SoW Form 4

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 76 (Listening 16) MAIN SKILL FOCUS: Listening THEME: People and Culture


CROSS-CURRICULAR ELEMENT: Patriotism and
TOPIC: Time to Spare
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship
free time


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.100 grouping so that a more
Listening 1.1 Listening 1.1.2 verbs. Alternatively, choose another appropriate pre-lesson activity Close-Up Teacher’s proficient pupil can help and
Understand Understand that better suits pupils’ needs/interests and that will review language Book, p.84 support a less proficient pupil.
meaning in a independently and/or vocabulary and prepare the pupils for the lesson. Read and pause in between
variety of familiar specific information Lesson delivery Student’s Book Audio recordings from the audio
contexts and details in longer This lesson focuses on Activities D and E. See Teacher’s Book CD script in the Teacher’s Book if
texts on an for detailed guidance. Note that as part of Activity D pupils are it helps less proficient pupils
increased range of asked to read the ‘Exam Close-up’ advice, which helps with to listen to your voice rather
familiar topics practising the main skill. In Activity D pupils are then asked to write than that of a native speaker.
down words they think they might hear to do with the pictures Play the track from the CD
Attention also needs to be given to the spelling of these words. For when pupils feel more
Complementary Complementary Activity E exam conditions can be simulated by asking pupils to do confident.
Skill Skill the activity on their own, and to listen to the recording twice. Then
go through answers as a class and listen again to the recording to For additional differentiation
Writing 4.2 Writing 4.2.2 check pupils’ understanding. strategies, please refer to the
Communicate Spell written work provided list of differentiation
with appropriate with moderate Activity D and E focus on developing the main skill for this lesson. strategies and select
language, form accuracy Activity D provides an opportunity to practise the complementary appropriate
and style skill, see the instructions in the Teacher’s Book. strategy/strategies based on
the needs of the pupils.
Post-lesson
Ask pupils to provide peer feedback on each other’s performance (in
pairs or small groups) using two stars and a wish: two things that
were good (stars) and one area for improvement (wish). While
monitoring the activity collect examples of the feedback to share
(anonymously) with the whole class.








101

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 77 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Patriotism and
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: Time to Spare
to talk about possibility
Citizenship


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or
Play a game to review vocabulary related to free time and/or modal verbs. Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.5 Alternatively, choose another appropriate pre-lesson activity that better suits p.101 proficient pupil can help and
Communicate Express and pupils’ needs/interests and that will review language and/or vocabulary and Close-Up support a less proficient
information, ideas, respond to common prepare the pupils for the lesson. Teacher’s Book, pupil.
opinions and feelings such as Lesson delivery p.84-85 Support can be given to
feelings intelligibly happiness, This lesson focuses on Activities A and B. See Teacher’s Book for less proficient pupils during
on familiar topics sadness, surprise, detailed guidance. Note that in Activity A pupils are asked to work in pairs the speaking tasks,
and interest and take turns answering the questions. As well as expressing their feelings depending on their needs.
in response to the questions, pupils can also be encouraged to express their
responses to each other’s answers to the questions. In addition, during the For additional differentiation
Complementary Complementary monitoring of Activity A, and as part of the answer check as a class for strategies, please refer to
Skill Skill Activity B, check that pupils explain their attitudes or opinions of their talk the provided list of
partner. For Activity B pupils compare and justify their answers with a talk differentiation strategies
Speaking 2.1 Speaking 2.1.4 partner and this provides a further opportunity to practise the main skill. and select appropriate
Communicate Explain own point of strategy/ strategies based
information, ideas, view Activities A and B focus on developing the main and complementary skills. on the needs of the pupils.
opinions and
feelings intelligibly Post-lesson
on familiar topics Ask pupils to review their learning in this lesson by describing what they have
learnt in the lesson and how they learnt it. Allow pupils to discuss their ideas
with their talk partner(s) before collecting ideas as a class.














102

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: People and Culture

LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and
to talk about possibility
Citizenship


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.101 grouping so that a more
Speaking 2.1 Speaking 2.1.3 verbs. Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s proficient pupil can help and
Communicate Describe future better suits pupils’ needs/interests and that will review language and/or Book, p.84-85 support a less proficient pupil.
information, ideas, plans and ambitions vocabulary and prepare the pupils for the lesson. Support can be given to less
opinions and Lesson delivery proficient pupils depending on
feelings intelligibly This lesson focuses on Activities C and D. See Teacher’s Book for their needs, such as by
on familiar topics detailed guidance. Note that in Activity C pupils should look at the providing vocabulary to use in
‘Useful Expressions’ box that contains phrases to use in Activity D. a speaking task, or sentence
starters and model sentence
Complementary Complementary Activities C and D focus on developing the main skill for this lesson. constructions to help the pupil
Skill Skill Activity D provides an opportunity to practise the complementary skill. produce sentences.

Speaking 2.3 Speaking 2.3.1 Post-lesson For additional differentiation
strategies, please refer to the
Use appropriate Keep interaction Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p.
communication going in longer 101 of the Student’s Book. Monitor discussions and provide support for provided list of differentiation
strategies exchanges by any problems with form or pronunciation. Provide comments and strategies and select
appropriate strategy/
asking a speaker to feedback to the whole class on their use of expressions for talking
slow down, speak about possibility. strategies based on the
up or to repeat what needs of the pupils.
they have said

















103

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)

WEEK: __ LESSON 79 (Writing 15) MAIN SKILL FOCUS: Writing THEME: People and Culture

LANGUAGE/GRAMMAR FOCUS: Linking words and
TOPIC: Time to Spare
CROSS-CURRICULAR ELEMENT: Patriotism and
phrases
Citizenship


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Writing lesson activity on p.86 in Teacher’s Book. Pupils Book, p.104 the next activity in the
Writing 4.1 Writing 4.1.5 discuss writing postcards. They then look at the image in the top right- Close-Up Teacher’s sequence. After Activity C,
Communicate Organise, sequence hand corner of p.104 and identify what they could write in a postcard Book, p.86-87 fast finishers can be given
intelligibly through and develop ideas about this picture. activities from the Vocabulary
print and digital within short texts on and Grammar activities on
media on familiar familiar topics Lesson delivery p.102-103 of the Student’s
topics This lesson focuses on Activities A, B and C. See Teacher’s Book Book. Alternatively, choose
for detailed guidance. This lesson focuses on recognising linking words another appropriate extension
Complementary Complementary and phrases (in activities A and C). It is important to explain to pupils activity that better suits pupils’
Skill Skill that they will need to use these linking words and phrases in their own needs/interests and that will
writing when they want to organise, sequence and develop ideas. help pupils develop further
Writing 4.2 Writing 4.2.2 the main and/or
Communicate Spell written work Activities A and C focus on developing the main skill for this lesson. complementary skill for this
with appropriate with moderate Activity B provides an opportunity to practise the complementary skill. lesson.
language, form accuracy Use the exit cards from
and style Post-lesson Lesson 70 (‘what went well in
Ask pupils to review their learning by writing a postcard about their your learning?’ and ‘even
learning in this lesson (the postcard can be addressed to an imagined
friend in another class or school). Pupils need to re-use linking words better if…’ to identify any
and phrases from the lesson. Allow pupils to practise reading their individual needs in this lesson
postcard to a talk partner before selecting pupils to read their postcard and the next.
to the class. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.






