SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 8)
WEEK: LESSON 70 (Listening 11) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
__ TOPIC: A Hard Day’s Work
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to the workplace and job interviews
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Listening 1.1 Listening 1.1.3 Devise an activity to revise conditional structures. For example see English Download proficient pupils depending on
Understand Recognise the Extension Activity on p90, Teacher’s Book. Alternatively, Student’s Book, p102 their needs, such as by
meaning in a independently activate prior knowledge in this lesson by asking pupils to discuss Teacher’s Book, p92 reading the audio text to them
variety of familiar attitudes or opinions which kind of jobs they would not like to do in the future. When
contexts in extended texts on ready, collect pupils’ ideas and open up to a class discussion. at a slightly slower speed
a wide range of (see the audio text, p143–144
Complementary familiar topics and Lesson delivery of the Teacher’s Book).
Skill some unfamiliar
topics This lesson focuses on Activities 1–3. Activities 1-–3 focus on
Listening 1.1 developing the main skill. Activity 3 also focuses on developing the
Understand Complementary complementary skill. See the Teacher’s Book for detailed guidance.
meaning in a Skill
variety of familiar Post-lesson
contexts Listening 1.1.1
Understand Play a game such as word bingo or true/false definitions to revise
independently the words/adjectives describing how people feel – try to relate these to
main ideas in feelings about work situations.
extended texts on a
wide range of
familiar topics and
some unfamiliar
topics
Secondary Form 5 Scheme of Work 101
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 8)
WEEK: LESSON 71 (Speaking 11) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
__ TOPIC: A Hard Day’s Work
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to jobs and careers
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Speaking 2.1 Speaking 2.1.4 Activate prior knowledge in the lesson’s topic by asking pupils to English Download proficient pupils depending on
Communicate Explain and justify discuss the first question of Activity 4 (Do you believe that it’s Student’s Book, p103 their needs, such as by
information, ideas, the point of view of essential to go to university if you want to get a good job?). Teacher’s Book, p92– providing them with cards
opinions and classmates or with the appropriate language
feelings intelligibly others Lesson delivery 93 from the Language Bank or
on familiar topics relevant phrases such as
Complementary This lesson focuses on Activities 1–3. Activity 1 focuses on ‘Well, I think that…because
Complementary Skill developing the complementary skill. Activities 2–3, with an extension I…..’ or ‘In my opinion I would
Skill focus on developing the main skill. To fully focus on the prefer….. so that…’ so they
Speaking 2.1.3 complementary skill in Activity 1, ask pupils to explain their future can use these in their
Speaking 2.1 Explain and justify career plans/ambitions in some detail. When ready, go on to dialogue without having to
Communicate plans and ambitions Activities 2 and 3. See the Teacher’s Book for detailed guidance. To refer back to the Student’s
information, ideas, fully focus on the main skill, once pupils have completed Activity 3, Book.
opinions and tell pupils to find a new partner. Ask pupils to take it in turn to
feelings intelligibly explain the opinion/feelings/point of view of their previous partner to For additional differentiation
on familiar topics their new partner. Tell pupils that they are not just telling what their strategies, please refer to the
previous partner’s point of view is but are also justifying why that is provided list of differentiation
their opinion. strategies and select
appropriate
Post-lesson strategy/strategies based on
the needs of the pupils.
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. Alternatively, ask pupils to discuss the remaining three
questions in Activity 4.
Secondary Form 5 Scheme of Work 102
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 8)
WEEK: LESSON 72 (Speaking 12) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
__ TOPIC: A Hard Day’s Work
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to jobs and careers
CONTENT LEARNING LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson A Speaking task consisting of
Choose an appropriate pre-lesson activity that suits pupils’ two photos to compare. See For differentiation
Speaking 2.1. Speaking 2.1.5 needs/interests, which will review language and/or vocabulary Task 1 of Speaking Part 2 from strategies, please refer
Communicate Explain and justify and prepare the pupils for the lesson. Sample Paper 2. to the provided list of
information, ideas, own feelings or differentiation
opinions, and those of others Lesson delivery Write the following on the strategies and select
feelings intelligibly whiteboard. appropriate
on familiar topics Complementary This lesson focuses on two speaking activities. In order to How would you feel about: strategy/strategies
Skill focus on the main skill, ask pupils to describe how they would based on the needs of
Complementary feel about: not being allowed to go to the pupils.
Skill Speaking 2.1.1 university
Explain information not being allowed to go to university
Speaking 2.1. on familiar topics doing a university course remotely from home doing a university course
Communicate from diagrams, doing a 9–5 office job for your entire life remotely from home
information, ideas, charts, tables, being offered your dream job but having to work in Europe
opinions, and graphs or other having a job you really enjoy but being paid very little doing a 9–5 office job for your
feelings intelligibly visuals if your partner/wife/husband had a better job than you and entire life
on familiar topics
wanted you to give up your job to look after the children being offered your dream job
working in a company where your but having to work in Europe
father/mother/sibling/wife/husband is the boss. having a job you really enjoy
Monitor carefully, focusing on pupils’ ability to explain and but being paid very little
justify their feelings on the topics clearly, but do not intervene.
Make a note of any errors or any particular successful if your wife/husband had a
responses and go over these with the class afterwards. When better job than you and
ready, open up the topics for a class discussion. wanted you to give up your job
to look after the children
In order to focus on the complementary skill, give pupils Task 1
of Speaking Part 2 from Sample Paper 2 from working in a company where
https://www.cambridgeenglish.org/exams-and- your father/mother/sibling/
tests/first/preparation/ wife/husband is the boss.
Monitor carefully, focusing on pupils’ ability to explain their
ideas about the two photos but do not intervene. Make a note
of any errors or any particularly successful responses and go
Secondary Form 5 Scheme of Work 103
over these with the class afterwards. When ready, collect
pupils’ ideas.
Post-lesson
Choose an appropriate post-lesson activity that reviews pupils’
learning in the lesson and suits their needs/interests.
Secondary Form 5 Scheme of Work 104
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 8)
LESSON 73 (Writing 14) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: A Hard Day’s Work
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
__ letter writing, using phrases so that every sentence does
not begin with I
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow more proficient pupils to
Writing 4.1 Writing 4.1.1 Activate prior knowledge in the lesson’s topic by asking pupils to think English Download work on the activities
Communicate Explain and what information should be given on a curriculum vitae and what Student’s Book, independently.
intelligibly through evaluate information should they include in a letter of application. When ready, p104–105 Support can be given to less
print and digital collect pupils’ ideas and open up to a class discussion. Teacher’s Book, p93– proficient pupils by grouping
media on familiar (i) visual them together during the
topics (ii) read Lesson delivery 94 activities and by making them
(iii) heard more teacher-led.
Complementary information This lesson focuses on Activities 1–4. Activities 1 and 2 with an
Skill extension focus on developing the complementary skill. Activities 3–4 For additional differentiation
Complementary focus on developing the main skill. Pupils complete Activities 1 and 2. strategies, please refer to the
Writing 4.2. Skill See the Teacher’s Book for detailed guidance. Then write on the provided list of differentiation
Communicate whiteboard: Summer holiday waiters/waitresses needed at our Rock strategies and select
with appropriate Writing 4.2.3 Café. appropriate
language, form Produce a plan or strategy/strategies based on
and style draft and modify this You need to: the needs of the pupils.
appropriately
independently be good at working with people
have a good knowledge of music
be able to work under pressure during busy periods
Write saying why you would be suitable for the job to:
Marc Bolan, Manager. Ask pupils to produce a plan of their application
letter. Give a time limit. Monitor and help with phrases and grammar if
necessary but do not interrupt fluency. Complete Activity 3 and 4. See
the Teacher’s Book for detailed guidance.
Post-lesson
Having looked at a sample letter of application in Activity 4, ask pupils
to discuss in pairs how they would modify their letter plans/rough
drafts. When ready, collect pupils’ ideas.
Secondary Form 5 Scheme of Work 105
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 8)
LESSON 74 (Writing 15) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: A Hard Day’s Work
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Language of formal
__ letter writing, using phrases so that every sentence does
not begin with I
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Activate prior knowledge in the lesson’s topic by asking pupils to Allow less proficient pupils to
Writing 4.2 Writing 4.2.1 complete Activity 5. When ready, collect pupils’ ideas. English Download write shorter paragraphs. If
Communicate Punctuate written Student’s Book, p105 necessary, give them the
with appropriate work on a range of Lesson delivery Teacher’s Book, p94– opening sentence to each
language, form text types with paragraph.
and style reasonable This lesson focuses on Activity 6. Activity 6 with an extension 95
accuracy focuses on developing the complementary and main skills. To fully
Complementary focus on the main skill, before completing Activity 6, recap on the Monitor to check that they are
Skill Complementary standard conventions of formal letter writing, paying particular using the appropriate formal
Skill attention to punctuation i.e. The greeting is always followed by tone and including the correct
Writing 4.1 a comma: punctuation as well as
Communicate Writing 4.1.5 relevant vocabulary (see
intelligibly through Organise, sequence Dear Jana, or Language Bank) to make
print and digital and develop ideas their letters more concise.
media on familiar within a text of Dear Mr Rickman,
topics several paragraphs Challenge more proficient
on familiar topics If you are writing to a firm or an institution, and you have no name,
and some unfamiliar you may use the greeting Dear Sir/Madam. pupils by asking them to write
topics
The closing always takes a comma: a more detailed letter. Tell
them to use 200–250 words.
Yours sincerely, or For additional differentiation
strategies, please refer to the
Yours faithfully, provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.
Only the first word of the closing is capitalised. You close with Yours
sincerely when writing to a named person but Yours faithfully when
using the Dear Sir/Madam greeting.
Ask pupils to complete Activity 6. Ask them to pay particular attention
to punctuation. Monitor and help with formal phrases and punctuation
Secondary Form 5 Scheme of Work 106
if necessary but do not interrupt fluency. Make a note of any mistakes
or successes to go over with the class at the end of the activity.
If possible, monitor the rough draft of each pupil. If time is limited, then
monitor those pupils who need the most help. If necessary, allow
pupils to complete the final draft of their letter for homework.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in this
lesson. Alternatively, ask pupils to review their learning in this lesson
by completing an exit card about the writing activities: ‘what they were
able to do well in the activities?’ and ‘what they found particularly
challenging about the activities?’ Collect the cards and use them for
planning subsequent lessons.
