 4.1 Writing 4.1.4 to pupil D saying: Imagine you are the train
Communicate Express and the train and had to slam on the break to s
intelligibly through respond to opinions platform. The train came off the track. Carr
print and digital and common D, C-B. When interviews are complete coll
media on familiar feelings such as the train crash? What happened after the t
topics amusement, anger the driver feel? How did the eye witness fe
and regret pupils to write a short newspaper article ab
from the eyewitness and train driver descr
accident.

*Give pupils homework for the next less
Activity C, p33) This way pupils can rev
activity at home so that you can use cla
activity.

Post-lesson.

Do a hot seat activity. Ask one volunteer to
the volunteer they must answer the questio
rest of the class take turns to ask the drive

Secondary Form 4 Scheme of Work

OK BASED LESSON (UNIT 2)

peaking THEME: People and Culture

EMENT(S): LANGUAGE/GRAMMAR FOCUS: words / phrases
describing an accident / connected to trains/ questions

UTLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils to read the role for REFERENCES
questions below in the blue box with Fast finishers can write a
me plausible answers. When ready, Full Blast Plus diary entry of the train driver
4 Student’s explaining why he didn’t slow
ctivity in the textbook. See the down the train in time, that
e speaking activity must be Book, p 31 happened afterwards and
y adding two more roles to the Teacher’s how he feels about the
s of four. Pupil A and B take the accident.
Pupil C is a second reporter (see Book, p 31 Support can be given to less
is the train driver. Give a role card proficient pupils depending
n driver. You forgot to slow down on their needs, such as by
stop the train crashing into the providing vocabulary to use
ry out interviews A-B, C-D then A- in the speaking activity, or
lect responses. Ask: What caused sentence starters and model
train came off the track? How did sentence constructions to
eel? In the same groups of four, ask help the pupil produce
bout the accident including a quote sentences.
ribing how they felt about 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.

son (Lesson 24 Writing 4,
view the linking words / phrases
ass time to focus on the writing

o take on the role of the driver. Tell
ons in character of the driver. The
er questions i.e. how long have you

49

been a train driver? Volunteer uses imagin
Ask for a new volunteer to take on the role

WEEK: LESSON 24 (Writing 4) SCHEME OF WORK: TEXTBOO
__ TOPIC: Ready for anything
MAIN SKILL(S) FOCUS: W

CROSS CURRICULAR ELE
Innovation

CONTENT LEARNING LEARNING OUT
STANDARD STANDARD

Main Skill Main Skill Pre-lesson

Writing 4.1 Writing 4.1.5 Activate prior knowledge in this lesson by
Communicate Organise, sequence thriller stories they are familiar with and br
intelligibly through and develop ideas of the thriller genre. With talk partner(s) giv
print and digital within a text of words connected with the thriller genre. Co
media on familiar several paragraphs thrill, excitement, scare, danger, action, an
topics on familiar topics
Lesson delivery
Complementary Complementary
Skill Skill This lesson focuses on Activity D (B is
homework in previous lesson). See Tea
Reading 3.1 Reading 3.1.6 guidance. Skip Activity A. Allow pupils to c
Understand a Recognise with (given as homework) in pairs before readin
variety of texts by support typical correct linking words / phrases, nominating
using a range of features at word, answer for statements 1-8. If you have tim
appropriate sentence and text can help further address the complementa
reading strategies levels of an stage where pupils find the elements of thr
to construct increased range of setting, atmosphere etc). For Activity D tel
meaning genres story of 5 or more paragraphs. Before they
write a plan of their story with a brief descr
each paragraph. Monitor as pupils write th
who find it hard to formulate ideas. When y
pupils can write their stories. Allow pupils t
homework if there is not enough time in cla

Writing a plan for Activity D focuses on the
(optional with extension) address the comp

Secondary Form 4 Scheme of Work

nation to give appropriate answers.
e of a passenger or eyewitness.

OK BASED LESSON (UNIT 2)

Writing THEME: People and Culture

EMENT(S): Creativity and LANGUAGE/GRAMMAR FOCUS: narrative tenses /
language and expressions / linking words

TLINE MATERIALS / DIFFERENTIATION
STRATEGIES
asking pupils for examples of REFERENCES
rainstorming the typical features Fast finishers can make a
ve pupils one minute to write Full Blast Plus 4 start on their final versions of
ollect responses (i.e. suspense, Student’s Book, the writing. Alternatively, they
nticipation, anxiety, surprise). can write a selection of
pp 32-33 exciting, intriguing opening
Teacher’s Book, story lines that will make the
reader want to continue
pp 32-33 reading.

optional; C was given as For additional differentiation
acher’s Book for detailed strategies, please refer to the
check their answers to Activity C provided list of differentiation
ng the text as a class with the strategies and select
g pupils to explain the correct appropriate strategy/
me to complete Activity B (which strategies based on the
ary skill), extend it by adding a needs of the pupils.
riller in the story (vocabulary,
ll pupils they are going to write a
y start writing, ask pupils to
ription of action / setting for
heir plans and give help to those
you have checked writing plans,
to complete stories for
ass.

e main skill and Activity C and B
plementary skill.

50