Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 25 (Listening 6) MAIN SKILL FOCUS: Listening THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Environment related
CROSS-CURRICULAR ELEMENT: Environmental
TOPIC: The Wonders of Nature
vocabulary
Sustainability
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review environment related vocabulary from Close-Up Organise talk partners or grouping
previous lessons and/or what pupils have learned about Great White Student’s Book, so that a more proficient pupil can
Listening 1.3 Listening 1.3.1 Sharks. Alternatively, choose another appropriate pre-lesson activity p.36 help and support a less proficient
Recognise Recognise with that better suits pupils’ needs/interests and that will review language Close-Up pupil.
features of support typical and/or vocabulary and prepare the pupils for the lesson. Teacher’s Book, You can pause the track at
spoken genres on features at word, p.34 selected intervals to allow pupils to
familiar topics sentence and text Lesson delivery think and complete a gap in Activity
levels of a small This lesson focuses on Activities C, D and E. See Teacher’s Student’s Book D. Alternatively, read and pause at
number of spoken Book for detailed guidance. To address the main skill with Activity C, Audio CD specific intervals from the audio
genres ensure that pupils are given additional guidance, if necessary, about script in the Teacher’s Book if it
word level features of the language of science. As a follow-on helps less proficient pupils to listen
discussion activity, pose the following question to the class: Do you to your voice rather than that of a
Complementary Complementary think it’s important to protect sharks from extinction? Why? / Why native speaker. Play the track from
Skill Skill not? Ask pupils to discuss in groups. Monitor discussions and the CD when pupils feel more
provide support for any problems with form or pronunciation. confident.
Speaking 2.1 Speaking 2.1.4 Provide comments and feedback to the whole class on points that
Communicate Explain own point of came up in the discussions. Explain how this topic can be linked Support can be given to less
information, ideas, view with the cross curricular element (environmental sustainability). proficient pupils during the post-
opinions and lesson activity, depending on their
feelings intelligibly Activities C and D focus on developing the main skill for this lesson. needs. For example, by providing
on familiar topics The follow-on discussion activity provides an opportunity for vocabulary to use in a speaking
developing the complementary skill. task, or sentence starters and
model sentence constructions to
Post-lesson help the pupil produce sentences.
Choose a post-lesson activity based on your pupils’ ability and
interests. 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.
51
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 26 (Speaking 5) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Environmental
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: The Wonders of Nature
for explaining processes
Sustainability
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-speaking lesson Close-Up Student’s Organise talk partners or
activity on p.34 of the Teacher’s Book. Pupils look at the image in Book, p.37 grouping so that a more
Speaking 2.1 Speaking 2.1.2 the top right-hand corner of p.37 of the Student’s Book and predict Close-Up Teacher’s proficient pupil can help and
Communicate Ask about and what the lesson is going to be about. Pupils then write down Book, p.34-35 support a less proficient pupil.
information, ideas, explain simple examples of environmental problems and consequences, which are Support can be given to less
opinions and processes then shared as a class. Student’s Book Audio proficient pupils during the
feelings intelligibly CD Activity A speaking task,
on familiar topics Lesson delivery depending on their needs.
This lesson focuses on Activities A and B. See Teacher’s Book
Complementary Complementary for detailed guidance. Note that the pre-lesson activity helps to For additional differentiation
Skill Skill prepare pupils for Activity A. To address the main skill with Activity strategies, please refer to the
A, ensure that pupils are given support for explaining processes provided list of differentiation
Listening 1.1 Listening 1.1.4 (e.g. processes of environmental damage) such as useful strategies and select
Understand Understand words/expressions for describing cause and effect. In Activity B appropriate strategy/
meaning in a independently pupils are asked to listen to the ‘Exam Task’ instruction (see strategies based on the
variety of familiar longer sequences of Student’s Book Audio CD). needs of the pupils.
contexts classroom Activity A focuses on developing the main skill for this lesson.
instructions
Activity B focuses on 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 topic. When
pupils are ready, collect and share words/expressions as a whole
class. Draw attention to words/expressions for explaining processes.
52
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 27 (Speaking 6) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Environmental
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: The Wonders of Nature
for discussions
Sustainability
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 useful expressions for discussions. Alternatively, Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.4 choose another appropriate pre-lesson activity that better suits pupils’ p.37 proficient pupil can help and
Communicate Explain own point of needs/interests and that will review language and/or vocabulary and Close-Up support a less proficient pupil.
information, ideas, view prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
opinions and p.35 proficient pupils during the
feelings intelligibly Lesson delivery speaking tasks, depending on
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book for their needs.
detailed guidance. Note that in Activity C pupils are asked to match words
Complementary Complementary (i.e. make a relevant phrase). They then look for these words from this For additional differentiation
Skill Skill activity in the ‘Exam Task’ (the pictures and captions about ways to strategies, please refer to the
protect the environment). Note that not all of the words from Activity C provided list of differentiation
Reading 3.1 Reading 3.1.3 can be found in the Exam Task written captions, in which case pupils strategies and select
Understand a Guess the meaning need to look for a match with a picture. appropriate strategy/
variety of texts by of unfamiliar words strategies based on the
using a range of from clues provided Activities C and D focus on developing the main skill. Activity C also needs of the pupils.
appropriate by other words and focuses on the complementary skill.
reading strategies by context on an
to construct increased range of Post-lesson
meaning familiar topic Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. 37
of the Student’s Book. Monitor discussions and provide support for any
problems with form or pronunciation. Provide comments and feedback to
the whole class on their use of expressions in the discussions.
53
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 28 (Writing 5) MAIN SKILL FOCUS: Writing THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Useful expressions
TOPIC: The Wonders of Nature
CROSS-CURRICULAR ELEMENT: Environmental
Sustainability
for an informal email
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-writing lesson Close-Up Student’s Fast finishers can move on to
activity on p.37 of the Teacher’s Book. Pupils discuss the three Book, p.40-41 the next activity in the
Writing 4.2 Writing 4.2.4 pictures on p. 40-41 of the Student’s Book. See Teacher’s Book for Close-Up Teacher’s sequence. After Activity C,
Communicate Begin to use formal detailed guidance. Book, p.37-38 fast finishers can be given
with appropriate and informal extension activities from the
language, form registers Lesson delivery Vocabulary and Grammar
and style appropriate to the This lesson focuses on Learning Focus on Activities A, B and activities on p. 38-39 of the
target audience in C. See Teacher’s Book for detailed guidance. Note that in Activity B Student’s Book. Alternatively,
familiar situations pupils are asked to scan the text for main points in the text. choose another appropriate
extension activity that better
The reading text type in this lesson is instruction (Learning Focus) suits pupils’ needs/interests
Complementary Complementary and an email (Activity A). The reading skill (i.e. understand specific and that will help pupils
Skill Skill details) is meant to support writing. develop further the main
and/or complementary skill
for this lesson.
Reading 3.1 Reading 3.1.2 Activity B focuses on developing the main skill. Learning Focus and
Understand a Understand specific Activity A focus on the complementary skill. For additional differentiation
variety of texts by details and strategies, please refer to the
using a range of information in Post-lesson provided list of differentiation
appropriate longer texts on an Ask pupils to review their learning in this lesson by getting them to strategies and select
reading strategies increased range of identify with their talk partner(s) as many different useful appropriate strategy/
to construct familiar topics expressions for an informal email that they can think of. Ensure that strategies based on the
meaning they have closed their textbooks. When pupils are ready, collect and needs of the pupils.
share words/expressions as a whole class.