Secondary Form 5 Scheme of Work 107
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 8)
WEEK: LESSON 75 (Literature in Action 8) MAIN SKILL FOCUS: Literature in Action THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD Teachers will develop their own lesson using materials from the REFERENCES STRATEGIES
Main Skill Main Skill Literature Component books. Teacher to select
For differentiation strategies,
Literature in Literature in Teachers should ensure that their lesson covers the Literature in please refer to the provided
Action 5.3 Action 5.3.1 Action Content and Learning Standard specified for this lesson. list of differentiation strategies
Express an Respond and select appropriate
imaginative imaginatively and Note: this is the final Literature in Action lesson. strategy/strategies based on
response to intelligibly through the needs of the pupils.
literary texts live performance of
stage plays
Other imaginative
responses as
appropriate
Secondary Form 5 Scheme of Work 108
SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 8)
WEEK: LESSON 76 (Revision 8) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve English Download please refer to the provided
main skill and skill and or other resources list of differentiation strategies
their work from the previous lesson. and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and
and interests interests
Secondary Form 5 Scheme of Work 109
Unit 9 SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
WEEK: LESSON 77 (Reading 13) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
__ TOPIC: Getting Away
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel, scanning texts
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to
Reading 3.1 Reading 3.1.2 Activate prior knowledge in this lesson by asking pupils to English Download less proficient pupils
Understand a variety Understand specific discuss Activity 1, p109. Allow pupils to discuss their ideas in Student’s Book, p109–111 depending on their needs,
of texts by using a details and information pairs before opening up the discussion as a class to find out Teacher’s Book, p98-99 such as by helping them to
range of appropriate in extended texts on a which country the most pupils would like to visit. locate the relevant
reading strategies wide range of familiar information in the article to
to construct meaning topics and some Lesson delivery answer the questions.
unfamiliar topics Mirror this process for
Complementary This lesson focuses on Activities 1–4. Activity 1 focuses questions 1–3 and allow
Skill Complementary Skill on developing the complementary skill. Activities 2–3 focus pupils to attempt 4–10
on developing the main skill. Work through Activities 1–4. independently.
Reading 3.1 Reading 3.1.5 See the Teacher’s Book for detailed guidance.
Understand a variety Recognise For additional
of texts by using a independently the Post-lesson differentiation strategies,
range of appropriate attitude or opinion of please refer to the
reading strategies the writer in extended Choose a post-lesson activity that summarises pupils’ provided list of
to construct meaning texts on a wide range learning in this lesson. For example, discuss the questions in differentiation strategies
of familiar topics and the Let’s talk about it! box in the Teacher’s Book, p98. and select appropriate
some unfamiliar topics strategy/strategies based
Note: By the end of this unit, ensure that Vocabulary sections on the needs of the pupils.
in the textbook are completed. These activities can be
divided into smaller, more manageable chunks, i.e. one or
two activities at a time. Choose which days to give homework
depending on what best suits the lessons and pupils’ needs.
Secondary Form 5 Scheme of Work 110
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
WEEK: LESSON 78 (Reading 14) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
__ TOPIC: Getting Away
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to holiday and travel
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
For differentiation strategies,
Reading 3.1 Reading 3.1.4 Activate prior knowledge in this lesson by asking pupils to complete English Download please refer to the provided
Understand a Use independently Activity 1, p112 in pairs. When ready, collect pupils’ answers. Ask Student’s Book, p111– list of differentiation strategies
variety of texts by a range of familiar which of the holiday activities they would most like to do. and select appropriate
using a range of print and digital 112 strategy/strategies based on
appropriate resources and Teacher’s Book, p99– the needs of the pupils
reading strategies some unfamiliar
to construct resources to check 100
meaning meaning and
extend Lesson delivery
understanding
This lesson focuses on Activities 5–6 and Vocabulary 1
Complementary Complementary Activities 2–4. Activity 6 focuses on developing the complementary
skill. Activity 5, p111 and Activities 2–4, p112 focus on developing
Skill Skill the main skill. In order to fully focus on the complementary skill, ask
pupils to complete Activity 6, paying particular attention to
punctuation. Before pupils start writing, quickly recap on the use of
relevant punctuation such as the colon when giving information,
E.G.
Writing 4.2.1 Writing 4.2.1 Cost: £199 per week. Included in the price: a single room, breakfast,
Communicate Punctuate written evening meals, all drinks, two local tours.
with appropriate work on a range of
language, form text types with Monitor and help with vocabulary and punctuation if necessary but
and style reasonable do not interrupt fluency. Set a time limit so there is enough time to
accuracy cover the main skill.
Allow pupils access to dictionaries and/or digital resources. Work
through Activity 5, p111 and Activities 2–4 allowing pupils to check
meaning of words or phrases when necessary. See the Teacher’s
Book for detailed guidance.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to
work in pairs and identify at least three new words or phrases that
they have learned in relation to the topic of holidays. When pupils
are ready, collect and share words/expressions as a whole class.
Secondary Form 5 Scheme of Work 111
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
WEEK: LESSON 79 (Language Awareness 9) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
__
TOPIC: Getting Away CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Gerunds and infinitives;
make and let; comparison of adjectives and adverbs
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Pre-lesson REFERENCES
This is a This is a grammar- Organise talk partners or
grammar-focused focused lesson so Devise an activity or play a game to demonstrate the difference English Download grouping so that a more
lesson so listening, speaking, between ‘make someone do something’ and ‘let someone do Student’s Book, p113, proficient pupil can help and
listening, reading and writing something’. Alternatively, write the two forms on the board and ask support a less proficient pupil.
speaking, reading skills are not pupils to explain the difference. p115
and writing skills explicitly covered Teacher’s Book, p100– Challenge more proficient
are not explicitly Lesson delivery pupils by asking them to write
covered 102 two comparative and two
This lesson focuses on gerunds and infinitives; make and let; superlative sentences about
comparison of adjectives and adverbs. Activities 1–3, p113 and holiday destinations in
1–4 p115. These activities focus on the different uses of the passive Malaysia. For example: The
voice. See the Teacher’s Book for detailed guidance. For Activities 2 beaches around the
and 3, p113 give pupils the opportunity to check and discuss their Perhentian Island is more
answers in small groups before collecting responses. Monitor the popular with tourists than
discussions and use the opportunity to note who is competent in Morib beach.
using the gerunds or infinitives and who needs further practice.
When ready, move on to p115. For Activities 2 and 3, give pupils the For additional differentiation
opportunity to check and discuss their answers in small groups strategies, please refer to the
before collecting responses. For Activity 4, ask pupils to complete provided list of differentiation
the activity individually. Monitor and use this opportunity to note who strategies and select
is competent in using adjectives and adverbs of comparison and appropriate
who needs further practice. You may need to ask pupils to complete strategy/strategies based on
some of the activities as homework if time in the lesson is too short. the needs of the pupils.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, ask pupils to write sentences using
adjectives and adverbs of comparison to describe their own past
holiday experiences.
Secondary Form 5 Scheme of Work 112
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
LESSON 80 (Listening 12) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
TOPIC: Getting Away
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
__ and phrases connected with holidays, note taking, using
words heard to complete notes
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Listening 1.2 Listening 1.2.1 Activate prior knowledge in this lesson by asking pupils: what is their English Download proficient pupils depending on
Use appropriate Guess the meaning idea of a holiday camp? Have any of them been to summer holiday Student’s Book, p116 their needs, such as by
listening of unfamiliar words camps during school holidays? Do they think holiday camps for Teacher’s Book, p103 reading the audio text to them
strategies in a from clues provided children during school holidays are a good thing? What do they think at a slightly slower speed
variety of contexts by other words and about holiday camps for families? What are the pros and cons of (see the audio text, p144–145
by context on a wide holiday camps? of the Teacher’s Book).
Complementary range of familiar
Skill topics and some Lesson delivery Challenge more proficient
unfamiliar topics pupils by finding challenging
Listening 1.1 This lesson focuses on Activities 1–4. Activities 1–4 focus on words in the audio text and
Understand Complementary developing the main skill. Activity 4 focuses on developing the listing them on the
meaning in a Skill complementary skill. Work through Activities 1–4. See the Teacher’s whiteboard. Ask pupils to
variety of familiar Book for detailed guidance. listen out for the words and
contexts Listening 1.1.2 try to guess the meaning by
Understand Post-lesson the clues provided by the
independently context the words are in.
specific information Play a game such as word bingo or true/false definitions to revise
and details in words and phrases connected with the media introduced in the unit For additional differentiation
extended texts on a so far. strategies, please refer to the
wide range of provided list of differentiation
familiar topics strategies and select
and some unfamiliar appropriate
topics strategy/strategies based on
the needs of the pupils.
Secondary Form 5 Scheme of Work 113
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 9)
WEEK: LESSON 81 (Listening 13) MAIN SKILL(S) FOCUS: Listening THEME: Teacher to select
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ A gap-fill Listening task For differentiation strategies,
Listening 1.1 Listening 1.1.6 needs/interests, which will review language and/or vocabulary and of a woman talking please refer to the provided
Understand Understand prepare the pupils for the lesson. about spectacled list of differentiation strategies
meaning in a independently bears. See Part 2 and select appropriate
variety of familiar longer more Lesson delivery Listening from Sample strategy/strategies based on
contexts complex narratives Paper 1 for activity or the needs of the pupils.
on a wide range of This lesson focuses on a listening activity. See Part 2, Listening use other sources or
Complementary familiar topics and from Sample Paper 1 about spectacled bears from the following site: teacher’s own
Skill some unfamiliar materials.
topics https://www.cambridgeenglish.org/exams-and-tests/first/preparation/
Speaking 1.3
Recognise Complementary In order to focus on the complementary skill, give learners a copy of
features of Skill the audio text with gaps. Ask pupils to work in pairs and read the
spoken genres on text. For each gap decide what information is missing, what type of
familiar topics Speaking 1.3.1 word is missing i.e. a noun, adjective, verb, etc. and give possible
Recognise with little examples of the missing words. Monitor and help those who are
or no support typical struggling by mirroring how to decide what type of word is missing.
features at word, When ready, collect pupils’ ideas. To focus on the main activity, play
sentence and text the audio and ask pupils to complete the gaps. Play the audio twice
levels of a range of without stopping. At this stage you may want to ask pupils to work
spoken genres independently so you can monitor and use the activity to see who is
competent at listening tasks and who needs further practice.