104

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 80 (Writing 16) MAIN SKILL FOCUS: Writing THEME: People and Culture

TOPIC: Time to Spare
LANGUAGE/GRAMMAR FOCUS: Linking words and
CROSS-CURRICULAR ELEMENT: Patriotism and
phrases
Citizenship


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Fast finishers can move on to the next
Main Skill Main Skill Pre-lesson Close-Up activity in the sequence. After ActivityF,
Play a game to review linking words and phrases. Alternatively, Student’s Book, fast finishers can be given activities from
Writing 4.2 Writing 4.2.1 choose another appropriate pre-lesson activity that better suits p.105 the Vocabulary and Grammar activities
Communicate Punctuate written pupils’ needs/interests and that will review language and/or Close-Up on p.102-103 of the Student’s Book.
with appropriate work with moderate vocabulary and prepare the pupils for the lesson. Teacher’s Book, Alternatively, choose another
language, form accuracy p.87 appropriate extension activity that better
and style Lesson delivery suits pupils’ needs/interests and that will
This lesson focuses on Activities D, E and F. See Teacher’s help pupils develop further the main
Complementary Complementary Book for detailed guidance. Note that in Activities E and F pupils and/or complementary skill for this
Skill Skill must pay attention to punctuation. Monitor pupils’ written work lesson.
and provide support for any problems with punctuation. If
Writing 4.1 Writing 4.1.5 necessary, provide comments and feedback to the whole class Use the exit cards from Lesson 70
Communicate Organise, sequence on punctuation. (‘what went well in your learning?’ and
intelligibly through and develop ideas ‘even better if…’ to identify any
print and digital within short texts on Activities E and F focus on developing the main skill for this individual needs in this lesson.
media on familiar familiar topics lesson. Activity E provides an opportunity to practise the Support can be given to less proficient
topics complementary skill. pupils depending on their needs, such
as by providing vocabulary, sentence
Post-lesson starters and model sentence
Ask pupils to review their learning in this lesson by completing
an exit card: ‘what went well in your learning?’ and ‘your learning constructions to use in the writing task
would have been even better if…’ Collect the cards and use (in addition to the support provided in
them for planning the writing lessons in lesson cycle 9. the ‘Useful Expressions’ box on p.105 of
the Student’s Book).
For additional differentiation strategies,
please refer to the provided list of
differentiation strategies and select
appropriate strategy/ strategies based
on the needs of the pupils.







105

Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON


WEEK: __ LESSON 81 (Literature in Action 8) MAIN SKILL FOCUS: Literature in Action THEME: n/a
TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action Action Action content and learning standard specified for this lesson. and select appropriate
5.3 5.3.1 strategy/strategies based on
the needs of the pupils.
Express an Respond Focus on PowerPoint presentation and visuals.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate




















106

Secondary Form 3 Scheme of Work
UNIT 9
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 82 (Reading 17) MAIN SKILL FOCUS: Reading THEME: Science and Technology

TOPIC: High-Tech World
LANGUAGE/GRAMMAR FOCUS: Technology-related
CROSS-CURRICULAR ELEMENT: Information and
vocabulary
Communications Technology


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils look Book, p.109-111 the next activity in the
Reading 3.1 Reading 3.1.5 at the picture on p.109 of the Student’s Book and discuss this picture Close-Up Teacher’s sequence. After Activity D,
Understand a Recognise with with a talk partner. See also ‘Background Information’ on p.91 of the Book, p.91-92 fast finishers can be given the
variety of texts by support the attitude Teacher’s Book. Vocabulary activities on p.112
using a range of or opinion of the of the Student’s Book.
appropriate writer in simple Lesson delivery Alternatively, choose another
reading strategies longer texts on an This lesson focuses on Activities A, B, C and D. See Teacher’s appropriate extension activity
to construct increased range of Book for detailed guidance. Note that for Activity B pupils must quickly that better suits pupils’
meaning familiar topics read the text. Set a strict time limit for this activity in order to have needs/interests and that will
sufficient time for Activities C and D. Ensure that support and guidance help pupils develop further
is given to pupils during Activity B and when going through the answers, the main and/or
Complementary Complementary so that pupils are practising the main learning standard within the set complementary skill for this
Skill Skill time limit. In Activity C pupils are asked to read the ‘Exam Close-up’ lesson.
guidance, which also helps them with the main skill. For additional differentiation
Speaking 2.1 Speaking 2.1.4 strategies, please refer to the
Communicate Explain own point of Activities B, C and D focus on developing the main skill for this lesson. provided list of differentiation
information, ideas, view Activity A provides an opportunity to practise the complementary skill. strategies and select
opinions and appropriate
feelings intelligibly Post-lesson strategy/strategies based on
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or the needs of the pupils.
expression that they have learned in relation to the topic for the lesson.
When pupils are ready, collect and share words/expressions as a whole
class.











107

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 83 (Reading 18) MAIN SKILL FOCUS: Reading THEME: Science and Technology

LANGUAGE/GRAMMAR FOCUS: Technology-related
TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and
Communications Technology
vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary from the Book, p.111 the next activity in the
Reading 3.1 Reading 3.1.4 previous lesson. Alternatively, choose another appropriate pre- Close-Up Teacher’s sequence. After Activity E,
Understand a Use independently lesson activity that better suits pupils’ needs/interests and that will Book, p.92 fast finishers can be given
variety of texts by familiar print and review language and/or vocabulary and prepare the pupils for the Vocabulary activities on p.112
using a range of digital resources to lesson. and/or p.116 of the Student’s
appropriate check meaning and Book. Alternatively, choose
reading strategies extend Lesson delivery another appropriate extension
to construct understanding This lesson focuses on Activity E and the ‘Ideas Focus’. See activity that better suits pupils’
meaning Teacher’s Book for detailed guidance. Note that in this lesson pupils needs/interests and that will
need to be supplied with dictionaries (print or digital) to practise the help pupils develop further
Complementary Complementary main skill for this lesson. In Activity E pupils must re-read the same the main and/or
Skill Skill text used in the previous lesson. There is an opportunity to develop complementary skill for this
lesson.
the ‘Ideas Focus’ questions into a class debate.
Speaking 2.1 Speaking 2.1.4 For additional differentiation
Communicate Explain own point of Activity E focuses on developing the main skill for this lesson. The strategies, please refer to the
information, ideas, view ‘Ideas Focus’ provides an opportunity to practise the complementary provided list of differentiation
opinions and skill. strategies and select
feelings intelligibly appropriate strategy
on familiar topics Post-lesson /strategies based on the
Play a dictionary game to review the main skill for this lesson. needs of the pupils.
Alternatively, choose another appropriate post-lesson activity that
will check pupils’ understanding of grammar and/or vocabulary from
the lesson.