54
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 29 (Writing 6) MAIN SKILL FOCUS: Writing THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Useful expressions
CROSS-CURRICULAR ELEMENT: Environmental
TOPIC: The Wonders of Nature
Sustainability
for an informal email
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Fast finishers can move on to the
Main Skill Main Skill Pre-lesson Close-Up Student’s next activity in the sequence.
Play a game to review useful expressions for an informal email. Book, p.41 After Activity F, fast finishers can
Writing 4.2 Writing 4.2.3 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s be given extension activities from
Communicate Produce a plan or better suits pupils’ needs/interests and that will review language Book, p.38 the Vocabulary and Grammar
with appropriate draft of two and/or vocabulary and prepare the pupils for the lesson. activities on p. 38-39 of the
language, form paragraphs or more Student’s Book. Alternatively,
and style and modify this Lesson delivery choose another appropriate
appropriately This lesson focuses on Activities D, E and F. See Teacher’s extension activity that better suits
independently Book for detailed guidance. Note that Activity D refers to the pupils’ needs/interests and that
example email on p. 40 of the Student’s Book. Also, note that in will help pupils develop further
Activity E the pupils need to read the ‘Exam Close-up’ box, which the main and/or complementary
Complementary Complementary helps them with the main skill for this lesson. skill for this lesson.
Skill Skill
Ask pupils to pay attention to punctuation when they write their Support can be given to less
Writing 4.2 Writing 4.2.1 email. proficient pupils for the planning
Communicate Punctuate written work in this lesson, such as a
with appropriate work with moderate Pupils can either check each other’s emails or the teacher can mind map or a writing frame,
language, form accuracy collect their work and give feedback. depending on their needs.
and style
Activities D, E and F focus on developing the main skill for this For additional differentiation
lesson. Activity F also focuses on the complementary skill. 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 the
needs of the pupils.
exit card: ‘what went well in your learning?’ and ‘your learning would
have been even better if…’ Collect the cards and use them for
planning the writing lessons in lesson cycle 4.
55
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSON 30 (Literature in Action 3) MAIN SKILL FOCUS: Literature in Action THEME: n/a
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
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 Action Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action 5.1.2 Action content and learning standard specified for this lesson. and select appropriate
5.1 Explain briefly the strategy/strategies based on
the needs of the pupils.
Engage with, development of plot, Focus on characters.
respond to and characters and
interpret a variety themes in a text
of literary text
types
56
Secondary Form 3 Scheme of Work
UNIT 4
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 31 (Reading 7) MAIN SKILL FOCUS: Reading THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Values
TOPIC: Special Relationships
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Main Skill Main Skill Pre-lesson Close-Up Since there are several opportunities
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils Student’s Book, for pupils to interact in this lesson,
Reading 3.1 Reading 3.1.1 discuss in small groups any special relationships that they have. p.43-45 organise talk partners or grouping so
Understand a Understand the Pupils then look at the picture on p. 43 of the Student’s Book and Close-Up that a more proficient pupil can help
variety of texts by main points in discuss their reaction to it. Teacher’s Book, and support a less proficient pupil.
using a range of longer texts on an p.40 Support can be given to less
appropriate increased range of Lesson delivery proficient pupils during the speaking
reading strategies familiar topics This lesson focuses on Activities A, B and C. See Teacher’s activities, depending on their needs.
to construct Book for detailed guidance. Note that in Activity C pupils are
meaning asked to skim through the text to find the answer to the question. Fast finishers can move on to the
next activity in the sequence. After
Complementary Complementary Activity C focuses on developing the main skill for this lesson. Activity C, fast finishers can be given
Skill Skill Activities A, B and C provide opportunities to practise the the Vocabulary activities on p.46 of
complementary skill. the Student’s Book. Alternatively,
Speaking 2.1 Speaking 2.1.4 choose another appropriate
Communicate Explain own point of Post-lesson extension activity that better suits
information, ideas, view Ask pupils to review their learning by giving a one-minute verbal pupils’ needs/interests and that will
opinions and summary of the lesson. Allow pupils to discuss their ideas with help pupils develop further the main
feelings intelligibly their talk partner(s) and then to choose pupils to share their and/or complementary skill for this
on familiar topics summaries with the class. lesson.
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.
57
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 32 (Reading 8) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Special Relationships
CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review vocabulary from the previous lesson. Include Close-Up Student’s Fast finishers can move on to
the words in the ‘Word Focus’ box on p. 44 of the Student’s Book. Book, p.44-45 the next activity in the
Reading 3.1 Reading 3.1.2 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s sequence. After Activity E,
Understand a Understand specific better suits pupils’ needs/interests and that will review language Book, p.40-41 fast finishers can be given the
variety of texts by details and and/or vocabulary and prepare the pupils for the lesson. Vocabulary activities on p.46
using a range of information in and/or p. 50 of the Student’s
appropriate longer texts on an Lesson delivery Book. Alternatively, choose
reading strategies increased range of This lesson focuses on Activities D and E. See Teacher’s Book for another appropriate extension
to construct familiar topics detailed guidance. Note that in Activity D the pupils need to read the activity that better suits pupils’
meaning ‘Exam Close-up’ box, which helps them with the main skill for this needs/interests and that will
lesson. Also note that in Activity D pupils do the task individually but help pupils develop further
answers should then be discussed in small groups before checking the main and/or
Complementary Complementary answers as a class. complementary skill for this
lesson.
Skill Skill
Activity D focuses on developing the main skill. . Activity E focuses on For additional differentiation
Reading 3.1 Reading 3.1.3 the complementary skill. strategies, please refer to the
Understand a Guess the meaning provided list of differentiation
variety of texts by of unfamiliar words Post-lesson strategies and select
using a range of from clues provided Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on appropriate strategy
appropriate by other words and p.45 of the Student’s Book. Monitor discussions and provide support /strategies based on the
reading strategies by context on an for any problems with form or pronunciation. Provide comments and needs of the pupils.
to construct increased range of feedback to the whole class on their use of vocabulary related to the
meaning familiar topics topic of relationships.
58
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 33 (Language Awareness 4) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Values
TOPIC: Special Relationships
LANGUAGE/GRAMMAR FOCUS: Relative clauses
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson Close-Up Student’s Fast finishers can move on to
activity on p.42 of the Teacher’s Book. Pupils are asked questions Book, p.47 the next activity in the
This is a This is a grammar- that contain relative clauses. Close-Up Teacher’s sequence. After Grammar
grammar-focused focused lesson so Book, p.42 Activity C, 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. Learning Outline (i.e.
and writing skills explicitly covered. activities E-G).
are not explicitly Post-lesson See also p.50-51 in Student’s
covered. Review pupils’ learning in this lesson with Tell me three things… Book for further vocabulary
• You have learnt today and grammar activities that
• You have done well can be used as extension
• Your talk partner has done well
tasks and/or homework.
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.
59
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 34 (Listening 7) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Special Relationships
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
CROSS-CURRICULAR ELEMENT: Values
the topic of relationships
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Play a game to review vocabulary and/or grammar from previous Student’s Book, so that a more proficient pupil can
Listening 1.1 Listening 1.1.3 lessons. Alternatively, choose another appropriate pre-lesson activity p.48 help and support a less proficient
Understand Recognise with little that better suits pupils’ needs/interests and that will review language pupil.
meaning in a or no support and/or vocabulary and prepare the pupils for the lesson. Close-Up Support can be given to less
variety of familiar attitudes or opinions Teacher’s Book, proficient pupils during Activity A,
contexts in longer texts on an Lesson delivery p.44 depending on their needs. For
increased range of This lesson focuses on Activities A and B. See Teacher’s Book for Student’s Book example, by providing vocabulary
familiar topics detailed guidance. Note that in Activity A pupils are asked to work with Audio CD to use during the speaking task, or
partners taking it in turns to describe the pictures on p.48 of the sentence starters and model
Student’s Book. This activity addresses the complementary skill and sentence constructions to help the
Complementary Complementary works best if the pupil who is listening shuts their textbook so they pupil produce sentences.