Post-lesson
Choose an appropriate post-lesson activity that reviews the lessons
activities and suits pupils’ needs/interests.
Secondary Form 5 Scheme of Work 114
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
WEEK: LESSON 82 (Speaking 13) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
__ TOPIC: Getting Away
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to holidays, justifying your opinion
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Speaking 2.1 Speaking 2.1.4 Activate prior knowledge in the lesson’s topic by asking pupils to English Download proficient pupils depending on
Communicate Explain and justify complete Activity 1 in pairs. When ready, collect pupils’ ideas and Student’s Book, p117 their needs, such as by
information, ideas, the point of view of open up the discussion as a whole class. See the Teacher’s Book Teacher’s Book, p103– providing them with cards
opinions and classmates or for detailed guidance. with the appropriate language
feelings intelligibly others 104 from the Language Bank or
on familiar topics relevant phrases such as
Lesson delivery ‘Yes, that’s a good idea but in
Complementary Complementary my opinion…’ or ‘I believe
This lesson focuses on Activities 2–3. Activities 2 and 3 with an you’re right because… or ‘I
Skill Skill extension focus on developing the main skill. Activities 2 and 3 focus don’t agree with you
on developing the complementary skill. Work through Activity 2. See because…’ so they can use
Speaking 2.1 Speaking 2.1.2 the Teacher’s Book for detailed guidance. To make Activity 3 more these in their dialogue without
Communicate Ask about and relevant to your pupils, tell them that their English friend’s family is having to refer back to the
information, ideas, explain advantages coming to Malaysia (none of the other details change). Ask pupils to Student’s Book.
opinions and and disadvantages replace Italy, France, Spain and England with places in Malaysia i.e.
feelings intelligibly of an all-inclusive resort in Langkawi. Ask pupils to work in pairs and For additional differentiation
on familiar topics ideas discuss the advantages and disadvantages of each destination. strategies, please refer to the
plans When ready, each pupil should choose one destination that they provided list of differentiation
arrangements think will best suit the English family’s needs and explain to their strategies and select
partner why. To fully focus on the main skill, once pupils have appropriate
completed Activity 3, tell them to work with a new partner and take it strategy/strategies based on
in turns to explain and justify the choice of their previous partners. the needs of the pupils.
When ready, collect some pupils’ ideas and open up the discussion
as a whole class.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, you could ask pupils to discuss the
questions in Activity 4 in pairs or have a class discussion.
Secondary Form 5 Scheme of Work 115
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
LESSON 83 (Writing 16) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: Getting Away
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
__ related to holidays, using adjectives to describe facts
and opinions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow more proficient pupils to
Writing 4.1 Writing 4.1.1 Explain that in many countries, between the end of the final school English Download work on the activities
Communicate Explain and year and before going to university, many teenagers choose to go Student’s Book, p118– independently.
intelligibly through evaluate on a special holiday in a group together. Ask pupils to decide what Support can be given to less
print and digital sort of holiday they would like to go on and where with a group of 119 proficient pupils by grouping
media on familiar (i) visual their friends. When ready, collect pupils’ ideas. Teacher’s Book, p104– them together during the
topics (ii) read activities and by making them
(iii) heard 105 more teacher-led.
information
Lesson delivery For additional differentiation
Complementary Complementary strategies, please refer to the
This lesson focuses on Activities 1–6. Activities 1–4 with an provided list of differentiation
Skill Skill extension focus on developing the complementary skill. Activities 5– strategies and select
6 focus on developing the main skill. Work through Activities 1–4. appropriate
Writing 4.1 Writing 4.1.4 See the Teacher’s Book for detailed guidance. In order to fully focus strategy/strategies based on
Communicate Express and on the complementary skill, ask pupils to work with a different the needs of the pupils.
intelligibly through respond to real or partner from the pre-lesson activity. Ask pupils to think together of a
print and digital imagined opinions destination for a holiday with a group of their teenage friends. They
media on familiar and feelings should then decide whether their review will be positive or negative,
topics and then what their opinion is about the place, the food and the
activities available. Ask pupils to make rough notes of their ideas to
use in the next lesson. Work through Activities 5 and 6. At the end of
Activity 6, ask pupils to evaluate if the review in Activity 5 is a well-
written review and explain why/why not.
Post-lesson
Choose a post-lesson activity that summarises pupils learning in this
lesson. For example, collect pupils’ ideas about which places are
good for groups of teenagers to visit and why. Have a class
discussion.
Secondary Form 5 Scheme of Work 116
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 9)
LESSON 84 (Writing 17) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: Getting Away
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
__ related to holidays, using adjectives to describe facts
and opinions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow less proficient pupils to
Writing 4.1 Writing 4.1.2 Have a class discussion about the place described in the review in English Download write shorter paragraphs. If
Communicate Explain advantages Activity 5. Ask pupils if they would like to stay there and to explain Student’s Book, p119 necessary, give them the
intelligibly through and disadvantages why/why not. Teacher’s Book, p105- opening sentence to each
print and digital of paragraph.
media on familiar p106 Monitor to check that they are
topics i) ideas expressing their opinions
ii) plans or Lesson delivery clearly and including relevant
Complementary iii) arrangements vocabulary spelt correctly
Skill This lesson focuses on Activities 7–9. Activities 7–9 focus on (see Language Bank) to
Complementary developing the main skill. Activity 9 focuses on developing the make their reviews more
Writing 4.2 Skill complementary skill. Work through Activities 7 and 8. See the concise.
Communicate Teacher’s Book for detailed guidance. Read the Download Box
with appropriate Writing 4.2.2 together, reminding pupils to use adjectives to show opinion and Challenge more proficient
language, form Spell written work that a review can include both positive and negative comments. In pupils by asking them to write
and style on a range of text order to fully focus on the main skill, tell pupils they must include a a more detailed reviews Tell
types with mixture of advantages and disadvantages but if the review is them to use 200–250 words.
reasonable positive, there will be more advantages and if the review is negative,
accuracy there will be more disadvantages. Ask them to use the language in For additional differentiation
the language bank to help them and that they should focus on strategies, please refer to the
correct spelling. While pupils write their reviews, monitor to check provided list of differentiation
that they are using the appropriate language and correct spelling. strategies and select
If possible, monitor the rough draft of each pupil. If time is limited, appropriate
then monitor those pupils who need the most help. If necessary, strategy/strategies based on
allow pupils to complete the final draft of their reviews for homework. the needs of the pupils.
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card about the writing activities: ‘what they were able to do well
in the activities?’ and ‘what they found particularly challenging about
the activities?’ Collect the cards and use them for planning
subsequent lessons.
Secondary Form 5 Scheme of Work 117
SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 9)
WEEK: LESSON 85 (Revision 9) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve English Download please refer to the provided
main skill and skill and or other resources list of differentiation strategies
their work from the previous lesson. and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and
and interests interests
Secondary Form 5 Scheme of Work 118
Unit 10 SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 86 (Reading 15) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases related
to culture, answering multiple-choice questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to
Reading 3.2 Reading 3.2.1 Activate prior knowledge in this lesson by asking pupils to complete English Download less proficient pupils
Explore and Read a variety of Activities 1–3, p121, Student’s Book. See the Teacher’s Book for Student’s Book, p121–123 depending on their needs,
expand ideas for suitable print and detailed guidance. When ready, collect pupils’ ideas to share with Teacher’s Book, p107–109 such as by helping them to
personal digital texts to the class. locate the relevant
development by investigate and information in the texts to
reading analyse global Lesson delivery answer the multiple-choice
independently and issues questions. Mirror this
widely This lesson focuses on Activities 1 and 3. Activities 1–3 focus on process for Questions 1–3
developing the main skill. Activities 2–3 focus on developing the and allow pupils to attempt
complementary skill. See the Teacher’s Book for detailed guidance. 4–8 independently.
Complementary Complementary
Skill Skill Post-lesson For additional
differentiation strategies,
Reading 3.1 Reading 3.1.1 Choose a post-lesson activity that summarises pupils learning in this please refer to the
Understand a Understand the lesson. For example, discuss the question in the Extension Activity provided list of
variety of texts by main points in Box about the Arabian Oryx Sanctuary in the Teacher’s Book p109. differentiation strategies
using a range of extended texts on a and select appropriate
appropriate wide range of Note: By the end of this unit, ensure that Vocabulary sections in the strategy/strategies based
reading strategies familiar topics and textbook are completed. These activities can be divided into smaller, on the needs of the pupils.
to construct some unfamiliar more manageable chunks, i.e. one or two activities at a time.
meaning topics Choose which days to give homework depending on what best suits
the lessons and pupils’ needs.
Secondary Form 5 Scheme of Work 119
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 87 (Reading 16) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to culture, answering multiple-choice questions
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Challenge more proficient
Reading 3.1 Reading 3.1.3 Ask pupils to complete Activity 5 in small groups of three or four. English Download pupils by asking them to find
Understand a Guess the meaning When ready, collect pupils’ ideas and discuss as a class. Student’s Book, p123– more words/phrases in
variety of texts by of unfamiliar words Activity 4. Choose words that
using a range of from clues provided Lesson delivery 124 are not familiar to them and
appropriate by other words and Teacher’s Book, p109 ask pupils to use the context
reading strategies by context on a This lesson focuses on Activity 4, p123 and Activities 1–4 p124. they are in to guess the
to construct wide range of Activity 4 focuses on developing the main skill. Depending on the meaning of the word and to
meaning familiar topics and proficiency level of your pupils, you may want to add more write a definition. Point out in
some unfamiliar words/phrases to find (see differentiation) Activities 3–4, p124 which text the word/phrase
Complementary topics focuses on developing the complementary skill. Work through can be found.