108

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 84 (Language Awareness 9) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology

CROSS-CURRICULAR ELEMENT: Information and
TOPIC: High-Tech World
LANGUAGE/GRAMMAR FOCUS: The passive voice
Communications Technology


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Grammar lesson activity on p.93 in Teacher’s Book. Book, p.113 the next activity in the
This is a This is a grammar- Ask pupils questions that are constructed using the passive voice. Close-Up Teacher’s sequence. After Grammar
grammar-focused focused lesson so Book, p.93 Activity D, fast finishers can
lesson so listening, speaking, Lesson delivery be given other activities in the
listening, reading and writing This lesson focuses on Activities A, B, C and D. See Teacher’s textbook not covered in the
speaking, reading skills are not Book for detailed guidance. Note that in Activity D pupils are asked Learning Outline (i.e.
and writing skills explicitly covered. to look back at the text used in the previous reading lessons (on activities E-F).
are not explicitly p.110-111 of the Student’s Book). In Activity D pupils also encounter See also p.116 in Student’s
covered. the passive voice constructed using the present perfect simple (has Book for further vocabulary
been cleaned), past perfect simple (had been put in) and future activities that can be used as
simple (will be shown). See p.169-170 of Student’s Book for further extension tasks and/or
support with the passive voice.
homework.
Post-lesson For additional differentiation
Ask pupils to look at the picture in the top right-hand corner of p.113 strategies, please refer to the
of the Student’s Book. Pupils then write questions about the picture provided list of differentiation
using the passive voice. Ask pupils to practise asking and answering strategies and select
their questions with talk partner(s) before selecting questions (and appropriate
answers to the questions) from pupils as a class. strategy/strategies based on
the needs of the pupils.















109

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 85 (Listening 17) MAIN SKILL FOCUS: Listening THEME: Science and Technology

TOPIC: High-Tech World
CROSS-CURRICULAR ELEMENT: Information and
LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology
vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.1 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Understand Understand activity that better suits pupils’ needs/interests and that will review Book, p.94 support a less proficient pupil.
meaning in a independently the language and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
variety of familiar main ideas in Student’s Book Audio proficient pupils for the pre-
contexts simple longer texts Lesson delivery CD Listening activity depending
on an increased This lesson focuses on the pre-Listening lesson activity and on their needs, such as by
range of familiar Activities A and B. Note that in the pre-Listening activity (on p.94 in providing sentence starters
topics Teacher’s Book) pupils take it in turns to describe to a talk partner and model sentence
the picture on p.114 of the Student’s Book. Pupils are then able to constructions using future
discuss why scientists make robots and how robots might help us in tenses, to help the pupil
Complementary Complementary the future. Attention needs to be given to future tenses for this produce sentences.
Skill Skill activity in order to practise the complementary skill.
For additional differentiation
Speaking 2.1 Speaking 2.1.3 Activity B focuses on developing the main skill for this lesson. The strategies, please refer to the
Communicate Describe future pre-Listening activity (on p.94 in Teacher’s Book) and Activity B provided list of differentiation
information, ideas, plans and ambitions provide an opportunity to practise the complementary skill. strategies and select
opinions and appropriate strategy/
feelings intelligibly Post-lesson strategies based on the
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word needs of the pupils.
or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.










110

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 86 (Listening 18) MAIN SKILL FOCUS: Listening THEME: Science and Technology


CROSS-CURRICULAR ELEMENT: Information and
LANGUAGE/GRAMMAR FOCUS: Technology-related
TOPIC: High-Tech World
vocabulary
Communications Technology


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.6 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Understand Understand activity that better suits pupils’ needs/interests and that will review Book, p.94-95 support a less proficient pupil.
meaning in a independently language and/or vocabulary and prepare the pupils for the lesson. Pause the listening track at
variety of familiar longer simple Student’s Book Audio selected intervals to allow
contexts narratives on a Lesson delivery CD pupils to think and complete
range of familiar This lesson focuses on Activities C, D and E. See Teacher’s an activity. For additional
topics Book for detailed guidance. Note that in Activity C pupils read the differentiation strategies,
‘Exam Close-up’ guidance. In Activity C pupils also read and please refer to the provided
underline the key words in the ‘Exam Task’. list of differentiation strategies
Complementary Complementary and select appropriate
Skill Skill The text type in this lesson is instruction and a quiz. strategy/strategies based on
the needs of the pupils.
Reading 3.1 Reading 3.1.2 Activities C, D and E focus on developing the main skill for this
Understand a Understand specific lesson. Activity C also provides an opportunity to practise the
variety of texts by details and complementary skill.
using a range of information in
appropriate longer texts on an Post-lesson
reading strategies increased range of
to construct familiar topics Ask pupils to identify with their talk partner(s) at least one new word
meaning or expression that they have learned in relation to the topic for the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.










111

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 87 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: Science and Technology

CROSS-CURRICULAR ELEMENT: Information and
LANGUAGE/GRAMMAR FOCUS: Technology-related
TOPIC: High-Tech World
Communications Technology
vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Book, p.95 support a less proficient pupil.
communication going in longer language and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
strategies exchanges by proficient pupils depending on
asking a speaker to Lesson delivery their needs, such as by
slow down, speak This lesson focuses on Activities A, B and C. See Teacher’s providing vocabulary to use in
up or to repeat what Book for detailed guidance. Note that in Activity A pupils should be a speaking task, or sentence
they have said asked to listen to the questions read out by the teacher, before they starters and model sentence
read them on their own, in order to practise the complementary skill. constructions to help the pupil
In Activity B pupils are asked to compare answers with their talk produce sentences.
Complementary Complementary partner and to discuss any differences in their answers before the
Skill Skill answers are checked as a class. In Activity C pupils must then For additional differentiation
agree with their partner on a combined answer. In all three activities strategies, please refer to the
Listening 1.1 Listening 1.1.5 in this lesson it is important to remind pupils that they need to keep provided list of differentiation
Understand Understand their interaction going and to draw attention to how they can do this. strategies and select
meaning in a independently more appropriate strategy/
variety of familiar complex questions Activities A, B and C focus on developing the main skill for this strategies based on the
contexts lesson. Activity A provides an opportunity to practise the needs of the pupils.
complementary skill.

Post-lesson
Ask pupils to identify with their talk partner(s) how they kept the
interaction going in the discussion activities in this lesson. When
pupils are ready, collect and share ideas as a whole class.