Skill Skill cannot see the picture described to them. The pupil who is listening
must be encouraged to keep interaction going by asking their partner To support less confident pupils,
Speaking 2.3 Speaking 2.3.1 to repeat or clarify what they have said. pause the listening track at
Use appropriate Keep interaction selected intervals to allow thinking
communication going in longer Activity B focuses on developing the main skill. Activity A focuses on time. Alternatively, read and pause
strategies exchanges by the complementary skill. at specific intervals from the audio
asking a speaker to script in the Teacher’s Book if it
slow down, speak Post-lesson helps less proficient pupils to listen
up or to repeat what Ask pupils to identify with their talk partner(s) at least one new word or to your voice rather than that of a
they have said expression that they have learned in relation to the lesson topic. native speaker. Play the track from
When pupils are ready, collect and share words/expressions as a the CD when pupils feel more
whole class. confident.
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.
60
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 35 (Listening 8) MAIN SKILL FOCUS: Listening THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
CROSS-CURRICULAR ELEMENT: Values
TOPIC: Special Relationships
the topic of relationships
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 vocabulary and/or grammar from previous Book, p.48 grouping so that a more
Listening 1.2 Listening 1.2.1 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Use appropriate Guess the meaning activity that better suits pupils’ needs/interests and that will review Book, p.45 support a less proficient pupil.
listening of unfamiliar words language and/or vocabulary and prepare the pupils for the lesson. To support less confident
strategies in a from clues provided Student’s Book Audio pupils, pause the listening
variety of contexts by other words and Lesson delivery CD track at selected intervals to
by context on an This lesson focuses on Activities C, D and E. See Teacher’s allow thinking time.
increased range of Book for detailed guidance. Note that in Activity C the pupils need to Alternatively, read and pause
familiar topics read the ‘Exam Close-up’ box, which helps them with the main skill at specific intervals from the
for this lesson. The listening text does not match the exam task audio script in the Teacher’s
word for word, so pupils should try to listen for similar words. Extend Book if it helps less proficient
Complementary Complementary Activity E to include asking pupils to summarise what they have pupils to listen to your voice
Skill Skill heard using their own words. rather than that of a native
speaker. Play the track from
Speaking 2.1 Speaking 2.1.1 Activities C, D and E focus on developing the main skill for this the CD when pupils feel more
Communicate Paraphrase short lesson. Extension to Activity E provides an opportunity to practise confident.
information, ideas, simple texts the complementary skill.
opinions and For additional differentiation
feelings intelligibly Post-lesson strategies, please refer to the
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
or expression that they have learned in relation to the lesson topic. strategies and select
When pupils are ready, collect and share words/expressions as a appropriate strategy/
whole class. strategies based on the
needs of the pupils.
61
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 36 (Speaking 7) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Special Relationships
CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Close-Up Student’s Organise talk partners or
Pre-lesson Book, p.49 grouping so that a more
Speaking 2.1 Speaking 2.1.4 Play a game to review vocabulary and/or grammar from previous Close-Up Teacher’s proficient pupil can help and
Communicate Explain own point of lessons. Alternatively, choose another appropriate pre-lesson Book, p.44 support a less proficient pupil.
information, ideas, view activity that better suits pupils’ needs/interests and that will review Support can be given to less
opinions and language and/or vocabulary and prepare the pupils for the lesson. Student’s Book Audio proficient pupils during the
feelings intelligibly CD post-lesson activity,
on familiar topics Lesson delivery depending on their needs.
This lesson focuses on Activities A and B. See Teacher’s Book
Complementary Complementary for detailed guidance. Note that in Activity B pupils are asked to For additional differentiation
Skill Skill identify if a sentence gives advice, an order or makes suggestions. strategies, please refer to the
Pupils therefore need to recognise the speaker’s attitude. provided list of differentiation
Listening 1.1 Listening 1.1.3 strategies and select
Understand Recognise with little Activity A focuses on developing the main skill for this lesson. appropriate strategy/
meaning in a or no support Activity B focuses on the complementary skill. strategies based on the
variety of familiar attitudes or opinions needs of the pupils.
contexts in longer texts on an Post-lesson
increased range of Ask pupils to write down different sentences that give advice, orders
familiar topics or suggestions. Allow pupils to share their sentences with talk
partner(s) before collecting examples as a class.
62
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 37 (Speaking 8) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Useful expressions
CROSS-CURRICULAR ELEMENT: Values
TOPIC: Special Relationships
for giving advice
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 useful expressions for giving advice. Book, p.49 grouping so that a more
Speaking 2.1 Speaking 2.1.3 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 Book, p.44-45 support a less proficient pupil.
information, ideas, plans and ambitions and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
opinions and proficient pupils depending on
feelings intelligibly Lesson delivery their needs, such as by
on familiar topics This lesson focuses on Activity C and the ‘Ideas Focus’. See providing vocabulary to use in
Teacher’s Book for detailed guidance. Note that in Activity C pupils a speaking task, or sentence
Complementary Complementary need to use phrases in the ‘Useful Expressions’ box on p.49 as starters and model sentence
Skill Skill these phrases are used to give advice about a future plan (whether constructions to help the pupil
or not to go to a party the night before an exam) and this practises produce sentences.
Listening 1.1 Listening 1.1.4 the main skill for this lesson. In Activity C pupils are also asked to
Understand Understand listen to the teacher reading out the ‘Exam Close-up’ tips, which is For additional differentiation
meaning in a independently how the complementary skill is addressed. It is also important to strategies, please refer to the
variety of familiar longer sequences of emphasize to pupils that there are no right or wrong answers in provided list of differentiation
contexts classroom Activity C. strategies and select
instructions appropriate strategy/
Activity C addresses the main skill for this lesson. Activity C also strategies based on the
provides an opportunity to practise the complementary skill. needs of the pupils.
Post-lesson
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.
63
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 38 (Writing 7) MAIN SKILL FOCUS: Writing THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Values
LANGUAGE/GRAMMAR FOCUS: Words/expressions
TOPIC: Special Relationships
for telling a story
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Fast finishers can move on to the
Main Skill Main Skill Pre-lesson Close-Up next activity in the sequence. After
Activate prior knowledge in this lesson by asking pupils to discuss Student’s Book, Activity D, fast finishers can be given
Writing 4.1 Writing 4.1.3 with their talk partner(s) how they think a story needs to be p.52 activities from the Vocabulary and
Communicate Summarise the organised/structured. Ensure that textbooks are kept closed during Close-Up Grammar activities on p. 50-51 of the
intelligibly through main points and these discussions. Then ask pupils to open the Student’s Book and Teacher’s Book, Student’s Book. Alternatively,
print and digital explain key details to compare their ideas with the ideas in the ‘Learning Focus’ box on p.46-47 choose another appropriate
media on familiar of a story, text or p.52. Elicit questions from the pupils to check their understanding of extension activity that better suits
topics plot what they have read. pupils’ needs/interests and that will
help pupils develop further the main
Lesson delivery and/or complementary skill for this
Complementary Complementary This lesson focuses on Activities A, B, C and D. See Teacher’s lesson.
Skill Skill Book for detailed guidance. Note that activities C and D must be
extended in order to address the main skill for this lesson. After Use the exit cards from Lesson 29
Reading 3.1 Reading 3.1.1 completing Activity D, pupils should write a short summary in their (‘what went well in your learning?’