Skill Activities 1–2 as a class. To focus on the complementary skill in
Complementary Activities 3 and 4, allow pupils to look up any unknown words in a For additional differentiation
Reading 3.1 Skill printed dictionary or online. See the Teacher’s Book for detailed strategies, please refer to the
Understand a guidance. provided list of differentiation
variety of texts by Reading 3.1.4 strategies and select
using a range of Use independently Post-lesson appropriate
appropriate a range of familiar Ask pupils to review their learning in this lesson by getting them to strategy/strategies based on
reading strategies print and digital work in pairs and identify at least three new words or phrases that the needs of the pupils.
to construct resources and they have learned in relation to the topic of the media. When pupils
meaning some unfamiliar are ready, collect and share words/expressions as a whole class.
resources to check
meaning and
extend
understanding
Secondary Form 5 Scheme of Work 120
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
LESSON 88 (Language Awareness 10) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
WEEK: TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Reported speech:
__ statements, questions, commands and requests and
reporting verbs
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Pre-lesson REFERENCES
This is a This is a grammar- Organise talk partners or
grammar-focused focused lesson so Devise an activity or game to revise reported speech. English Download grouping so that a more
lesson so listening, speaking, Student’s Book, p125, proficient pupil can help and
listening, reading and writing Lesson delivery support a less proficient pupil.
speaking, reading skills are not p127
and writing skills explicitly covered This lesson focuses on reported speech: statements, Teacher’s Book, p110– Challenge more proficient
are not explicitly questions, commands and requests and reporting verbs. pupils by asking them to write
covered Activities 1–3, p125 and 1–4, p127. These activities focus on the 112 a statement, a question, a
different uses of reported speech. See the Teacher’s Book for command and a request in
detailed guidance. For Activities 2 and 3, p125 give pupils the direct speech. Ask them to
opportunity to check and discuss their answers in small groups swap with a partner who then
before collecting responses. When ready, move on to p127. For writes the reported forms.
Activities 2 and 3, give pupils the opportunity to check and discuss Pupils check each other’s
their answers in small groups before collecting responses. For work.
Activity 4, ask pupils to complete the activity individually. Monitor
and use this opportunity to note who is competent in using reported For additional differentiation
verbs and who needs further practice. You may need to ask pupils strategies, please refer to the
to complete some of the activities as homework if time in the lesson provided list of differentiation
is too short. strategies and select
appropriate
Post-lesson strategy/strategies based on
the needs of the pupils.
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, ask pupils to write sentences in the active
form individually then swap them with a partner and change the
active sentences into the passive form.
Secondary Form 5 Scheme of Work 121
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 89 (Listening 14) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with the health of babies
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Listening 1.1 Listening 1.1.1 Devise an activity to revise passive structures. For example, English Download proficient pupils depending on
Understand meaning in Understand see the Extension Activity, bottom of p80 Teacher’s Book. Student’s Book, their needs, such as by
a variety of familiar independently the main Alternatively, activate prior knowledge in this lesson by asking reading the audio text to them
contexts ideas in extended texts pupils to complete the activities in the Let’s talk about it! Box, p128 at a slightly slower speed
on a wide range of p78, Teacher’s Book. Teacher’s Book, (see the audio text, p145–146
Complementary Skill familiar topics and p112–113 of the Teacher’s Book).
some unfamiliar topics Lesson delivery
Listening 1.2 For additional differentiation
Use appropriate Complementary Skill This lesson focuses on Activities 1–3. Activities 1–2 focus strategies, please refer to the
listening strategies in a on developing the complementary skill. Activity 3 focuses on provided list of differentiation
variety of contexts Listening 1.2.1 developing the main skill. See the Teacher’s Book for detailed strategies and select
Guess the meaning of guidance. appropriate
unfamiliar words from strategy/strategies based on
clues provided by other Post-lesson the needs of the pupils.
words and by context
on a wide range of Play a game such as word bingo or true/false definitions to
familiar topics and revise words and phrases connected with the media
some unfamiliar topics introduced in the unit so far.
Secondary Form 5 Scheme of Work 122
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 90 (Listening 15) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson A listening activity For differentiation strategies,
Listening 1.1 Listening 1.1.6 sourced by teachers please refer to the provided
Understand Understand Choose an appropriate pre-lesson activity that suits pupils’ list of differentiation strategies
meaning in a independently needs/interests and that will review language and/or vocabulary and and select appropriate
variety of familiar longer more prepare the pupils for the lesson. strategy/strategies based on
contexts complex narratives the needs of the pupils.
on a wide range of Lesson delivery
familiar topics and
some unfamiliar This lesson focuses on a listening activity. In order to focus on
topics the main activity, source an audio of an extract from a narrative at a
suitable level for your pupils. If you are unable to find an audio, then
Complementary Complementary read aloud a suitable extract from an unfamiliar fiction book. In order
to expose pupils to different accents you might want to ask another
Skill Skill teacher to record themselves reading the extract. Teachers should
link the complementary skill with the main listening activity by asking
Speaking 2.1 Speaking 2.1.4 pupils to explain/justify the point of view of classmates or others in
Communicate Explain and justify relation to the listening text.
information, ideas, the point of view of
opinions and classmates or Post-lesson
feelings intelligibly others
on familiar topics Ask pupils to review their learning in this lesson by completing an
exit card: ‘what they were able to do well in the activities?’ and ‘what
they found particularly challenging about the activities?’ Collect the
cards and use them for planning subsequent lessons.
Secondary Form 5 Scheme of Work 123
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 91 (Speaking 14) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to learning in another country and travelling
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Speaking 2.1 Speaking 2.1.3 Activate prior knowledge in the lesson’s topic by asking pupils to English Download proficient pupils depending on
Communicate Explain and justify complete Activity 1 in pairs. When ready, collect pupils’ ideas and Student’s Book, p129, their needs, such as by
information, ideas, plans and ambitions open up the discussion as a whole class. See the Teacher’s Book providing them with cards
opinions and for detailed guidance. p140 with the appropriate language
feelings intelligibly Complementary Teacher’s Book, p113 from the Language Bank or
on familiar topics Skill Lesson delivery relevant phrases such as
‘Yes, that’s an excellent idea
Complementary Speaking 2.1.2 This lesson focuses on Activities 2–3. Activity 3 with an extension but what if…’ or ‘I agree with
Skill Ask about and focuses on developing the main and complementary skill. Work you that….is a good idea and
explain advantages through Activity 2. See the Teacher’s Book for detailed guidance. To also…’ so they can use these
Speaking 2.1 and disadvantages fully focus on the main skill in Activity 3, tell Student A that they in their dialogue without
Communicate of should choose one of the two options given i) English course in having to refer back to the
information, ideas, ideas Britain or ii) travelling in Europe) and explain to Student B their Student’s Book.
opinions and plans future plan to go to university in Britain and do option i) or ii). Explain
feelings intelligibly arrangements the reasons for doing both and how Student A hopes it will benefit For additional differentiation
on familiar topics them in the future. Student B should talk about the advantages and strategies, please refer to the
disadvantages of Student A going to university in Britain and the provided list of differentiation
activity i) or ii) that Student A chose. When ready, Students A and B strategies and select
swap roles and Student B can plan to do the alternative activity to appropriate
Student A. Student B explains his/her future plan i) or ii) and why strategy/strategies based on
they want to do it. Student A talks about the advantages and the needs of the pupils.
disadvantages.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, ask pupils to complete activity 5 in pairs
and then open up the questions for a class debate.
Secondary Form 5 Scheme of Work 124
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 92 (Speaking 15) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson
Speaking 2.3 Speaking 2.3.1 A speaking activity For differentiation strategies,
Use appropriate Keep interaction Choose an appropriate pre-lesson activity that suits pupils’ sourced by teachers please refer to the provided
communication going in discourse- needs/interests and that will review language and/or vocabulary and list of differentiation strategies
strategies level exchanges by prepare the pupils for the lesson. and select appropriate
paraphrasing and strategy/strategies based on
Complementary rephrasing Lesson delivery the needs of the pupils.
Skill appropriately
This lesson focuses on a speaking activity. In order to focus on
Speaking 2.1 Complementary the main activity, source an activity that is at a suitable level for your
Communicate Skill pupils. Make sure you plan an activity that addresses the main and
information, ideas, complementary skills selected for this lesson as they require more
opinions and Speaking 2.1.3 attention at this point in the year. Teachers should link the
feelings intelligibly Explain and justify complementary skill with the main speaking activity by asking pupils
on familiar topics plans and ambitions to explain/justify plans of ambitions in relation to the speaking
activity while maintaining the focus of the lesson, i.e. keeping
interaction going in discourse-level by paraphrasing and rephrasing
appropriately. Help your pupils if they find paraphrasing and
rephrasing challenging be demonstrating examples.
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card: ‘what they were able to do well in the activities?’ and ‘what
they found particularly challenging about the activities?’ Collect the
cards and use them for planning subsequent lessons.
Secondary Form 5 Scheme of Work 125
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
WEEK: LESSON 93 (Writing 18) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
__ TOPIC: Where on Earth?
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Using words and
phrases to link paragraphs and sentences
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson
English Download Allow more proficient pupils to
Writing 4.1 Writing 4.1.5 Activate prior knowledge in the lesson’s topic by asking pupils to work Student’s Book, work on the activities
Communicate Organise, sequence in pairs and complete activity 1 and 2. Ask pupils to think of other p130–131 independently.
intelligibly through and develop ideas connective words and phrases which link contrasting and similar Teacher’s Book,
print and digital within a text of ideas. p114–115 Support can be given to less
media on familiar several paragraphs proficient pupils by grouping
topics on familiar topics Give a time limit. When ready, collect pupils’ ideas and list the Possible ideas them together during the
and some unfamiliar connectives under the relevant headings (contrasting ideas/similar include: activities and by making them
Complementary topics ideas) on the whiteboard. (See materials/references) Contrasting ideas more teacher-led.