112

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 88 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: Science and Technology

CROSS-CURRICULAR ELEMENT: Information and
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: High-Tech World
for making decisions
Communications Technology


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Use appropriate Keep interaction activity that better suits pupils’ needs/interests and that will review Book, p.95-96 support a less proficient pupil.
communication going in longer language and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
strategies exchanges by proficient pupils during the
asking a speaker to Lesson delivery discussion activities,
slow down, speak This lesson focuses on Activity D and the ‘Ideas Focus’. Note in depending on their needs.
up or to repeat what Activity D pupils must read the ‘Useful Expressions’, which they
they have said need to use in their group discussions. For the ‘Ideas Focus’ For additional differentiation
discussions pupils should be asked to reach a group answer to each strategies, please refer to the
question. provided list of differentiation
Complementary Complementary strategies and select
Skill Skill Activity D and ‘Ideas Focus’ both focus on developing the main appropriate
complementary skills for this lesson. strategy/strategies based on
Speaking 2.1 Speaking 2.1.4 the needs of the pupils.
Communicate Explain own point of Post-lesson
information, ideas, view Ask pupils to shut their textbooks and to write down useful
opinions and expressions for reaching decisions in a group discussion. Monitor
feelings intelligibly and provide support for any problems with spelling. When ready,
on familiar topics select pupils to read out their ideas and, if necessary, provide
additional expressions. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review language and/or vocabulary from this lesson.













113

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: Science and Technology

CROSS-CURRICULAR ELEMENT: Information and
LANGUAGE/GRAMMAR FOCUS: Technology-related
TOPIC: High-Tech World
vocabulary/collocations
Communications Technology


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to the
Use the pre-Writing lesson activity on p.97 in the Teacher’s Book to Book, p.118 next activity in the sequence.
Writing 4.1 Writing 4.1.1 activate prior knowledge. Ask pupils to read the ‘Learning Focus’ Close-Up Teacher’s After Activity C, fast finishers can
Communicate Explain simple box and then to think of further examples of collocations. Allow Book, p.97-98 be given activities from the
intelligibly through content from what pupils time to discuss their ideas with their talk partner(s) before Grammar activities on p.117 of
print and digital they have read or collecting ideas as a class. the Student’s Book. Alternatively,
media on familiar heard choose another appropriate
topics Lesson delivery extension activity that better suits
This lesson focuses on Activities A, B, and C. See Teacher’s pupils’ needs/interests and that
Complementary Complementary Book for detailed guidance. Note that in Activity C pupils must be will help pupils develop further
Skill Skill asked to write down their answers as complete sentences in order the main and/or complementary
to practise the main skill. skill for this lesson.
Writing 4.2 Writing 4.2.2 Use the exit cards from Lesson
Communicate Spell written work Activity C focuses on developing the main skill for this lesson. 80 (‘what went well in your
with appropriate with moderate Activity B focuses on developing the complementary skill. learning?’ and ‘even better if…’)
language, form accuracy to identify any individual needs in
and style Post-lesson this lesson and the next.
Ask pupils to identify with their talk partner(s) at least one new word
or expression that they have learned in relation to the lesson topic. For additional differentiation
When pupils are ready, collect and share words/expressions as a strategies, please refer to the
whole class. Alternatively, choose another appropriate post-lesson provided list of differentiation
activity that better suits pupils’ needs/interests and that will review strategies and select appropriate
learning in the lesson. strategy/ strategies based on the
needs of the pupils.











114

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)

WEEK: __ LESSON 90 (Writing 18) MAIN SKILL FOCUS: Writing THEME: Science and Technology

TOPIC: High-Tech World
LANGUAGE/GRAMMAR FOCUS: Technology-related
CROSS-CURRICULAR ELEMENT: Information and
vocabulary/collocations
Communications Technology


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary and/or Book, p.118-119 the next activity in the
Writing 4.2 Writing 4.2.2 collocations from the previous lesson. Alternatively, choose another Close-Up Teacher’s sequence. After Activity H,
Communicate Spell written work appropriate pre-lesson activity that better suits pupils’ Book, p.98 fast finishers can be given
with appropriate with moderate needs/interests and that will review language and/or vocabulary and activities from the Grammar
language, form accuracy prepare the pupils for the lesson. activities on p.117 of the
and style Student’s Book and/or the
Lesson delivery ‘Ideas Focus’ questions on
Complementary Complementary This lesson focuses on Activities D, E, F, G and H. See p.120 of the Student’s Book
Skill Skill Teacher’s Book for detailed guidance. Note that in Activity D pupils as writing tasks. Alternatively,
are asked to speculate on why certain words in the writing task have choose another appropriate
Speaking 2.1 Speaking 2.1.4 been underlined. Allow pupils to discuss their ideas with talk extension activity that better
Communicate Explain own point of partner(s) before collecting opinions as a class. In activities E, F and suits pupils’ needs/interests
information, ideas, view. H pupils must pay attention to spelling. and that will help pupils
opinions and develop further the main
feelings intelligibly Activities E, F and H focus on developing the main skill for this and/or complementary skill
for this lesson.
on familiar topics lesson. Activity D provides an opportunity to practise the
complementary skill. For additional differentiation
strategies, please refer to the
Post-lesson
provided list of differentiation
Ask pupils to identify with their talk partner(s) at least one new word strategies and select
or expression that they have learned in relation to the lesson topic. appropriate strategy/
When pupils are ready, collect and share words/expressions as a strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.










115

Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON


WEEK: __ LESSON 91 (Literature in Action 9) MAIN SKILL FOCUS: Literature in Action THEME: n/a
TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action Action Action content and learning standard specified for this lesson. and select appropriate
5.3 5.3.1 strategy/strategies based on
the needs of the pupils.
Express an Respond Focus on Posters and visuals.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate




















116

Secondary Form 3 Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 92 (Reading 19) MAIN SKILL FOCUS: Reading THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: That’s Entertainment
LANGUAGE/GRAMMAR FOCUS: Entertainment
related vocabulary
Innovation


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils discuss the Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.1 picture on p.121 of the Student’s Book. p.121-123 After Activity C, fast finishers
Understand a Understand the Close-Up can be given the Vocabulary
variety of texts by main points in Lesson delivery Teacher’s Book, activities on p.124 of the
using a range of longer texts on an This lesson focuses on Activities A, B and C. See Teacher’s Book for p.100-101 Student’s Book. Alternatively,
appropriate increased range detailed guidance. Note that in Activity B pupils are asked to skim read the choose another appropriate
reading strategies of familiar topics texts. Activity C is preparation for the Exam Task in Activity D, which pupils extension activity that better
to construct complete in the next lesson. Pupils read the ‘Exam Close-up’ guidance as part suits pupils’ needs/interests and
meaning of Activity C. In Activity C it is important to activate pupils’ prior knowledge of that will help pupils develop
text types, particularly of short texts (e.g. email, text message, advert), before further the main and/or
Complementary Complementary pupils identify the five text types in the activity. For all activities ensure that complementary skill for this
lesson.
Skill Skill pupils have opportunities to discuss their answers with talk partner(s) before
checking answers as a class, in order to practise the complementary skill. Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils for the pre-
Communicate Explain own point Activities B and C focus on developing the main skill for this lesson. Activities lesson activity depending on
information, ideas, of view A, B and C provide an opportunity to practise the complementary skill. their needs, such as by
opinions and providing sentence starters and
feelings intelligibly Post-lesson model sentence constructions,
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or to help the pupil produce
expression that they have learned in relation to the lesson topic. When pupils sentences.
are ready, collect and share words/expressions as a whole class. Alternatively,
choose another appropriate post-lesson activity that better suits pupils’ For additional differentiation
strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.