Understand a Understand the own words of the main points in the story that they have read. Ask and ‘even better if…’ to identify any
variety of texts by main points in pupils to focus on the main events and leave out the description of individual needs in this lesson and
using a range of longer texts on an the characters (e.g. adjectives describing Molly) and secondary the next.
appropriate increased range of details (e.g. Before Molly turned into her street…). Support can be given to less
reading strategies familiar topics proficient pupils depending on their
to construct Activities A-D (with the extension activity described above) focus on needs, such as by providing
meaning the main skill for this lesson. Activities C and D also provide an vocabulary to use in the post-lesson
opportunity to practise the complementary skill. activity, or sentence starters and
model sentence constructions.
Post-lesson
Ask pupils to review their learning by telling what they learned in this For additional differentiation
lesson and how the lesson went as a story. Pupils need to re-use strategies, please refer to the
vocabulary from the lesson (e.g. the words in yellow in Activity A). provided list of differentiation
Allow pupils to practise telling their story to a talk partner before strategies and select appropriate
selecting pupils to tell their story to the class. strategy/ strategies based on the
needs of the pupils.
64
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 4)
WEEK: __ LESSON 39 (Writing 8) MAIN SKILL FOCUS: Writing THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Using adjectives
CROSS-CURRICULAR ELEMENT: Values
TOPIC: Special Relationships
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Fast finishers can move on to the
Main Skill Main Skill Pre-lesson Close-Up next activity in the sequence. After
Play a game to review expressions for telling a story. Alternatively, Student’s Book, Activity H, fast finishers can be
Writing 4.1 Writing 4.1.5 choose another appropriate pre-lesson activity that better suits p.53 given activities from the
Communicate Organise, sequence pupils’ needs/interests and that will review language and/or Close-Up Vocabulary and Grammar activities
intelligibly through and develop ideas vocabulary and prepare the pupils for the lesson. Teacher’s Book, on p. 50-51 of the Student’s Book.
print and digital within short texts on p.47 Alternatively, choose another
media on familiar familiar topics Lesson delivery appropriate extension activity that
topics This lesson focuses on Activities E, F, G and H. See Teacher’s better suits pupils’ needs/interests
Book for detailed guidance. Note that in Activity G pupils are asked and that will help pupils develop
Complementary Complementary to read the ‘Exam Close-up’ tips, which helps them to practise the further the main and/or
Skill Skill main skill. There is also an opportunity for pupils to think about the complementary skill for this lesson.
language of explaining processes used in the ‘Exam Close-up’ tips
Speaking 2.1 Speaking 2.1.2 (e.g. use of the imperative). In Activity G, pupils discuss with a talk Use the exit cards from Lesson 29
Communicate Ask about and partner their ideas for a story, and this discussion should include (‘what went well in your learning?’
information, ideas, explain simple ideas for the sequencing of events in the story, which is also and ‘even better if…’ to identify any
opinions and processes practise for the complementary skill. Provide examples of language individual needs in this lesson.
feelings intelligibly for the pupils to use in these discussions that focuses on Support can be given to less
on familiar topics sequencing (e.g. first, next, finally). proficient pupils depending on their
needs, such as by providing a
Activities G and H focus on the main skill for this lesson. Activity G writing frame to use in Activity H
provides an opportunity to practise the complementary skill. (e.g. sentence starters and/or
model sentence constructions).
Post-lesson
Ask pupils to review their learning in this lesson by completing an For additional differentiation
exit card: ‘what went well in your learning?’ and ‘your learning would strategies, please refer to the
have been even better if…’ Collect the cards and use them for provided list of differentiation
planning the writing lessons in lesson cycle 5. strategies and select appropriate
strategy/ strategies based on the
needs of the pupils.
65
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSON 40 (Literature in Action 4) MAIN SKILL FOCUS: Literature in Action THEME: n/a
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
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 Action Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action 5.1.2 Action content and learning standard specified for this lesson. and select appropriate
5.1 Explain briefly the strategy/strategies based on
the needs of the pupils.
Engage with, development of plot, Focus on themes.
respond to and characters and
interpret a variety themes in a text
of literary text
types
66
Secondary Form 3 Scheme of Work
UNIT 5
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 41 (Reading 9) MAIN SKILL FOCUS: Reading THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home related
TOPIC: A Place to Call Home
vocabulary
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 Book, p.57-58 the next activity in the
Reading 3.1 Reading 3.1.4 brainstorm words they associate with the word ‘home’. Pupils then look Close-Up Teacher’s sequence. After Activity B,
Understand a Use independently at the picture on p. 57 of the Student’s Book and work with their talk Book, p.51 fast finishers can be given the
variety of texts by familiar print and partner to describe the picture. Vocabulary activities on p.60
using a range of digital resources to of the Student’s Book.
appropriate check meaning and Lesson delivery Alternatively, choose another
reading strategies extend This lesson focuses on Activities A and B. See Teacher’s Book for appropriate extension activity
to construct understanding detailed guidance. Note that in all activities (including pre-lesson) pupils that better suits pupils’
meaning need to be supplied with dictionaries (print or digital) to practise the needs/interests and that will
main skill for this lesson. In Activity B, for example, pupils can use help pupils develop further
Complementary Complementary dictionaries to find more job titles. The final phase to Activity B (pupils the main and/or
Skill Skill explaining their answers) addresses the complementary skill. complementary skill for this
lesson.
Speaking 2.1 Speaking 2.1.4 Activities A and B focus on the main skill for this lesson. Activity B For additional differentiation
Communicate Explain own point of provides an opportunity to practise the complementary skill. strategies, please refer to the
information, ideas, view provided list of differentiation
opinions and Post-lesson strategies and select
feelings intelligibly Play a dictionary game to review the main skill for this lesson. appropriate strategy
on familiar topics Alternatively, choose another appropriate post-lesson activity that will /strategies based on the
check pupils’ understanding of grammar and/or vocabulary from the needs of the pupils.
lesson.
67
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 42 (Reading 10) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
vocabulary
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Play a game to review home-related vocabulary from the previous Close-Up Student’s Fast finishers can move on to
lesson. Alternatively, choose another appropriate pre-lesson activity Book, p.59 the next activity in the
Reading 3.1 Reading 3.1.2 that better suits pupils’ needs/interests and that will review language Close-Up Teacher’s sequence. After Activity D,
Understand a Understand specific and/or vocabulary and prepare the pupils for the lesson. Book, p.51-52 fast finishers can be given
variety of texts by details and Vocabulary activities on p.60
using a range of information in Lesson delivery and p.64 of the Student’s
appropriate longer texts on an This lesson focuses on Activities C, D and Ideas Focus. See Book. Alternatively, choose
reading strategies increased range of Teacher’s Book for detailed guidance. Note that in Activity D the another appropriate extension
to construct familiar topics answers are checked as a class. activity that better suits pupils’
meaning needs/interests and that will
Activities C and D focus on the main skill for this lesson. ‘Idea Focus’ help pupils develop further
Complementary Complementary focuses on the complementary skill. the main and/or
Skill Skill complementary skill for this
lesson.
Post-lesson
Speaking 2.1 Speaking 2.1.4 Choose a post-lesson activity that summarises the learning achieved so For additional differentiation
Communicate Explain own point of far. strategies, please refer to the
information, ideas, view provided list of differentiation
opinions and strategies and select
feelings intelligibly appropriate strategy
on familiar topics /strategies based on the
needs of the pupils.