Skill but, in contrast,
Complementary Lesson delivery conversely, however, For additional differentiation
Writing 4.1 Skill still, nevertheless, strategies, please refer to the
Communicate This lesson focuses on Activities 3–5. Activities 3–5 focus on nonetheless, yet, and provided list of differentiation
intelligibly through Writing 4.1.3 developing the main skill. Activity 3, with an extension, also focuses yet, on the other strategies and select
print and digital Explain the main on developing the complementary skill. Work through Activity 3. See hand, on the contrary, appropriate
media on familiar points for and the Teacher’s Book for detailed guidance. In order to focus on the or, in spite of this, strategy/strategies based on
topics against an idea or complementary skill, ask pupils to look at the essay question in actually, in fact. the needs of the pupils.
argument Activity 3 and make a list of points for and points against a young Similar ideas
person adding to their education by staying in another country. Tell and, also, besides,
them to give an example for each specific reason for and against. further, furthermore,
When ready, collect pupils’ ideas. too, moreover, in
addition, then, of
Post-lesson equal importance,
equally important,
Choose a post-lesson activity that summarises pupils’ learning in this another.
lesson. For example, ask pupils to share their ideas from the
extension to Activity 3. You could focus on the ideas against as
Activity 5 discussed ideas for.
Secondary Form 5 Scheme of Work 126
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 10)
LESSON 94 (Writing 19) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
WEEK: TOPIC: Where on Earth? CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Writing longer
__ sentences, using words and phrases to link paragraphs
and sentences
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow less proficient
Writing 4.1 Writing 4.1.3 Choose a pre-lesson activity that activates pupils’ prior knowledge in the lesson. English Download pupils to write shorter
Communicate Explain the main For example, revise the uses of different connective words and phrases used in Student’s Book, paragraphs of two ideas
intelligibly through points for and writing bias or balanced arguments. for and against. If
print and digital against an idea or p131 necessary, give them
media on familiar argument Lesson delivery Teacher’s Book, the opening sentence to
topics each paragraph.
Complementary This lesson focuses on Activities 6–7. Activity 6 focuses on developing the p115 Monitor to check that
Complementary Skill complementary skill. Activity 7, with an extension, focuses on developing the they are using the
Skill main skill. Complete activity 6. See the Teacher’s Book for detailed guidance. appropriate connectives
Writing 4.1.5 After completing Activity 6, ask pupils to close their books. Write on the as well as relevant
Writing 4.1 Organise, whiteboard: ‘Should young people leave home when they start working to vocabulary (see
Communicate sequence and become independent or should they remain living at home?’ Ask pupils to work Language Bank) to
intelligibly through develop ideas in pairs and make a list of ideas for and against living independently or remaining communicate their ideas
print and digital within a text of in the family home. When ready, collect pupils’ ideas. For Activity 7, tell pupils effectively.
media on familiar several they can follow the plan given in the book for writing a biased argument or they
topics paragraphs on can follow the plan below for a balanced argument. Challenge more
familiar topics and Paragraph 1: Introduce the topic proficient pupils by
some unfamiliar Paragraph 2: three reasons for statement with examples asking them to write a
topics Paragraph 3: three reasons against statement with examples more detailed report
Paragraph 4: summarise ideas and give your own opinion with reason or giving more ideas for
and against. Tell them
comment to use 200–250 words.
As pupils write, monitor to check that they are using connectives appropriately
and relevant vocabulary from the Language Bank. For additional
If possible, monitor the rough draft of each pupil. If time is limited, then monitor differentiation strategies,
those pupils who need the most help. If necessary, allow pupils to complete the please refer to the
final draft of their essay (biased or balanced argument) for homework. provided list of
differentiation strategies
Post-lesson and select appropriate
strategy/strategies
Ask pupils to review their learning in this lesson by completing an exit card about based on the needs of
the writing activities: ‘what they were able to do well in the activities?’ and ‘what the pupils.
they found particularly challenging about the activities?’ Collect the cards and
use them for planning subsequent lessons.
Secondary Form 5 Scheme of Work 127
SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 10)
WEEK: LESSON 95 (Revision 10) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve English Download please refer to the provided
main skill and skill and or other resources list of differentiation strategies
their work from the previous lesson. and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and
and interests interests
Secondary Form 5 Scheme of Work 128
Unit 11 SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 11)
LESSON 96 (Reading 17) MAIN SKILL(S) FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
__ related to technology, identifying sentences that explain
something in a text
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson English Download
Student’s Book, p136–137 Support can be given to
Reading 3.1 Reading 3.1.3 Activate prior knowledge in this lesson by asking pupils to complete Teacher’s Book, p120 less proficient pupils
Understand a Guess the meaning Activities 1–2. See the Teacher’s Book for detailed guidance. When depending on their needs,
variety of texts by of unfamiliar words ready collect pupils’ ideas to share with the class. twiddle your thumbs: be such as by helping them to
using a range of from clues provided bored or idle locate the relevant
appropriate by other words and Lesson delivery off grid: not using public information in the text to
reading strategies by context on a energy help them find the
to construct wide range of This lesson focuses on Activities 3–5. Activities 3 and 5, with an converting: change meaning of words in
meaning familiar topics and extension, focus on developing the main skill. Activity 4 focuses on form/function context. Use this process
some unfamiliar developing the complementary skill. Complete Activity 3. See the motion: movement for questions 1–3 and
Complementary topics Teacher’s Book for detailed guidance. In order to fully focus on the generate: produce/create allow pupils to attempt 4–6
Skill main skill, move on to Activity 5. Depending on the proficiency of independently or
Complementary your pupils you may want to add more unfamiliar words from the text by helping them place the
Reading 3.1 Skill for learners to guess the meaning from context (see differentiation right sentence in the right
Understand a strategies). When ready, collect pupils’ answers. Complete Activity gap by looking for clues in
variety of texts by Reading 3.1.2 4. the gap sentences or
using a range of Understand specific around the gaps. Mirror
appropriate details and Post-lesson how to use this process for
reading strategies information in questions A–C and allow
to construct extended texts on a Choose a post-lesson activity that summarises pupils’ learning in pupils to attempt D–G
meaning wide range of this lesson. For example, discuss the questions in Activity 6. independently.
familiar topics and
some unfamiliar Note: By the end of this unit, ensure that Vocabulary sections in the For additional
topics differentiation strategies,
textbook are completed. These activities can be divided into smaller, please refer to the
provided list of
more manageable chunks, i.e. one or two activities at a time. differentiation strategies
and select appropriate
Choose which days to give homework depending on what best suits strategy/ strategies based
the lessons and pupils’ needs. on the needs of the pupils.
Secondary Form 5 Scheme of Work 129
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 11)
LESSON 97 (Language Awareness 11) MAIN SKILL(S) FOCUS: Language Awareness THEME: Science and Technology
WEEK: TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Causative forms,
__ wishes and preferences
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Pre-lesson REFERENCES
This is a This is a grammar- Organise talk partners or
grammar-focused focused lesson so Devise an activity or game to revise reported speech. English Download grouping so that a more
lesson so listening, speaking, Student’s Book, p139, proficient pupil can help and
listening, reading and writing Lesson delivery support a less proficient pupil.
speaking, reading skills are not p141
and writing skills explicitly covered This lesson focuses on causative forms, wishes and Teacher’s Book, p121– Challenge more proficient
are not explicitly preferences. Activities 1-4, p139 and 1-4, p141. These activities pupils telling them to imagine
covered focus on causative forms have/get something done and have 123 they have lost or broken their
somebody do something/get someone to do something, wishes, and new mobile phone. Ask them
preferences. See the Teacher’s Book for detailed guidance. For to write sentences about it
Activities 2 and 3, p139, give pupils the opportunity to check and using ‘I wish/if only…’
discuss their answers in small groups before collecting responses.
For Activity 4, ask pupils to complete the activity individually. Monitor For additional differentiation
and use this opportunity to note who is competent in using causative strategies, please refer to the
forms and who needs further practice. When ready, move on to provided list of differentiation
p141. For Activities 2 and 3, give pupils the opportunity to check and strategies and select
discuss their answers in small groups before collecting responses. appropriate
For Activity 4, ask pupils to complete the activity individually. Monitor strategy/strategies based on
and use this opportunity to note who is competent in using the needs of the pupils.
prefer/would rather and who needs further practice. You may need
to ask pupils to complete some of the activities as homework if time
in the lesson is too short.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, ask pupils to write three sentences about
something they wish were different in their lives. When ready share
their sentences with a partner.
Secondary Form 5 Scheme of Work 130
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 11)
WEEK: LESSON 98 (Listening 16) MAIN SKILL(S) FOCUS: Listening THEME: Science and Technology
__ TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases connected with photography
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Listening 1.1 Listening 1.1.1 Ask pupils whether they take a lot of photos on their phones. English Download proficient pupils depending on
Understand meaning Understand What do they do with the pictures afterwards? Do they save Student’s Book, p142 their needs, such as by
in a variety of familiar independently the them or upload them somewhere? What happens if they lose Teacher’s Book, p124 reading the audio text to them
contexts main ideas in their phones? at a slightly slower speed
extended texts on a (see the audio text, p146 of
Complementary wide range of familiar Lesson delivery the Teacher’s Book).
Skill topics and some
unfamiliar topics This lesson focuses on Activities 1–3. Activity 3 focuses on For additional differentiation
Listening 1.1 developing the main and the complementary skill. Work strategies, please refer to the
Understand meaning Complementary through Activities 1-3 in order. See the Teacher’s Book for provided list of differentiation
in a variety of familiar Skill detailed guidance. strategies and select
contexts appropriate
Listening 1.1.3 Post-lesson strategy/strategies based on
Recognise the needs of the pupils.
independently Choose a post-lesson activity that summarises pupils’ learning
attitudes or opinions in this lesson. For example, put more words on the whiteboard
in extended texts on a and ask pupils to find different derivatives of the words. For
wide range of familiar example the adjective and adverb of the noun medicine.
topics and some
unfamiliar topics
Secondary Form 5 Scheme of Work 131
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 11)
WEEK: LESSON 99 (Listening 17) MAIN SKILL(S) FOCUS: Listening THEME: Teacher to select
__ TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ needs/interests, A Listening activity of a For differentiation
Listening 1.2 Listening 1.1.2 which will review language and/or vocabulary and prepare the pupils for the man talking about his strategies, please
Understand Understand lesson. experience of working refer to the provided
meaning in a independently in Australia. It is a gap list of differentiation
variety of familiar specific information Lesson delivery fill activity. See Part 2 strategies and select
contexts and details in Listening from Sample appropriate
extended texts on a This lesson focuses on a Listening activity. Paper 2 for activity or strategy/strategies
Reading 3.1 wide range of use other sources or based on the needs
Understand a familiar topics https://www.cambridgeenglish.org/exams-and-tests/first/preparation/ teacher’s own of the pupils.
variety of texts by and some unfamiliar materials.
using a range of topics Remind pupils about the discussions they had in the previous unit about
appropriate working in a different country. Ask if anyone would like to live in another
reading strategies Reading 3.1.2 country or at least experience working for a short while in another country.
to construct Understand specific Ask if any pupils have been to Australia. What do they know about Australia?
meaning details and
information in In order to focus on the complementary skill, give learners a copy of the
extended texts on a audio text with the gaps. Ask pupils to work in pairs and read the text. For
wide range of each gap decide what information is missing, what type of word(s) is/are
familiar topics and missing i.e. a noun, adjective, verb, etc. and give possible examples of the
some unfamiliar missing words. Remind pupils that they did the same activity in Unit 9.
topics Monitor and help those who are struggling by mirroring how to decide what
type of word is missing. When ready, collect pupils’ ideas. To focus on the
main skill, play the audio and ask pupils to complete the gaps. Play the audio
twice without stopping. At this stage ask pupils to work independently so you
can monitor and use the activity to see who is competent at listening tasks
and who needs further practice.