117

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 93 (Reading 20) MAIN SKILL FOCUS: Reading THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Entertainment
TOPIC: That’s Entertainment
Innovation
related vocabulary


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabulary from the Book, p.123 the next activity in the
Reading 3.1 Reading 3.1.3 previous lesson. Alternatively, choose another appropriate pre- Close-Up Teacher’s sequence. After the ‘Ideas
Understand a Guess the meaning lesson activity that better suits pupils’ needs/interests and that will Book, p.101 Focus’ activity, fast finishers
variety of texts by of unfamiliar words review language and/or vocabulary and prepare the pupils for the can be given the Vocabulary
using a range of from clues provided lesson. activities on p.124 and/or p.
appropriate by other words and 128 of the Student’s Book.
reading strategies by context on an Lesson delivery Alternatively, choose another
to construct increased range of This lesson focuses on Activities D, E and ‘Ideas Focus’. See appropriate extension activity
meaning familiar topics Teacher’s Book for detailed guidance. Note that in Activity D pupils that better suits pupils’
should re-read the ‘Exam Close-up’ guidance (this was done as part needs/interests and that will
Complementary Complementary of Activity C in previous lesson). help pupils develop further
Skill Skill the main and/or
Activities D and E focus on developing the main skill for this lesson. complementary skill for this
Speaking 2.3 Speaking 2.3.1 The ‘Ideas Focus’ provides an opportunity to practise the lesson.
Use appropriate Keep interaction complementary skill. For additional differentiation
communication going in longer strategies, please refer to the
strategies exchanges by Post-lesson provided list of differentiation
asking a speaker to Ask pupils to identify with their talk partner(s) at least one new word strategies and select
slow down, speak or expression that they have learned in relation to the lesson topic. appropriate strategy
up or to repeat what When pupils are ready, collect and share words/expressions as a /strategies based on the
they have said whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.












118

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 94 (Language Awareness 10) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture


CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: That’s Entertainment
LANGUAGE/GRAMMAR FOCUS: Reported speech
Innovation


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review entertainment-related vocabulary from Close-Up Student’s Fast finishers can move on to
previous lesson. Alternatively, choose another appropriate pre- Book, p.125 the next activity in the
This is a This is a grammar- lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s sequence. After Grammar
grammar-focused focused lesson so review language and/or vocabulary and prepare the pupils for the Book, p.102 Activity D, fast finishers can
lesson so listening, speaking, lesson. be given other activities in the
listening, reading and writing textbook not covered in the
speaking, reading skills are not Lesson delivery Learning Outline (i.e.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s activities E-F).
are not explicitly Book for detailed guidance. Note that further support and See also p.129 in Student’s
covered. explanation of the grammar in this lesson is available on p.170-171 Book for further grammar
of the Student’s Book. activities that can be used as
extension tasks and/or
Post-lesson homework.
Ask pupils to write sentences that report on what other pupils have
said in this lesson. Ask pupils to show these to their talk partner(s), For additional differentiation
to practise saying the sentences and to receive peer feedback on strategies, please refer to the
them, before selecting pupils to read out their sentences to the provided list of differentiation
class. strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.















119

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 95 (Listening 19) MAIN SKILL FOCUS: Listening THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Entertainment
TOPIC: That’s Entertainment
related vocabulary
Innovation


CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Use pre-Listening lesson activity on p.103 in Teacher’s Book. Ask Student’s Book, so that a more proficient pupil can
Listening 1.1 Listening 1.1.4 pupils if they have ever acted in a play or been behind the scenes in p.126 help and support a less proficient
Understand Understand a theatre. Ask them what it was like. If they have not had these Close-Up pupil.
meaning in a independently experiences, ask them what they imagine it would be like. Teacher’s Book, Support can be given to less
variety of familiar longer sequences of p.103 proficient pupils during Activity B,
contexts classroom Lesson delivery depending on their needs. For
instructions This lesson focuses on Activities A, B and C. See Teacher’s Student’s Book example, by providing vocabulary
Book for detailed guidance. Note that in Activity B the word ‘props’ Audio CD to use during the speaking task, or
refers to any objects used on the stage by actors during a sentence starters and model
Complementary Complementary performance. In all activities pupils must be asked to listen to the sentence constructions to help the
Skill Skill activity instruction, in order to practise the main skill. Ask pupils to pupil produce sentences.
close their textbooks while giving instruction and check for pupils’
Speaking 2.1 Speaking 2.1.4 understanding of instructions before they open their books again. To support less confident pupils,
Communicate Explain own point of pause the listening track at
information, ideas, view Activities A, B and C focus on developing the main skill for this selected intervals to allow thinking
opinions and lesson. Activity B provides an opportunity to practise the time.
feelings intelligibly complementary skill. For additional differentiation
on familiar topics strategies, please refer to the
Post-lesson provided list of differentiation
Ask pupils to identify with their talk partner(s) at least one new word strategies and select appropriate
or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a strategy/ strategies based on the
whole class. needs of the pupils.