68
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 43 (Language Awareness 5) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Future forms (will, be
TOPIC: A Place to Call Home
going to)
Technology
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson Close-Up Student’s Fast finishers can move on to
activity on p.53 of the Teacher’s Book. Pupils look at the picture in Book, p.61 the next activity in the
This is a This is a grammar- the top right-hand corner of p.61 of the Student’s Book. Working Close-Up Teacher’s sequence. After Grammar
grammar-focused focused lesson so with their talk partner, they talk about what they might be able to see Book, p.53 Activity D, fast finishers can
lesson so listening, speaking, and do there. 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-G).
are not explicitly Book for detailed guidance. See also p.64-65 in Student’s
covered. Book for further vocabulary
Post-lesson and grammar activities that
Ask pupils to write their own sentences using the future forms can be used as extension
practised in this lesson. Alternatively, choose another appropriate
post-lesson activity that will check pupils’ understanding of grammar tasks and/or homework.
and/or vocabulary from the lesson. 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.
69
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 44 (Listening 9) MAIN SKILL FOCUS: Listening THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
TOPIC: A Place to Call Home
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 home-related vocabulary from previous Book, p.62 grouping so that a more
Listening 1.2 Listening 1.2.1 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Use appropriate Guess the meaning activity that better suits pupils’ needs/interests and that will review Book, p.53-54 support a less proficient pupil.
listening of unfamiliar words language and/or vocabulary and prepare the pupils for the lesson. To support less confident
strategies in a from clues provided Student’s Book Audio pupils, pause the listening
variety of contexts by other words and Lesson delivery CD track at selected intervals to
by context on an This lesson focuses on Activities A, B and C. See Teacher’s allow thinking time.
increased range of Book for detailed guidance. Note that this lesson provides an Alternatively, read and pause
familiar topics opportunity for pupils to see how the main (listening) skill connects at specific intervals from the
with an identical complementary skill (for reading). audio script in the Teacher’s
Book if it helps less proficient
Complementary Complementary Activities B and C focus on the main skill for this lesson. Activities B pupils to listen to your voice
Skill Skill and C also provide an opportunity to practise the complementary rather than that of a native
skill. speaker. Play the track from
Reading 3.1 Reading 3.1.3 the CD when pupils feel more
Understand a Guess the meaning Post-lesson confident.
variety of texts by of unfamiliar words Ask pupils to identify with their talk partner(s) at least one new word
using a range of from clues provided or expression that they have learned in relation to the lesson topic. For additional differentiation
appropriate by other words and When pupils are ready, collect and share words/expressions as a strategies, please refer to the
reading strategies by context on an whole class. provided list of differentiation
to construct increased range of strategies and select
meaning familiar topics appropriate strategy/
strategies based on the
needs of the pupils.
70
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 45 (Listening 10) MAIN SKILL FOCUS: Listening THEME: Science and Technology
LANGUAGE/GRAMMAR FOCUS: Home-related
CROSS-CURRICULAR ELEMENT: Science and
TOPIC: A Place to Call Home
Technology
vocabulary
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Play a game to review home-related vocabulary from previous Student’s Book, so that a more proficient pupil can
Listening 1.3 Listening 1.3.1 lessons. Alternatively, choose another appropriate pre-lesson p.60 and p.62 help and support a less proficient
Recognise Recognise with activity that better suits pupils’ needs/interests and that will review Close-Up pupil.
features of support typical language and/or vocabulary and prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
spoken genres on features at word, p.54 proficient pupils depending on their
familiar topics sentence and text Lesson delivery needs, such as by providing
levels of a small This lesson focuses on Activities D, E, F and ‘Ideas Focus’ (on Student’s Book vocabulary to use in the post-
number of spoken p.60 of the Student’s Book). See Teacher’s Book for detailed Audio CD lesson speaking task, or sentence
genres guidance. Note that in Activity D pupils are asked to read the ‘Exam starters and model sentence
Close-up’ box. This also provides an opportunity to draw pupils’ constructions to help the pupil
attention to the use of technical words as a language feature of produce sentences.
Complementary Complementary science and technology information texts. Use the ‘Ideas Focus’
Skill Skill questions on p.60 of the Student’s Book for small group discussions. To support less confident pupils,
Pose each question to the class and ask pupils to discuss in their pause the listening track at
Speaking 2.1 Speaking 2.1.4 groups. Monitor discussions and provide support for any problems selected intervals to allow thinking
Communicate Explain own point of with form or pronunciation. time. Alternatively, read and pause
information, ideas, view at specific intervals from the audio
opinions and Activities D, E and F focus on the main skill for this lesson. The script in the Teacher’s Book if it
feelings intelligibly ‘Ideas Focus’ provides an opportunity to practise the complementary helps less proficient pupils to listen
on familiar topics skill. to your voice rather than that of a
native speaker. Play the track from
Post-lesson the CD when pupils feel more
Choose an appropriate post-lesson activity that will check pupils’ confident.
understanding of grammar and/or vocabulary from the lesson. 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.
71
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 46 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: A Place to Call Home
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
Technology
vocabulary and expressions
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 home-related vocabulary from previous Book, p.63 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Communicate Explain own point of activity that better suits pupils’ needs/interests and that will review Book, p.54 support a less proficient pupil.
information, ideas, view language and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
opinions and proficient pupils depending on
feelings intelligibly Lesson delivery their needs, such as by
on familiar topics This lesson focuses on Activities A, B and C. See Teacher’s providing vocabulary to use in
Book for detailed guidance. Note that pupils need to read the ‘Useful a speaking task, or sentence
Complementary Complementary Expressions’ before doing Activity A. starters and model sentence
Skill Skill Activities A and B focus on the main skill for this lesson. Activity C constructions to help the pupil
provides an opportunity to practise the complementary skill. produce sentences.
Speaking 2.3 Speaking 2.3.1
Use appropriate Keep interaction Post-lesson For additional differentiation
communication going in longer Ask pupils to provide peer feedback on each other’s performance in strategies, please refer to the
strategies exchanges by the lesson (in pairs or small groups) using two stars and a wish: two provided list of differentiation
asking a speaker to things that were good (stars) and one area for improvement (wish). strategies and select
slow down, speak While monitoring the activity collect examples of the feedback to appropriate strategy/
up or to repeat what share (anonymously) with the whole class. strategies based on the
they have said needs of the pupils.
72
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 47 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
TOPIC: A Place to Call Home
vocabulary and expressions
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 home-related vocabulary and expressions Book, p.63 grouping so that a more
Speaking 2.1 Speaking 2.1.5 from previous lessons. Alternatively, choose another appropriate Close-Up Teacher’s proficient pupil can help and
Communicate Express and pre-lesson activity that better suits pupils’ needs/interests and that Book, p.55 support a less proficient pupil.
information, ideas, respond to common will review language and/or vocabulary and prepare the pupils for Support can be given to less
opinions and feelings such as the lesson. proficient pupils depending on
feelings intelligibly happiness, their needs, such as by
on familiar topics sadness, surprise, Lesson delivery providing vocabulary to use in
and interest This lesson focuses on Activities D, E. and ‘Ideas Focus’. See a speaking task, or sentence
Teacher’s Book for detailed guidance. starters and model sentence
constructions to help the pupil
Complementary Complementary Activities D, E and ‘Ideas Focus’ focus on the main skill for this produce sentences.