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card:
‘what they were able to do well in the activities?’ and ‘what they found
particularly challenging about the activities?’ Collect the cards and use them
for planning subsequent lessons.
Secondary Form 5 Scheme of Work 132
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 11)
WEEK: LESSON 100 (Speaking 16) MAIN SKILL(S) FOCUS: Speaking THEME: Science and Technology
__ TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to leisure time activities and ways of studying
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Speaking 2.4 Speaking 2.4.1 Activate prior knowledge in the lesson’s topic by asking pupils to English Download proficient pupils depending on
Communicate Explain the main complete Activity 1 in pairs. When ready, collect pupils’ ideas and Student’s Book, p143 their needs, such as by
appropriately to a points of an idea or open up the discussion as a whole class. See the Teacher’s Book Teacher’s Book, p124– providing them with cards
small or large argument for detailed guidance. with the appropriate language
group on familiar 125 from the Language Bank or
topics Complementary Lesson delivery relevant phrases such as
Skill ‘Yes, that’s an excellent idea
Complementary This lesson focuses on Activities 2–3. Activity 3 focuses on but what if…’ or ‘I agree with
Skill Speaking 2.1.2 developing the main and complementary skill. Work through Activity you that….is a good idea and
Ask about and 2. See the Teacher’s Book for detailed guidance. To focus on the also…’ so they can use these
Speaking 2.1 explain advantages main skill in Activity 3, tell Student A that they should explain the in their dialogue without
Communicate and disadvantages main reasons why playing on the play station/video games and having to refer back to the
information, ideas, of doing exercise in the fresh air are both popular activities. Student B Student’s Book.
opinions and ideas should talk about the advantages and disadvantages of both. When
feelings intelligibly plans ready, Students A and B swap roles and Student B explains why For additional differentiation
on familiar topics arrangements he/she thinks they spend/don’t spend too much time on the strategies, please refer to the
computer. Student A should discuss the advantages and provided list of differentiation
disadvantages of studying using books and studying on the strategies and select
computer. See the Teacher’s Book for detailed guidance. appropriate
strategy/strategies based on
Post-lesson the needs of the pupils.
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, ask pupils to complete Activity 4 in pairs
then open up the questions for a class debate.
Secondary Form 5 Scheme of Work 133
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 11)
WEEK: LESSON 101 (Speaking 17) MAIN SKILL(S) FOCUS: Speaking THEME: Teacher to select
__
TOPIC: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Two speaking activities For differentiation strategies,
Speaking 2.1 Speaking 2.1.5 Choose an appropriate pre-lesson activity that suits pupils’ from a Speaking task. please refer to the provided
Communicate Explain and justify needs/interests and that will review language and/or vocabulary and The first activity is list of differentiation strategies
information, ideas, own feelings or prepare the pupils for the lesson. answering general and select appropriate
opinions and those of others questions the second strategy/strategies based on
feelings intelligibly Lesson delivery activity is a picture- the needs of the pupils.
on familiar topics based activity. See Part
This lesson focuses on Speaking activities from 1 and Part 2 pictures For additional differentiation
Complementary Complementary https://www.cambridgeenglish.org/exams-and-tests/first from Task 2 (people strategies, please refer to the
looking at a picture in a provided list of differentiation
Skill Skill /preparation/ gallery and a woman strategies and select
looking at clothes) from appropriate
Speaking 2.1 Speaking 2.1.1 Ask pupils to work in pairs. Student A should act as the interloper Sample Paper 2 for strategy/strategies based on
Communicate Explain information while Student B is the interviewee. Give pupils a time limit to activity or use other the needs of the pupils.
information, ideas, on familiar topics complete the activity. Monitor and help with wording if necessary. sources or teacher’s
opinions and from diagrams, Make a note of any mistakes or successes to go over with the class own materials.
feelings intelligibly charts, tables, afterwards. When ready, ask pupils to work with a new partner. This
on familiar topics graphs or other time, Student B is the interloper and Student A is the interviewee.
visuals Again, monitor carefully. When ready, move on to Part 2. Give out
copies of the photos of people looking at things. To focus on the
main skill ask pupils to first describe what the people are doing and
then describe how the two activities make them feel i.e. how they
feel when they look at works of art in an environment such as a
gallery and how they feel when they go shopping for clothes. Again,
monitor by paying special attention to pupils’ ability to express their
own feelings. Give the class feedback describing any mistakes as
well as any successes.
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card: ‘what they were able to do well in the activities?’ and ‘what
they found particularly challenging about the activities?’ Collect the
cards and use them for planning subsequent lessons.
Secondary Form 5 Scheme of Work 134
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 11)
WEEK: LESSON 102 (Writing 20) MAIN SKILL(S) FOCUS: Writing THEME: Science and Technology
__ TOPIC: High-Tech World
CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
related to preferences, conditional sentences, adjectives
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow less proficient pupils to
Writing 4.1 Writing 4.1.3 Activate prior knowledge in the lesson’s topic by asking English Download write shorter paragraphs or only
Communicate Explain the main pupils to work in pairs and discuss their answers to Activity Student’s Book, p144– 1–2 paragraphs giving one or two
intelligibly through points for and 3. When ready collect pupils’ ideas. reasons and relevant
print and digital media against an idea or 145 explanation. If necessary, give
on familiar topics argument Lesson delivery Teacher’s Book, p125– them the opening sentence to
each paragraph.
This lesson focuses on Activities 4–6. Activities 4–6 126 Monitor to check that they are
focus on developing the main skill. Activity 6 also focuses using the appropriate paragraphs
Complementary Complementary on developing the complementary skill. Work through as well as relevant and correctly
Skill Skill Activities 4–6. See the Teacher’s Book for detailed spelt vocabulary (see Language
guidance. If possible, monitor the rough draft of each pupil. Bank) to communicate their ideas
Writing 4.1 Writing 4.1.4 If time is limited, then monitor those pupils who need the effectively.
Communicate Express and most help. If necessary, allow pupils to complete the final
intelligibly through respond to real or draft of their articles for homework. Challenge more proficient pupils
print and digital media imagined opinions by asking them to write a more
on familiar topics and feelings Post-lesson detailed article giving more ideas
for and against. Tell them to use
Ask pupils to review their learning in this lesson by 200–250 words.
completing an exit card about the writing activities: ‘what
they were able to do well in the activities?’ and ‘what they For additional differentiation
found particularly challenging about the activities?’ Collect strategies, please refer to the
the cards and use them for planning subsequent lessons. provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.
Secondary Form 5 Scheme of Work 135
SCHEME OF WORK: TEXTBOOK /NON-TEXTBOOK LESSON (UNIT 11)
WEEK: LESSON 103 (Revision 11) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve English Download please refer to the provided
main skill and skill and or other resources list of differentiation strategies
their work from the previous lesson. and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and
and interests interests
Secondary Form 5 Scheme of Work 136
Unit 12 SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
WEEK: LESSON 104 (Reading 18) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
__ TOPIC: Happy to help!
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words/phrases
related to services and people helping
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to
Reading 3.1 Reading 3.1.2 Activate prior knowledge in this lesson by asking pupils to complete English Download less proficient pupils
Understand a Understand specific Activities 1–2, p147 Student’s Book. See the Teacher’s Book for detailed Student’s Book, depending on their needs,
variety of texts by details and guidance. When ready collect pupils’ ideas to share with the class. p1147–149 such as by helping them to
using a range of information in Teacher’s Book, locate the relevant
appropriate extended texts on a Lesson delivery p128–129 information in the texts to
reading strategies wide range of answer the multiple-choice
to construct familiar topics and This lesson focuses on Activities 1–5. Activities 1–2 focus on developing questions. Mirror this
meaning some unfamiliar the complementary skill. Activities 3–5 focus on developing the main skill. process for questions 1–3
topics See the Teacher’s Book for detailed guidance. and allow pupils to attempt
4–6 independently.
Complementary Complementary Post-lesson
For additional
Skill Skill Choose a post-lesson activity that summarises pupils’ learning in this differentiation strategies,
lesson. For example, discuss the questions in the Let’s talk about it! box in please refer to the
Speaking 2.1 Speaking 2.1.1 the Teacher’s Book, p128. provided list of
Communicate Explain information differentiation strategies
information, ideas, on familiar topics Note: By the end of this unit, ensure that Vocabulary sections in the and select appropriate
opinions and from diagrams, textbook are completed. These activities can be divided into smaller, more strategy/strategies based
feelings intelligibly charts, tables, manageable chunks, i.e. one or two activities at a time. Choose which days on the needs of the pupils.
on familiar topics graphs or other to give homework depending on what best suits the lessons and pupils’
visuals needs.