120

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 96 (Listening 20) MAIN SKILL FOCUS: Listening THEME: People and Culture


CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Entertainment
TOPIC: That’s Entertainment
related vocabulary
Innovation


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.126 grouping so that a more
Listening 1.1 Listening 1.1.2 previous lessons. Alternatively, choose another appropriate pre- Close-Up Teacher’s proficient pupil can help and
Understand Understand lesson activity that better suits pupils’ needs/interests and that will Book, p.103 support a less proficient pupil.
meaning in a independently review language and/or vocabulary and prepare the pupils for the To support less confident
variety of familiar specific information lesson. Student’s Book Audio pupils, pause the listening
contexts and details in longer CD track at selected intervals to
texts on an Lesson delivery allow thinking time.
increased range of This lesson focuses on Activities D, E and F. See Teacher’s
familiar topics Book for detailed guidance. Note that in Activity D pupils are asked For additional differentiation
to think of words that could fit in each gap in the Exam Task text, strategies, please refer to the
which is practice for the complementary skill. provided list of differentiation
Complementary Complementary strategies and select
Skill Skill Activities D, E and F focus on developing the main skill for this appropriate strategy/
lesson. Activity D also provides an opportunity to practise the strategies based on the
Reading 3.1 Reading 3.1.3 complementary skill. needs of the pupils.
Understand a Guess the meaning
variety of texts by of unfamiliar words Post-lesson
using a range of from clues provided Ask pupils to identify with their talk partner(s) at least one new word
appropriate by other words and or expression that they have learned in relation to the lesson topic.
reading strategies by context on an When pupils are ready, collect and share words/expressions as a
to construct increased range of whole class.
meaning familiar topics













121

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 97 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: That’s Entertainment
for describing people, places or things
Innovation


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from previous Book, p.127 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons and/or useful expressions for describing people, places or Close-Up Teacher’s proficient pupil can help and
Use appropriate Keep interaction things. Alternatively, choose another appropriate pre-lesson activity that Book, p.104 support a less proficient pupil.
communication going in longer better suits pupils’ needs/interests and that will review language and/or Support can be given to less
strategies exchanges by vocabulary and prepare the pupils for the lesson. proficient pupils depending on
asking a speaker to their needs, such as by
slow down, speak Lesson delivery providing vocabulary to use in
up or to repeat what This lesson focuses on Activities A, B and C. See Teacher’s Book a speaking task, or sentence
they have said for detailed guidance. Activate pupils’ prior knowledge of useful starters and model sentence
expressions for describing people, places or things. constructions to help the pupil
produce sentences.
Complementary Complementary Activities A, Band C focus on developing the main skill for this lesson.
Skill Skill Activity A also provides an opportunity to practise the complementary For additional differentiation
skill. strategies, please refer to the

Speaking 2.1 Speaking 2.1.5 Post-lesson provided list of differentiation
Communicate Express and Ask pupils to provide peer feedback on each other’s performance in the strategies and select
information, ideas, respond to common lesson (in pairs or small groups) using two stars and a wish: two things appropriate strategy/
opinions and feelings such as that were good (stars) and one area for improvement (wish). While strategies based on the
needs of the pupils.
feelings intelligibly happiness, monitoring the activity collect examples of the feedback to share
on familiar topics sadness, surprise, (anonymously) with the whole class.
and interest














122

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: That’s Entertainment
for describing people, places or things
Innovation


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.127 grouping so that a more
Speaking 2.1 Speaking 2.1.5 previous lessons and/or useful expressions for describing people, Close-Up Teacher’s proficient pupil can help and
Communicate Express and places or things. Alternatively, choose another appropriate pre- Book, p.104 support a less proficient pupil.
information, ideas, respond to common lesson activity that better suits pupils’ needs/interests and that will Support can be given to less
opinions and feelings such as review language and/or vocabulary and prepare the pupils for the proficient pupils depending on
feelings intelligibly happiness, lesson. their needs, such as by
on familiar topics sadness, surprise, providing vocabulary to use in
and interest Lesson delivery a speaking task, or sentence
This lesson focuses on Activity D and the ‘Ideas Focus’. The starters and model sentence
‘Ideas Focus’ focuses on developing the main skill for this lesson. constructions to help the pupil
Complementary Complementary Both Activity D and ‘Ideas Focus’ provide an opportunity to practise produce sentences.
Skill Skill the complementary skill.
For additional differentiation
Speaking 2.3 Speaking 2.3.1 Post-lesson strategies, please refer to the
Use appropriate Keep interaction Review pupils’ learning in this lesson with Tell me three things… provided list of differentiation
communication going in longer • You have learnt today strategies and select
strategies exchanges by • You have done well appropriate strategy/
asking a speaker to • Your talk partner has done well strategies based on the
slow down, speak needs of the pupils.
up or to repeat what
they have said















123

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 99 (Writing 19) MAIN SKILL FOCUS: Writing THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Entertainment
TOPIC: That’s Entertainment
Innovation
related vocabulary/phrases for ordering ideas


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use pre-Writing lesson activity on p.106 in Teacher’s Book. Read Book, p.130 the next activity in the
Writing 4.1 Writing 4.1.2 the ‘Learning Focus’ information. Ask pupils to complete a sentence Close-Up Teacher’s sequence. After Activity C,
Communicate Explain simple using the phrases for ordering ideas. See Teacher’s Book for Book, p.106-107 fast finishers can be given
intelligibly through processes detailed guidance. activities from the Vocabulary
print and digital and Grammar activities on p.
media on familiar Lesson delivery 128-129 of the Student’s
topics This lesson focuses on Activities A, B and C. See Teacher’s Book. Alternatively, choose
Book for detailed guidance. As a follow-up activity to Activity A, and another appropriate extension
Complementary Complementary to practise further the main skill for this lesson, ask pupils to write an activity that better suits pupils’
Skill Skill explanation of a simple process (e.g. how to make a cup of tea or needs/interests and that will
change a bicycle tire) using phrases for ordering ideas. help pupils develop further
Reading 3.1 Reading 3.1.1 the main and/or
Understand a Understand the The text type in this lesson is instruction and a letter. complementary skill for this
variety of texts by main points in Activity A and the follow-up activity focus on developing the main lesson.
using a range of longer texts on an skill for this lesson. Activity C and ‘Learning Focus’ provide an For additional differentiation
appropriate increased range of opportunity to practise the complementary skill. Activity B prepares strategies, please refer to the
reading strategies familiar topics the pupils to do Activity C in preparation for the writing task in the provided list of differentiation
to construct next writing lesson. strategies and select
meaning Post-lesson appropriate strategy/
Ask pupils to identify with their talk partner(s) at least one new word strategies based on the
or expression that they have learned in relation to the topic of the needs of the pupils.
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.