Skill Skill lesson. These activities all provide an opportunity to practise the
complementary skill as well. For additional differentiation
Speaking 2.3 Speaking 2.3.1 strategies, please refer to the
Use appropriate Keep interaction Post-lesson provided list of differentiation
communication going in longer Ask pupils to review their learning in this lesson by describing what strategies and select
strategies exchanges by they have learnt in the lesson and how they learnt it. Allow pupils to appropriate strategy/
asking a speaker to discuss their ideas with their talk partner(s) before collecting ideas strategies based on the
slow down, speak as a class. needs of the pupils.
up or to repeat what
they have said
73
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 48 (Writing 9) MAIN SKILL FOCUS: Writing THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
TOPIC: A Place to Call Home
Technology
vocabulary and expressions
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
Activate prior knowledge in this lesson with the pre-writing lesson Book, p.66-67 the next activity in the
Writing 4.1 Writing 4.1.5 activity on p.57 of the Teacher’s Book. Pupils discuss their previous Close-Up Teacher’s sequence. After Activity D,
Communicate Organise, sequence experiences of sending letters to friends and what kind of things Book, p.57 fast finishers can be given
intelligibly through and develop ideas they write about. Share ideas as a whole class. If pupils have no extension activities from the
print and digital within short texts on prior experience of writing letters to friends then ask them to think Vocabulary and Grammar
media on familiar familiar topics about other ways they communicate with friends (e.g. email, social activities on p. 64-65 of the
topics media etc.). Student’s Book.
Alternatively, choose another
Lesson delivery appropriate extension activity
This lesson focuses on Activities A, B, C and D. See Teacher’s that better suits pupils’
Complementary Complementary Book for detailed guidance. needs/interests and that will
Skill Skill help pupils develop further
In this lesson, pupils are beginning to prepare for writing a letter to the main and/or
Reading 3.1 Reading 3.1.1 respond to a friend. Pupils will start actual writing in lesson 49 complementary skill for this
Understand a Understand the (Writing 10). lesson.
variety of texts by main points in
using a range of longer texts on an Activity A and C focus on the main skill for this lesson. Activities B, For additional differentiation
appropriate increased range of C and D provide an opportunity to practise the complementary skill. strategies, please refer to the
reading strategies familiar topics provided list of differentiation
to construct Post-lesson strategies and select
meaning Ask pupils to identify with their talk partner(s) at least one new word appropriate strategy/
or expression that they have learned in relation to the lesson topic. strategies based on the
Encourage pupils to focus on words/expressions that can be used needs of the pupils.
for writing an informal letter to a friend. When pupils are ready,
collect and share words/expressions as a whole class.
74
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
WEEK: __ LESSON 49 (Writing 10) MAIN SKILL FOCUS: Writing THEME: Science and Technology
CROSS-CURRICULAR ELEMENT: Science and
LANGUAGE/GRAMMAR FOCUS: Home-related
TOPIC: A Place to Call Home
vocabulary and expressions
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
Play a game to review home-related vocabulary and expressions Book, p.67 the next activity in the
Writing 4.2 Writing 4.2.4 from previous lessons. Alternatively, choose another appropriate Close-Up Teacher’s sequence. After Activity H,
Communicate Begin to use formal pre-lesson activity that better suits pupils’ needs/interests and that Book, p.57-58 fast finishers can be given
with appropriate and informal will review language and/or vocabulary and prepare the pupils for extension activities from the
language, form registers the lesson. Vocabulary and Grammar
and style appropriate to the activities on p. 64-65 of the
target audience in Lesson delivery Student’s Book.
familiar situations This lesson focuses on Activities E, F, G and H. See Teacher’s Alternatively, choose another
Book for detailed guidance. Note that in Activity G pupils are asked appropriate extension activity
to read the ‘Useful Expressions’ box, which provides support for the that better suits pupils’
Complementary Complementary writing task. needs/interests and that will
Skill Skill The reading text type in this lesson is a letter (reference to Activity help pupils develop further
D). The reading skill (i.e. understand specific details) is meant to the main and/or
Reading 3.1 Reading 3.1.2 support the writing. complementary skill for this
Understand a Understand specific Activities G and H focus on the main skill for this lesson. Activities E- lesson.
variety of texts by details and G provide an opportunity to practise the complementary skill.
using a range of information in For additional differentiation
appropriate longer texts on an Post-lesson strategies, please refer to the
reading strategies increased range of Ask pupils to review their learning in this lesson by completing an provided list of differentiation
to construct familiar topics exit card: ‘what went well in your learning?’ and ‘your learning would strategies and select
meaning have been even better if…’ Collect the cards and use them for appropriate strategy/
planning the writing lessons in lesson cycle 6. strategies based on the
needs of the pupils.
75
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSON 50 (Literature in Action 5) 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 Action Teachers should ensure that their lesson covers the Literature in list of differentiation strategies
Action 5.1.2 Action content and learning standard specified for this lesson. and select appropriate
5.1 Explain briefly the strategy/strategies based on
the needs of the pupils.
Engage with, development of plot, Focus on the themes.
respond to and characters and
interpret a variety themes in a text
of literary text
types
76
Secondary Form 3 Scheme of Work
UNIT 6
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 51 (Reading 11) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Ready, Steady, Go!
LANGUAGE/GRAMMAR FOCUS: Sport related
CROSS-CURRICULAR ELEMENT: Creativity and
vocabulary
Innovation
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Note that Close-Up Student’s the next activity in the
Reading 3.1 Reading 3.1.5 pupils may need prompts to identify when they would hear the Book, p.69 - 71 sequence. After Activity C,
Understand a Recognise with phrase ready, steady, go! (stage one of the opener). In stage two of fast finishers can be given the
variety of texts by support the attitude the activity pupils describe the picture on p. 69 of the Student’s Book Close-Up Teacher’s ‘Ideas Focus’ tasks on p. 71
using a range of or opinion of the and discuss as a class how they feel about the image. Book, p.60 of the Student’s Book as
appropriate writer in simple either speaking or writing
reading strategies longer texts on an Lesson delivery tasks.
to construct increased range of This lesson focuses on Activities A, B and C. See Teacher’s Alternatively, choose another
meaning familiar topics Book for detailed guidance. Note that in Activity A pupils are asked appropriate extension activity
to discuss their ideas with a talk partner. In Activity C pupils read the that better suits pupils’
‘Exam Task’ box on p.71 and are asked to recognise needs/interests and that will
Complementary Complementary attitudes/opinions in this text. help pupils develop further
Skill Skill the main and/or
Activity C focuses on developing the main skill for this lesson. The complementary skill for this
Speaking 2.1 Speaking 2.1.4 discussion stages in Activity A provide an opportunity to practise the lesson.
Communicate Explain own point of complementary skill.
information, ideas, view For additional differentiation
opinions and Post-lesson strategies, please refer to the
feelings intelligibly Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
on familiar topics or expression that they have learned in relation to the lesson topic. strategies and select
When pupils are ready, collect and share words/expressions as a appropriate strategy
whole class. /strategies based on the
needs of the pupils.
77
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 52 (Reading 12) MAIN SKILL FOCUS: Reading THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Sport related
TOPIC: Ready, Steady, Go!
vocabulary
Innovation
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 sport related vocabulary from previous lessons. Student’s Book, grouping so that a more
Reading 3.1 Reading 3.1.3 Alternatively, choose another appropriate pre-lesson activity that better p.71 proficient pupil can help and
Understand a Guess the meaning suits pupils’ needs/interests and that will review language and/or Close-Up support a less proficient pupil.
variety of texts by of unfamiliar words vocabulary and prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
using a range of from clues provided p.61 proficient pupils during Activity E
appropriate by other words and depending on their needs. For
reading strategies by context on an Lesson delivery example, useful expressions for
to construct increased range of This lesson focuses on Activities D, E and F. See Teacher’s Book paraphrasing can be made
meaning familiar topics for detailed guidance. Note that in Activity E the class discussion of the available.
answers provides an opportunity for pupils to paraphrase sections of
the text. See also the ‘Background Information’ box on p.61 of the Fast finishers can move on to the
Complementary Complementary Teacher’s Book for further information about each sport mentioned in next activity in the sequence.