Secondary Form 5 Scheme of Work 137
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
LESSON 105 (Language Awareness 12) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
WEEK: TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Question tags,
__
pronouns and the structures not only…but, had better,
and it’s about/high time
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Pre-lesson REFERENCES
This is a This is a grammar- Organise talk partners or
grammar-focused focused lesson so Choose an appropriate pre-lesson activity that suits pupils’ English Download grouping so that a more
lesson so listening, speaking, needs/interests, which will review the relevant grammar and prepare Student’s Book, p151, proficient pupil can help and
listening, reading and writing the pupils for the lesson. support a less proficient pupil.
speaking, reading skills are not p153
and writing skills explicitly covered Lesson delivery Teacher’s Book, p130– Challenge more proficient
are not explicitly pupils by asking them to
covered This lesson focuses on question tags, pronouns and the 133 complete one of the extension
structures not only…but, had better, and it’s about/high time. activities on p131 or p133 of
Activities 1–4, p151 and 1–4, p153. See the Teacher’s Book for the Teacher’s Book.
detailed guidance. For Activities 2 and 3, p151, give pupils the
opportunity to check and discuss their answers in small groups For additional differentiation
before collecting responses. For Activity 4, ask pupils to complete strategies, please refer to the
the activity individually. Monitor and use this opportunity to note who provided list of differentiation
is competent in using pronouns and who needs further practice. strategies and select
When ready, move on to p153. For Activities 2 and 3, give pupils the appropriate
opportunity to check and discuss their answers in small groups strategy/strategies based on
before collecting responses. For Activity 4, ask pupils to complete the needs of the pupils.
the activity individually. Monitor and use this opportunity to note who
is competent in using the different structures and who needs further
practice. You may need to ask pupils to complete some of the
activities as homework if time in the lesson is too short.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, by making a statement and getting pupils
to give the correct tag.
Secondary Form 5 Scheme of Work 138
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
WEEK: LESSON 106 (Listening 18) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
__ TOPIC: Happy to help!
CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Recognising words
and phrases on charities and helping others
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Listening 1.3 Listening 1.3.1 Choose an appropriate pre-lesson activity that suits pupils’ English proficient pupils depending on
Recognise Recognise with little needs/interests and prepares them for the lesson. their needs, such as by
features of or no support typical Download reading the audio text to them
spoken genres on features at word, Lesson delivery Student’s Book, at a slightly slower speed
familiar topics sentence and text (see the audio text, p146 of
levels of a range of This lesson focuses on Activities 1–3. Activity 3 focuses on developing p154 the Teacher’s Book).
Complementary spoken genres. the complementary skill. An extension of Activity 3 focuses on developing Teacher’s Book,
Skill the main skill. Complete Activities 1 and 2 which prepare the pupils for p133, p146 For additional differentiation
Complementary Activity 3. See the Teacher’s Book for detailed guidance. strategies, please refer to the
Listening 1.1 Skill provided list of differentiation
Understand In order to focus on the main skill, before pupils listen to the audio, ask strategies and select
meaning in a Listening 1.1.2 them to think of what a good announcement that is advertising a charity appropriate
variety of familiar Understand does, i.e. appeals to listeners, encourages listeners’ interest in the topic, strategy/strategies based on
contexts independently gains listeners’ sympathy. When ready, collect pupils’ ideas. Ask pupils to the needs of the pupils.
specific information listen to the audio and make a list of the typical features of a radio
and details in announcement advertising a charity that they hear. Allow a second
extended texts on a listening if necessary. Then play again to allow pupils to answer the
wide range of topics comprehension questions in Activity 3.
and some unfamiliar
topics Typical features include:
familiar
asking direct questions to the listener
empathising with listeners
tag questions
fillers/hesitation markers (well…)
punctuation/exclamation marks
language of persuasion/showing how simple it is to join.
Post-lesson
Play a game such as word bingo or true/false definitions to revise words
and phrases connected with the charities introduced in the unit so far.
Secondary Form 5 Scheme of Work 139
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 12)
WEEK: LESSON 107 (Listening 19) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
__
TOPIC: Shopping Therapy CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Narrative dialogues
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson
Choose an appropriate pre-lesson activity that suits pupils’ needs/interests The first listening For differentiation
Listening 1.1 Listening 1.1.2 and prepares them for the lesson. recording is of people strategies, please refer to
Understand Understand talking to each other the provided list of
meaning in a independently Lesson delivery in different situations. differentiation strategies
variety of familiar specific information The second listening and select appropriate
contexts and details in This lesson focuses on one or two listening activities from recording is of a strategy/strategies based
extended texts on a https://www.cambridgeenglish.org/exams-and-tests/first/preparation/ woman talking about on the needs of the pupils.
wide range of spectacled bears.
familiar topics These focus on developing the main and complementary skill. Remind See Part 1 and Part 4
and some unfamiliar pupils of the previous listening lesson where they had to choose the correct Listening from
topics answer from three picture options. Explain that they will be doing a similar Sample Paper 1 for
activity but this time the three options are in written form. Explain to pupils examples or use
Complementary Complementary that they will hear people talking in eight different situations and must other sources or
answer the questions about the situations. Give pupils time to read the teacher’s own
answer options and go over any unknown vocabulary. At the end of the materials.
activity, ask pupils to give feedback about what was easy and what they
Skill Skill found challenging. You can ask pupils to write their reflections in their
personal learning diary. Depending on your pupils’ proficiency and the time
Listening 1.1 Listening 1.1.3 available you may wish to complete a second listening activity. The second
Understand Recognise listening is similar to the first. Again pupils have to choose the correct
meaning in a independently answer from three different options. This time the audio is an extended
variety of familiar attitudes or opinions interview with a woman called Rachel who works in an art gallery shop.
contexts in extended texts on Give pupils time to read the answer options and go over any unknown
a wide range of vocabulary. At the end of the activity, ask pupils to give feedback about
familiar topics and what was easy and what they found challenging. How did they feel it
some unfamiliar compared in difficulty with the first listening activity?
topics
Post-lesson
Ask pupils to review their learning in this lesson by completing an exit card
about the listening activities: ‘what they were able to do well in the
activities?’ and ‘what they found particularly challenging about the
activities?’ Collect the cards and use them for planning subsequent
lessons.
Secondary Form 5 Scheme of Work 140
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
LESSON 108 (Speaking 18) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
TOPIC: Happy to help!
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and phrases
__ related to voluntary work, making decisions, clarifying
ideas
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Support can be given to less
Speaking 2.2.1 Speaking 2.2.1 Activate prior knowledge in the lesson’s topic by asking pupils to English Download proficient pupils depending on
Use register Use formal and complete Activity 1 in pairs. When ready, collect pupils’ ideas and Student’s Book, p155 their needs, such as by
appropriately informal registers open up the discussion as a whole class. See the Teacher’s Book for Teacher’s Book, providing them with cards
appropriately in detailed guidance. p133–134 with the appropriate language
Complementary most familiar and such as ‘we believe that…’, ‘It
Skill some unfamiliar Lesson delivery is important that...’, ‘Not only
contexts that but…’ so they can use
Speaking 2.4 This lesson focuses on Activities 2–3. Activity 3, with an extension, these in their dialogue.
Communicate Complementary focuses on developing the main and complementary skill. Work
appropriately to a Skill through Activities 2 and 3. See the Teacher’s Book for detailed For additional differentiation
small or large guidance. To fully focus on the main and complementary skills in strategies, please refer to the
group on familiar Speaking 2.4.1 Activity 3, tell pupils that they are going to present their ideas to a provided list of differentiation
topics Explain the main committee from the local council. They must explain the main points strategies and select
points of an idea or of the two ideas that they have chosen regarding keeping the youth appropriate
argument centre open. Put pupils in groups to give their talks. Ask both pupils to strategy/strategies based on
be part of the talk – one pupil can present one idea, the other pupil the needs of the pupils.
can present the second idea. Remind pupils that they must use a
formal register to communicate with the committee members who will
be the other group members. Monitor carefully, focusing on pupils’
ability to explain their points of view clearly and to use an appropriate
formal register, but do not intervene. Make a note of any errors or any
particularly successful responses and go over these with the class
after the activity finishes.
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in this
lesson. For example, ask pupils to complete Activity 4 in pairs, and
then open up the questions for a class debate.
Secondary Form 5 Scheme of Work 141
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (UNIT 12)
WEEK: LESSON 109 (Speaking 19) MAIN SKILL(S) FOCUS: Speaking THEME: Teacher to decide
__
TOPIC: Happy to help! CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Teacher to decide
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill
Pre-lesson A Speaking activity For differentiation strategies,
Speaking 2.4 Speaking 2.4.1 talking about the please refer to the provided
Communicate Explain the main Choose an appropriate pre-lesson activity that suits pupils’ benefits of keeping fit. list of differentiation strategies
appropriately to a points of an idea or needs/interests and that will review language and/or vocabulary and See Part 3 and 4 and select appropriate
small or large argument prepare the pupils for the lesson. Speaking from Sample strategy/strategies based on
group on familiar Paper 2 for activity or the needs of the pupils.
topics Complementary Lesson delivery use other sources or
Skill teacher’s own
Complementary This lesson focuses on speaking activities: materials.
Skill Speaking 2.3.1
Keep interaction https://www.cambridgeenglish.org/exams-and-tests/first/preparation/
Speaking 2.3 going in discourse- Pupils work in small groups of three or four. Give out a print-out of
Use appropriate level exchanges by Task 21 or copy the mind map onto the whiteboard. Pupils have
communication paraphrasing and done a similar activity in this unit of the textbook. Monitor and help
strategies rephrasing with wording if necessary. Pay special attention to cohesion and
appropriately pupils’ ability to argue their point of view clearly. Make a note of any
mistakes or successes to go over with the class afterwards. When
ready, open up as a class discussion. Move on to Part 4. Remind
pupils how to keep interaction going by paraphrasing and adding to
someone else’s ideas. Set pupils a time limit to discuss each of the
questions. Again monitor this time paying special attention to pupils’
ability to keep interaction going and use of paraphrasing. When
ready, open up as a class discussion. Use this time to give feedback
on any particular successes and any common mistakes.
Post-lesson
Ask pupils to review their learning in this lesson by completing an
exit card about the speaking activities: ‘what they were able to do
well in the activities?’ and ‘what they found particularly challenging
about the activities?’ Collect the cards and use them for planning
subsequent lessons.
Secondary Form 5 Scheme of Work 142
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
LESSON 110 (Writing 21) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: Happy to help!