124

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)

WEEK: __ LESSON 100 (Writing 20) MAIN SKILL FOCUS: Writing THEME: People and Culture

LANGUAGE/GRAMMAR FOCUS: Entertainment
CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: That’s Entertainment
Innovation
related vocabulary/phrases for ordering ideas


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Fast finishers can move on to
Main Skill Main Skill Pre-lesson Close-Up Student’s the next activity in the
Play a game to review entertainment-related vocabulary from Book, p.131 sequence. After Activity G,
Writing 4.1 Writing 4.1.5 previous lessons and/or phrases for ordering ideas. Alternatively, Close-Up Teacher’s fast finishers can be given
Communicate Organise, choose another appropriate pre-lesson activity that better suits Book, p.107 activities from the Vocabulary
intelligibly through sequence and pupils’ needs/interests and that will review language and/or and Grammar activities on p.
print and digital develop ideas vocabulary and prepare the pupils for the lesson. 128-129 of the Student’s
media on familiar within short texts Book. Alternatively, choose
topics Lesson delivery another appropriate extension
on familiar topics This lesson focuses on Activities D, E, F and G. See Teacher’s activity that better suits pupils’
Book for detailed guidance. Note that in Activity G pupils should be needs/interests and that will
given time to plan their letter or story in the lesson. The writing task help pupils develop further
Complementary can then be set as homework if necessary. There is additional the main and/or
Complementary support for the writing task in the Student’s Book: for writing letters complementary skill for this
Skill Skill on p.177; for writing stories on p.179. lesson.
Writing 4.2.3 Activities D-G focus on developing the main and complementary Support can be given to less
Writing 4.2 Produce a plan or skills for this lesson. proficient pupils depending on
Communicate draft of two their needs, such as by
with appropriate paragraphs or more Post-lesson providing a writing frame to
language, form and modify this Ask pupils to review their learning by telling a story about their use in Activity G (e.g.
and style appropriately learning in this lesson. Pupils need to re-use the phrases for sentence starters and/or
independently ordering ideas that they learnt in this lesson and the previous model sentence
constructions).
lesson. Allow pupils to practise telling their story to a talk partner
before selecting pupils to tell their story to the class. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.





125

Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON


WEEK: __ LESSON 101 (Literature in Action 10) MAIN SKILL FOCUS: Literature in Action THEME: n/a
TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Literature Component books. please refer to the provided
Literature in Literature in Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action Action Action content and learning standard specified for this lesson. and select appropriate
5.3 5.3.1 strategy/strategies based on
the needs of the pupils.
Express an Respond Focus on blogs and webpages.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages

Other imaginative
responses as
appropriate




















126

Secondary Form 3 Scheme of Work
UNIT 11
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 102 (Reading 21) MAIN SKILL FOCUS: Reading THEME: People and Culture

LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and
Citizenship
education


CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils write down in Student’s the next activity in the sequence.
Reading 3.2 Reading 3.2.1 one minute as many words and phrases they know related to education. They Book, p.135- After the ‘Ideas Focus’
Explore and Read, enjoy and then look at the picture on p.135 of the Student’s Book and describe what they 137 discussion, fast finishers can be
expand ideas for give a personal think the boy in the picture is feeling. Close-Up given the Vocabulary activities
personal response to Teacher’s on p.138 of the Student’s Book.
development by fiction / non- Lesson delivery Book, p.111- Alternatively, choose another
reading fiction and other This lesson focuses on Activities A, B, C and ‘Ideas Focus’. See Teacher’s 112 appropriate extension activity
independently and suitable print Book for detailed guidance. Note that in Activity C pupils are asked to scan the that better suits pupils’
widely and digital texts texts, this is to address ‘reading’ in 3.2.1. Pupils’ answer which courses are needs/interests and that will help
of interest creative and non-creative. After Activity C, ask pupils to discuss in small groups pupils develop further the main
the first question in the ‘Ideas Focus’ activity (‘Are you interested in any of the and/or complementary skill for
this lesson.
activities mentioned in the texts? Which ones?’).Encourage pupils to give a
Complementary Complementary personal response in the discussion in order to practise the main skill for the Support can be given to less
Skill Skill lesson. proficient pupils during the
speaking elements of activities,
Speaking 2.1 Speaking 2.1.4 Activity C and ‘Ideas Focus’ discussion activity focuses on developing the main depending on their needs, such
Communicate Explain own skill for this lesson. Activities A and B provide opportunities to practise the as by providing vocabulary to
information, ideas, point of view complementary skill. use or sentence starters and
opinions and model sentence constructions to
feelings intelligibly Post-lesson help the pupil produce
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or sentences.
expression that they have learned in relation to the lesson topic. When pupils
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.




127

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 103 (Reading 22) MAIN SKILL FOCUS: Reading THEME: People and Culture

LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
CROSS-CURRICULAR ELEMENT: Patriotism and
TOPIC: Lessons to Learn
Citizenship
education


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Fast finishers can move on to
Main Skill Main Skill Pre-lesson Close-Up the next activity in the sequence.
Play a game to review education-related vocabulary from the previous Student’s Book, After the ‘Ideas Focus’
Reading 3.1 Reading 3.1.6 lesson. Alternatively, choose another appropriate pre-lesson activity that p.136-137 discussion, fast finishers can be
Understand a Recognise with better suits pupils’ needs/interests and that will review language and/or Close-Up given the Vocabulary activities
variety of texts by support typical vocabulary and prepare the pupils for the lesson. Teacher’s Book, on p.138 and/or p.142 of the
using a range of features at word, p.111-112 Student’s Book. Alternatively,
appropriate sentence and text Lesson delivery choose another appropriate
reading strategies levels of a range of This lesson focuses on Activities D, E, F and ‘Ideas Focus’. See extension activity that better
to construct genres Teacher’s Book for detailed guidance. Note that Activity E requires the suits pupils’ needs/interests and
meaning following additional phase: explain to the pupils what the term ‘persuasion’ that will help pupils develop
means; ask pupils to look for word and sentence level features in the further the main and/or
Complementary Complementary adverts that help persuade the reader (such as rhetorical questions that the complementary skill for this
Skill Skill advert answers and attention-grabbing adjectives); ask pupils to explain lesson.
how these features persuade the reader. For the ‘Ideas Focus’ discussion, Support can be given to less
Speaking 2.1 Speaking 2.1.4 pupils discuss the second and third question (the first question is covered proficient pupils during the
Communicate Explain own point of in the previous lesson). ‘Ideas Focus’ discussions,
information, ideas, view depending on their needs, such
opinions and Activity E (with the added phase) focuses on developing the main skill for as by providing vocabulary to
feelings intelligibly this lesson. The ‘Ideas Focus’ provides an opportunity to practise the use or sentence starters and
on familiar topics complementary skill. model sentence constructions to
help the pupil produce
Post-lesson sentences.
Ask pupils to identify with their talk partner(s) at least one new word or
expression that they have learned in relation to the lesson topic. When For additional differentiation
pupils are ready, collect and share words/expressions as a whole class. strategies, please refer to the
Alternatively, choose another appropriate post-lesson activity that better provided list of differentiation
suits pupils’ needs/interests and that will review learning in the lesson. strategies and select appropriate
strategy/strategies based on the
needs of the pupils.