Skill Skill the text. In Activity F pupils read the text to find words to complete gaps After Activity F, fast finishers can
in sentences. Other forms of the words are given in the yellow word be given the Vocabulary tasks on
Speaking 2.1 Speaking 2.1.1 bank. Draw attention to the method of looking at word formation as a p.72 of the Student’s Book.
Communicate Paraphrase short strategy for guessing the meaning of words. Alternatively, choose another
information, ideas, simple texts appropriate extension activity
opinions and Activity F focuses on developing the main skill for this lesson. The class that better suits pupils’
feelings intelligibly discussion stage in Activity E provides an opportunity to practise the needs/interests and that will help
on familiar topics complementary skill. pupils develop further the main
and/or complementary skill for
Post-lesson this 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 For additional differentiation
pupils are ready, collect and share words/expressions as a whole class. strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.
78
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 53 (Language Awareness 6) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Zero and First
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and
Innovation
Conditional
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Fast finishers can move on to
Ask ‘if’ sentence questions to pupils (or write questions on the Close-Up Student’s the next activity in the
This is a This is a grammar- board) and elicit responses (see questions in the pre-Grammar Book, p.73 sequence. After Grammar
grammar-focused focused lesson so lesson activity guidance on p.62 of the Teacher’s Book). Explain that Activity D, fast finishers can
lesson so listening, speaking, the questions use conditionals. Close-Up Teacher’s be given Vocabulary activities
listening, reading and writing Book, p.62-63 on p.72 and p.76 and/or
speaking, reading skills are not Lesson delivery Grammar activities on p.77.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s For additional differentiation
are not explicitly Book for detailed guidance. strategies, please refer to the
covered. provided list of differentiation
Post-lesson strategies and select
Ask pupils to think of different ‘if’ sentence questions to ask their appropriate
peers. Pupils then share and respond to their questions in small strategy/strategies based on
groups. Monitor and assist to check correct usage of the the needs of the pupils.
conditionals (including use of the comma to separate clauses).
79
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 54 (Listening 11) MAIN SKILL FOCUS: Listening THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Sport related
CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: Ready, Steady, Go!
Innovation
vocabulary/language for expressing emotions
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 sport related vocabulary from previous lessons. Book, p.74 grouping so that a more
Listening 1.1 Listening 1.1.5 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s proficient pupil can help and
Understand Understand better suits pupils’ needs/interests and that will review language Book, p.63 support a less proficient pupil.
meaning in a independently more and/or vocabulary and prepare the pupils for the lesson. Fast finishers can be given
variety of familiar complex questions Vocabulary activities on p.72
contexts Lesson delivery and p.76 and/or Grammar
This lesson focuses on Activities A and B. See Teacher’s Book for activities on p.77.
Complementary Complementary detailed guidance. Note that in Activity A pupils need to listen to the
Skill Skill questions read out by the teacher in order to practise the main skill To support less confident
(the questions in the Student’s Book can be covered to emphasize pupils, pause the listening
Speaking 2.1 Speaking 2.1.5 this). Read the questions out one at a time and give pupils wait track at selected intervals to
Communicate Express and time before selecting pupils for their response to the question. allow thinking time.
information, ideas, respond to common Do not include the activity in the ‘Teaching Tip’ box on p.63 of the Alternatively, read and pause
opinions and feelings such as Teacher’s Book (this activity is covered in the next lesson). at specific intervals from the
feelings intelligibly happiness, audio script in the Teacher’s
on familiar topics sadness, surprise, Activity A focuses on developing the main skill for this lesson. Book if it helps less proficient
and interest Activities A and B provide opportunities to practise the complementary pupils to listen to your voice
skill. rather than that of a native
speaker. Play the track from
Post-lesson CD when pupils feel more
Ask pupils to review their learning in this lesson by describing what confident.
they have learnt in the lesson and how they learnt it. Allow pupils to For additional differentiation
discuss their ideas with their talk partner(s) before collecting ideas as
a class. Draw attention to connections between the pupils’ ideas and strategies, please refer to the
provided list of differentiation
the main and complementary skills.
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
80
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 55 (Listening 12) MAIN SKILL FOCUS: Listening THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Creativity and
LANGUAGE/GRAMMAR FOCUS: Sport related
TOPIC: Ready, Steady, Go!
vocabulary/language for expressing emotions
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 sport related vocabulary from previous Book, p.74 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.63-64 support a less proficient pupil.
meaning in a independently the language and/or vocabulary and prepare the pupils for the lesson. To support less confident
variety of familiar main ideas in Student’s Book Audio pupils, pause the listening
contexts simple longer texts Lesson delivery CD track at selected intervals to
on an increased This lesson focuses on Activities C and D. See Teacher’s Book allow thinking time.
range of familiar for detailed guidance. Note that in Activity C pupils are asked to Alternatively, read and pause
topics read the ‘Exam Close-up’ box and identify words they expect to hear at specific intervals from the
that will express certain emotions (this is practice for both listening audio script in the Teacher’s
and speaking) as well as the ‘Exam Task’ text. Book if it helps less proficient
Complementary Complementary pupils to listen to your voice
Skill Skill Activities C and D focus on developing the main and complementary rather than that of a native
skills. speaker. Play the track from
Speaking 2.1 Speaking 2.1.5 the CD when pupils feel more
Communicate Express and Post-lesson confident.
information, ideas, respond to common Ask pupils to practise with their talk partner(s) saying the sentences
opinions and feelings such as and expressing the emotions mentioned in Activity B on p.74 of the For additional differentiation
feelings intelligibly happiness, Student’s Book — see the ‘Teaching Tip’ box on p.63 of the strategies, please refer to the
on familiar topics sadness, surprise, Teacher’s Book. When ready, select pupils to demonstrate provided list of differentiation
and interest expressing the different emotions. strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
81
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 56-57 (Revision lessons 1 & 2) MAIN SKILL FOCUS: Revision THEME: N/A
CROSS-CURRICULAR ELEMENT: N/A
TOPIC: N/A
LANGUAGE/GRAMMAR FOCUS: Teacher to select
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD 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 more lesson so more than 1 (p. 29-30); Review 2 (p. 55-56); Review 3 (p. 81-82). and select appropriate
than one skill can one skill can be strategy/strategies based on
the needs of the pupils.
be covered. covered.
82
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 58 (Speaking 11) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Sport related
TOPIC: Ready, Steady, Go!
CROSS-CURRICULAR ELEMENT: Creativity and
vocabulary/language for giving opinions
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 sport related vocabulary from previous Book, p.75 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s proficient pupil can help and
Communicate Explain own point of activity that better suits pupils’ needs/interests and that will review Book, p.64 support a less proficient pupil.
information, ideas, view language and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
opinions and proficient pupils during the
feelings intelligibly Lesson delivery speaking activities and post-
on familiar topics This lesson focuses on Activities A, C, D and E. See Teacher’s lesson activity, depending on
Book for detailed guidance. Ensure that Activity A is a short their needs.
Complementary Complementary discussion activity in order to have suitable time for Activities D and
Skill Skill E. For additional differentiation
strategies, please refer to the
Speaking 2.1 Speaking 2.1.5 Activities A, C, D and E focus on developing the main and provided list of differentiation
Communicate Express and complementary skill for this lesson. strategies and select
information, ideas, respond to common appropriate strategy/
opinions and feelings such as Post-lesson strategies based on the
feelings intelligibly Pose the ‘Ideas Focus’ questions to the class (see also Teacher’s needs of the pupils.
on familiar topics happiness, Book for detailed guidance). Ask pupils to discuss the questions in
sadness, surprise, groups. Monitor discussions and provide support for any problems
and interest with form or pronunciation. Provide comments and feedback to the
whole class on points that came up in the discussions, as well as
any structural mistakes that were made (without saying who made
them). Pupils can be asked to provide corrections.