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
__ effectively using a broad range of vocabulary, formal
register
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow more proficient pupils to
Writing 4.2 Writing 4.2.4 Activate prior knowledge in the lesson’s topic by asking pupils to English Download work on the activities
Communicate Use formal and discuss firstly what the features of formal letters are and then what Student’s Book, p156 independently.
with appropriate informal registers makes communication effective. (Features of formal letters include: Teacher’s Book, p134– Support can be given to less
language, form appropriate to the in top left corner the name and address of the person writing to, the proficient pupils by grouping
and style target audience in date, Dear + Mr/Mrs/Ms + surname or full name, an opening 135 them together during the
most familiar and sentence clearly stating the reason(s) for writing, a formal tone activities and by making them
some unfamiliar throughout, a clear purpose, the desired course of action stated at more teacher-led.
situations the end, an ending with Yours sincerely/faithfully). See Student’s
Book for ideas about effective communication. For additional differentiation
Complementary Complementary strategies, please refer to the
Lesson delivery provided list of differentiation
Skill Skill strategies and select
This lesson focuses on Activities 1–4. Activities 1 and 4 focus on appropriate
Writing 4.1. Writing 4.1.4 developing the main skill. Activities 2 and 3 focus on developing the strategy/strategies based on
Communicate Express and complementary skill. Work through Activities 1–4. See the the needs of the pupils.
intelligibly through respond to real or Teacher’s Book for detailed guidance. If time allows, get pupils to
print and digital imagined opinions write a plan for the letter they would write in Activity 3 before looking
media on familiar and feelings at the model answer in Activity 4.
topics
Post-lesson
Choose a post-lesson activity that summarises pupils’ learning in
this lesson. For example, discuss any problems or issues in your
local community and what could be done to effectively help solve
the situation.
Secondary Form 5 Scheme of Work 143
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 12)
LESSON 111 (Writing 22) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
TOPIC: Happy to help!
WEEK: CROSS-CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Communicating
__ effectively using a broad range of vocabulary, formal
register
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD STRATEGIES
Main Skill Main Skill Pre-lesson REFERENCES
Allow less proficient pupils to
Writing 4.2. Writing 4.2.2 Choose an appropriate pre-lesson activity that suits pupils’ English Download write shorter paragraphs. If
Communicate Spell written work needs/interests, which will review the relevant language or tone and Student’s Book, p157 necessary, help them to
with appropriate on a range of text prepare the pupils for the lesson. Teacher’s Book, p135 formulate the opening
language, form types with sentence to each paragraph.
and style reasonable Lesson delivery Monitor to check that they are
accuracy using the appropriate tone as
This lesson focuses on Activities 5–6. Activities 5 and 6 along well as relevant vocabulary
Complementary Complementary with the use of the Language Bank box focus on developing the (see Language Bank) to
Skill Skill main skill. Activity 6 also focuses on developing the complementary communicate their ideas
skill. Complete Activity 5. See the Teacher’s Book for detailed effectively.
Writing 4.2. Writing 4.2.4 guidance.
Communicate Use formal and In Activity 6, challenge pupils to use adventurous but relevant Challenge more proficient
with appropriate informal registers vocabulary. Tell pupils to focus on correct spelling as well as an pupils by asking them to write
language, form appropriate to the appropriate formal tone. Allow access to dictionaries. Monitor to a more detailed letter giving
and style target audience in check that they are using the correct formal tone as well as relevant more ideas for and against.
most familiar and vocabulary either from the Language Bank and from vocabulary Tell them to use 200–250
some unfamiliar introduced in the unit. words.
situations If possible, monitor the rough draft of each pupil. If time is limited,
then monitor those pupils who need the most help. If necessary, For additional differentiation
allow pupils to complete the final draft of their letters for homework. strategies, please refer to the
provided list of differentiation
Post-lesson strategies and select
appropriate
Ask pupils to review their learning in this lesson by completing an strategy/strategies based on
exit card about the writing activities: ‘what they were able to do well the needs of the pupils.
in the activities?’ and ‘what they found particularly challenging about
writing a formal letter?’
Secondary Form 5 Scheme of Work 144
SCHEME OF WORK: TEXTBOOK / NON-TEXTBOOK LESSON (UNIT 12)
WEEK: LESSON 112 (Revision 12) MAIN SKILL(S) FOCUS: Teacher to select THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Teachers to select Teachers to select Teachers can either develop their own lesson based on the needs of Teacher to select from For differentiation strategies,
an appropriate an appropriate main their pupils or use this lesson to go over pupils’ writing and improve English Download or please refer to the provided
main skill and skill and other resources list of differentiation strategies
their work from the previous lesson. and select appropriate
complementary complementary skill strategy/strategies based on
skill based on based on their the needs of the pupils.
their pupils’ needs pupils’ needs and
and interests interests
Secondary Form 5 Scheme of Work 145
6. Appendix 1: Learning Standards mapping
The mapping table lists all 112 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Lesson Skill Unit Main Complementary
Unit 1
1 R1 3.1.1 2.1.5
2 R2 1 3.1.2 2.1.3
3 LA1 1 N/A N/A
4 L1 1 1.1.3 2.1.4
5 S1 1 2.1.2 2.1.4
6 S2 1 2.2.1 2.1.5
7 W1 1 4.2.3 3.1.6
8 W2 1 4.1.5 4.2.4
9 LiA1 1 5.1.1 N/A
10 Revision 1 1 N/A N/A
1
11 R3 Unit 2 3.1.5 2.4.1
12 R4 2 3.1.2 2.1.5
13 LA2 2 N/A N/A
14 L2 2 1.1.2 1.2.1
15 S3 2 2.3.1 2.1.1
16 S4 2 2.1.2 1.1.3
17 W3 2 4.1.4 2.1.5
18 LiA2 2 5.1.2 N/A
19 Revision 2 2 N/A N/A
3
20 R5 Unit 3 3.2.1 3.1.4
21 LA3 3 N/A N/A
22 L3 3 1.1.2 2.1.1
23 L4 3 1.1.3 2.4.1
24 S5 3 2.1.1 4.2.2
25 W4 3 4.2.3 2.4.1
26 W5 3 4.1.3 3.1.5
27 LiA3 3 5.1.1 N/A
28 Revision 3 3 N/A N/A
3
29 R6 Unit 4 3.1.6 2.1.2
30 R7 4 3.1.1 4.2.4
31 LA4 4 N/A N/A
32 L5 4 1.1.1 2.1.1
33 S6 4 2.1.2 2.4.1
34 W6 4 4.2.3 2.4.1
4
Secondary Form 5 Scheme of Work 146
Lesson Skill Unit Main Complementary
35 W7 4 4.2.1 3.1.5
36 LiA4 4 5.1.2 N/A
37 Revision 4 4 N/A N/A
38 R8 Unit 5 3.2.1 3.1.3
39 LA5 5 N/A N/A
40 L6 5 1.1.1 2.1.1
41 L7 5 1.1.6 2.1.2
42 S7 5 2.3.1 2.4.1
43 W8 5 4.1.2 4.2.1
44 W9 5 4.1.5 3.1.1
45 LiA5 5 5.2.1 N/A
46 Revision 5 5 N/A N/A
5
47 R9 3.1.1 3.1.2
48 LA6 Unit 6 N/A N/A
6
49 L8 6 1.1.3 1.2.1
50 L9 1.1.3 1.1.2
51 S8 6 2.1.1 2.1.5
52 W10 6 4.1.1 2.1.4
53 W11 6 4.1.4 4.1.5
54 LiA6 6 5.2.1 N/A
55 Revision 6 6 N/A N/A
6
56 R10 6 3.1.5 3.1.2
57 LA7 Unit 7 N/A N/A
58 L10 7 1.1.1 1.1.2
59 S9 7 2.1.3 2.3.1
60 S10 7 2.2.1 2.4.1
61 W12 7 4.2.4 2.1.4
62 W13 7 4.2.4 2.1.2
63 LiA7 7 5.3.1 N/A
64 PBL1 7 N/A N/A
65 PBL2 7 N/A N/A
66 Revision 7 7 N/A N/A
7
67 R11 7 3.1.2 3.1.6
68 R12 Unit 8 3.1.4 3.1.3
69 LA8 8 N/A N/A
70 L11 8 1.1.3 1.1.1
71 S11 8 2.1.4 2.1.3
72 S12 8 2.1.5 2.1.1
8
Secondary Form 5 Scheme of Work 8
147
73 W14 8 4.1.1 4.2.3
74 W15 8 4.2.1 4.1.5
75 LiA8 8 5.3.1 N/A
76 Revision 8 8 N/A N/A
Unit 9
77 R13 9 3.1.2 3.1.5
78 R14 9 3.1.4 4.2.1
79 LA9 9 N/A N/A
80 L12 9 1.2.1 1.1.2
81 L13 9 1.1.6 1.3.1
82 S13 9 2.1.4 2.1.2
83 W16 9 4.1.1 4.1.4
84 W17 9 4.1.2 4.2.2
85 Revision 9 9 N/A N/A
Unit 10
86 R15 10 3.2.1 3.1.1
87 R16 10 3.1.3 3.1.4
88 LA10 10 N/A N/A
89 L14 10 1.1.1 1.2.1
90 L15 10 1.1.6 2.1.4
91 S14 10 2.1.3 2.1.2
92 S15 10 2.3.1 2.1.3
93 W18 10 4.1.5 4.1.3
94 W19 10 4.1.3 4.1.5
95 Revision 10 10 N/A N/A
Unit 11
96 R17 11 3.1.3 3.1.2
97 LA11 11 N/A N/A
98 L16 11 1.1.1 1.1.3
99 L17 11 1.1.2 3.1.2
100 S16 11 2.4.1 2.1.2
101 S17 11 2.1.5 2.1.1
102 W20 11 4.1.3 4.1.4
103 Revision 11 11 N/A N/A
Unit 12
104 R18 12 3.1.2 2.1.1
105 LA12 12 N/A N/A
106 L18 12 1.3.1 1.1.2
107 L19 12 1.1.2 1.1.3
108 S18 12 2.2.1 2.4.1
109 S19 12 2.4.1 2.3.1
110 W21 12 4.2.4 4.1.4
111 W22 12 4.2.2 4.2.4
112 Revision 12 12 N/A N/A
Secondary Form 5 Scheme of Work 148
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8 Blok E9, Kompleks Kerajaan Parcel E,
62604 Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my
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Secondary Form 5 SoW
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