128

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 104 (Language Awareness 11) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture

CROSS-CURRICULAR ELEMENT:
TOPIC: Lessons to Learn
LANGUAGE/GRAMMAR FOCUS: Gerunds and
infinitives


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Use the pre-Grammar lesson activity on p.116 in Teacher’s Book. Close-Up Student’s Fast finishers can move on to
Pose the questions to pupils and collect responses. Explain that the Book, p.143 the next activity in the
This is a This is a vocabulary questions use gerunds and infinitives and explain what these are. Close-Up Teacher’s sequence. After Grammar
vocabulary and and grammar Book, p.116 Activity F, fast finishers can
grammar focused focused lesson so Lesson delivery be given other activities in the
lesson so listening, speaking, This lesson focuses on Activities A, B, C, D, E and F. See textbook not covered in the
listening, reading and writing Teacher’s Book for detailed guidance. Learning Outline (i.e.
speaking, reading skills are not activities G-K).
and writing skills explicitly covered. Post-lesson For additional differentiation
are not explicitly Ask pupils to write questions that use gerunds and infinitives. Allow strategies, please refer to the
covered. pupils to practise asking and answering questions with a talk partner provided list of differentiation
before selecting pupils to ask questions to the class. strategies and select
Complementary Complementary appropriate
Skill Skill strategy/strategies based on
the needs of the pupils
This is a This is a vocabulary
vocabulary and and grammar
grammar focused focused lesson so
lesson so listening, speaking,
listening, reading and writing
speaking, reading skills are not
and writing skills explicitly covered.
are not explicitly
covered.










129

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 105 (Listening 21) MAIN SKILL FOCUS: Listening THEME: People and Culture

TOPIC: Lessons to Learn
CROSS-CURRICULAR ELEMENT: Patriotism and
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
education
Citizenship


CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping so
Use the pre-Listening lesson activity on p.114 in Teacher’s Book. Student’s that a more proficient pupil can help
Listening 1.1 Listening 1.1.6 Pupils discuss the picture in the bottom half of p.140 of the Book, p.140- and support a less proficient pupil.
Understand Understand Student’s Book. 141 You can pause the track at selected
meaning in a independently Close-Up intervals to allow pupils to think and
variety of familiar longer simple Lesson delivery Teacher’s complete an activity.
contexts narratives on a This lesson focuses Activities A, B, C and D. See Teacher’s Book, p.114
range of familiar Book for detailed guidance. For additional differentiation strategies,
topics Student’s Book please refer to the provided list of
For Activity B, pupils close their books and listen to the teacher’s Audio CD differentiation strategies and select
Complementary Complementary explanation of the content of Exam Close-up. The teacher’s appropriate strategy/strategies based
Skill Skill explanation should be clear. Respond to all pupils’ questions on the needs of the pupils.
before they return to the task. Then pupils can open their books
Listening 1.1 Listening 1.1.4 and underline the key words in the Exam Task.
Understand Understand
meaning in a independently Note that in Activity C pupils are asked to work with a partner and
variety of familiar longer sequences compare the words they underlined in Activity B.
contexts of classroom
instructions Activities C and D focus on developing the main skill for this
lesson. Activity B provides an opportunity to practise the
complementary skill.

Post-lesson
Ask pupils to identify with their talk partner(s) at least one new
word or expression that they have learned in relation to the lesson
topic. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.





130

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK OR NON-TEXTBOOK BASED LESSON


WEEK: __ LESSON 106 (Revision 3 - Listening) MAIN SKILL FOCUS: Listening THEME: Teacher to select

TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided list of
This is a listening This is a listening Prepare materials to practise listening skills that need further differentiation strategies and select
review lesson so review lesson so consolidation and/or use listening activities from previous units that appropriate strategy/ strategies
based on the needs of the pupils.
teacher to choose teacher to choose pupils would benefit from practising again.
from the listening from the listening
learning learning standards
standards


































131

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)

WEEK: __ LESSON 107 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: People and Culture

CROSS-CURRICULAR ELEMENT: Patriotism and
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: Lessons to Learn
for discussions
Citizenship


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review education-related vocabulary from previous Book, p.141 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons and/or useful expressions for discussions. Alternatively, Close-Up Teacher’s proficient pupil can help and
Communicate Explain own point of choose another appropriate pre-lesson activity that better suits Book, p.114-115 support a less proficient pupil.
information, ideas, view pupils’ needs/interests and that will review language and/or Support can be given to less
opinions and vocabulary and prepare the pupils for the lesson. proficient pupils during the
feelings intelligibly speaking tasks, depending on
on familiar topics Lesson delivery their needs.
This lesson focuses on Activities A, B, C and D. See Teacher’s
Complementary Complementary Book for detailed guidance. Note that time will need to be closely For additional differentiation
Skill Skill monitored for Activities A, B and C in order to have sufficient time for strategies, please refer to the
Activity D. provided list of differentiation
Reading 3.1 Reading 3.1.3 strategies and select
Understand a Guess the meaning Activities A, C and D focus on developing the main skill for this appropriate strategy/
variety of texts by of unfamiliar words lesson. Activity B provides an opportunity to practise the strategies based on the
using a range of from clues provided complementary skill. needs of the pupils.
appropriate by other words and
reading strategies by context on an Post-lesson
to construct increased range of Ask pupils to review their learning in this lesson by describing what
meaning familiar topics they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.














132

Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON


WEEK: __ LESSON 108 (Writing 21) MAIN SKILL FOCUS: Writing THEME: Teacher to select

TOPIC: Teacher to select
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the main Teachers to select their For differentiation strategies,
and complementary learning standards in this lesson. The writing own materials please refer to the provided
Writing 4.2 Writing 4.2.3 lessons content in the textbook (p144-145) focuses on report writing list of differentiation strategies
Communicate Produce a plan or which is not part of Form 3 learning. and select appropriate
with appropriate draft of two strategy/strategies based on
the needs of the pupils.
language, form paragraphs or more
and style and modify this
appropriately
independently

Complementary Complementary
Skill Skill

Writing 4.1 Writing 4.1.5
Communicate Organise, sequence
intelligibly through and develop ideas
print and digital within short texts on
media on familiar familiar topics
topics


















133

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)


WEEK: __ LESSON 109 (Revision 4) MAIN SKILL FOCUS: Revision THEME: N/A
TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision Relevant revision materials from the Student’s Book include: Review list of differentiation strategies
lesson so several lesson so several 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). and select appropriate
skills will be skills will be strategy/strategies based on
the needs of the pupils.
covered. covered.





































134

Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON


WEEK: __ LESSON 110 (Revision 5) MAIN SKILL FOCUS: Revision THEME: N/A
TOPIC: N/A
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
This is a revision This is a revision Relevant revision materials from the Student’s Book include: Review list of differentiation strategies
lesson so several lesson so several 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). and select appropriate
skills will be skills will be strategy/strategies based on
the needs of the pupils.
covered. covered.


































135

Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: __ LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Listening, Speaking, Reading THEME: Teacher to select
and Writing
& 2)
CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
TOPIC: Teacher to select


CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Teachers to select Teachers to select Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
an appropriate an appropriate main topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies
complementary complementary skill and select appropriate
skill based on the based on the needs strategy/strategies based on
the needs of the pupils.
needs and and interest of the
interest of the pupils,
pupils,
































136



Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/