83
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 59 (Writing 11) MAIN SKILL FOCUS: Writing THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: Ready, Steady, Go!
LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation
vocabulary/clauses of purpose
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See the pre-Writing lesson activity in Teacher’s Book. Read through the Student’s Book, the next activity in the
Writing 4.2 Writing 4.2.2 ‘Learning Focus’ box on p.78 of the Student’s Book and then ask pupils to p.78-79 sequence. After Activity D,
Communicate Spell written work look at the pictures on p.78-79. Pupils then discuss with talk partner(s) the Close-Up fast finishers can be given
with appropriate with moderate skills needed for the different sports, using clauses of purpose. Teacher’s Book, activities from the Vocabulary
language, form accuracy p.66-67 and Grammar activities on p.
and style Lesson delivery 76-77 of the Student’s Book.
This lesson focuses on Activities A, B, C and D. See Teacher’s Book for Alternatively, choose another
detailed guidance. Note that in Activity D, pupils work in pairs: one pupil appropriate extension activity
Complementary Complementary reads a sentence from Activity C and the other writes it. After they have that better suits pupils’
Skill Skill finished, they check their spelling and correct their errors. In Activity B ask needs/interests and that will
pupils to close their books and listen to the teacher reading the instruction help pupils develop further
Listening 1.1 Listening 1.1.4 in order to address the complementary skill. the main and/or
Understand Understand complementary skill for this
lesson.
meaning in a independently Activity A is intended to enhance pupils’ writing skills.
variety of familiar longer sequences of Support can be given to less
contexts classroom Activity D and the follow-up activity focus on developing the main skill for proficient pupils during the
instructions this lesson. Activity B provides an opportunity to practise the pre-lesson speaking activity,
complementary skill. depending on their needs.
Post-lesson For additional differentiation
Ask pupils to write down sentences that contain clauses of purpose. Use a strategies, please refer to the
sentence starter based on the lesson topic (e.g. ‘We play sport…’). Monitor provided list of differentiation
and provide support for any problems with form or punctuation. When strategies and select
ready, select pupils to read out their sentences. Alternatively, choose appropriate strategy/
another appropriate post-lesson activity that better suits pupils’ strategies based on the
needs/interests and that will review language and/or vocabulary from this needs of the pupils.
lesson.
84
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 6)
WEEK: __ LESSON 60 (Writing 12) MAIN SKILL FOCUS: Writing THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Sport related
CROSS-CURRICULAR ELEMENT: Creativity and
TOPIC: Ready, Steady, Go!
vocabulary/clauses of purpose
Innovation
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 clauses of purpose covered in the previous Book, p.79 the next activity in the
Writing 4.2 Writing 4.2.2 lesson. Alternatively, choose another appropriate pre-lesson activity Close-Up Teacher’s sequence. After Activity G,
Communicate Spell written work that better suits pupils’ needs/interests and that will review language Book, p.67 fast finishers can be given
with appropriate with moderate and/or vocabulary and prepare the pupils for the lesson. activities from the Vocabulary
language, form accuracy and Grammar activities on p.
and style Lesson delivery 76-77 of the Student’s Book.
This lesson focuses on Activities E, F and G. See Teacher’s Alternatively, choose another
Complementary Complementary Book for detailed guidance. Note that in Activity G pupils must appropriate extension activity
Skill Skill complete the sentences by writing them in their books. Focus that better suits pupils’
attention on correct spelling during this activity. Also draw attention needs/interests and that will
Reading 3.1 Reading 3.1.2 to how possible word type (verb, noun, preposition, adverb or help pupils develop further
Understand a Understand specific adjective) for the gaps in the sentences in Activity G is based on the main and/or
variety of texts by details and position in the sentence. complementary skill for this
lesson.
using a range of information in
appropriate longer texts on an The text type in this lesson is instruction and a quiz. The reading Use the exit cards from
reading strategies increased range of skill (i.e. understand specific details) is meant to support the Lesson 49 (‘what went well in
to construct familiar topics listening tasks in Activities F and G. your learning?’ and ‘even
meaning better if…’ to identify any
Activity G focuses on developing the main skill for this lesson. individual needs in this
Activities F and G provide an opportunity to practise the lesson.
complementary skill.
For additional differentiation
Post-lesson strategies, please refer to the
Ask pupils to write down sentences that contain the words they provided list of differentiation
found for the gaps in the sentences they completed for Activity G. strategies and select
Monitor and provide support for any problems with form or spelling. appropriate strategy/
When ready, select pupils to read out their sentences. Alternatively, strategies based on the
choose another appropriate post-lesson activity that better suits needs of the pupils.
pupils’ needs/interests and that will review language and/or
vocabulary from this lesson.
85
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSON 61 (Literature in Action 6) 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
5.2 5.2.1 strategy/strategies based on
the needs of the pupils.
Analyse and Identify key stylistic
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them
86
Secondary Form 3 Scheme of Work
UNIT 7
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 62 (Reading 13) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations
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 Book, p. 83-85 the next activity in the
Reading 3.1 Reading 3.1.1 brainstorm words they know that can be associated with extreme Close-Up Teacher’s sequence. After Activity B,
Understand a Understand the situations. They then look at the picture on p.83 and describe to Book, p.71 fast finishers can be given the
variety of texts by main points in their talk partner(s) what they think is happening in the picture. ‘Ideas Focus’ tasks on p.85 of
using a range of longer texts on an the Student’s Book as either
appropriate increased range of Lesson delivery speaking or writing tasks.
reading strategies familiar topics This lesson focuses on Activities A and B. See Teacher’s Book Alternatively, choose another
to construct for detailed guidance. Note that in Activity A pupils are asked to appropriate extension activity
meaning discuss their answers in small groups. that better suits pupils’
needs/interests and that will
Complementary Complementary Activities A and B focus on developing the main skill for this lesson. help pupils develop further
Skill Skill Activity A provides an opportunity to practise the complementary the main and/or
skill. complementary skill for this
lesson.
Speaking 2.1 Speaking 2.1.4
Communicate Explain own point of Post-lesson For additional differentiation
information, ideas, view Ask pupils to identify with their talk partner(s) at least one new word strategies, please refer to the
opinions and or expression that they have learned in relation to the lesson topic. provided list of differentiation
feelings intelligibly When pupils are ready, collect and share words/expressions as a strategies and select
on familiar topics whole class. appropriate strategy
/strategies based on the
needs of the pupils.
87
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 63 (Reading 14) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations
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 vocabulary related to extreme situations from Book, p.85 the next activity in the
Reading 3.1 Reading 3.1.1 the previous lesson. Alternatively, choose another appropriate pre- Close-Up Teacher’s sequence. After Activity E,
Understand a Understand the lesson activity that better suits pupils’ needs/interests and that will Book, p.71-72 fast finishers can be given the
variety of texts by main points in review language and/or vocabulary and prepare the pupils for the Vocabulary activities on p.86
using a range of longer texts on an lesson. of the Student’s Book.
appropriate increased range of Alternatively, choose another
reading strategies familiar topics Lesson delivery appropriate extension activity
to construct This lesson focuses on Activities C, D and E. See Teacher’s that better suits pupils’
meaning Book for detailed guidance. Note that in Activity C pupils read the needs/interests and that will
‘Exam Close-up’ box and this provides an opportunity to link the help pupils develop further
Complementary Complementary skills that are explained in this box to the main skill. In order to the main and/or
Skill Skill address the complementary skill, in Activity D pupils must be complementary skill for this
lesson.
allowed to use dictionaries (print and/or online) to help them find the
Reading 3.1 Reading 3.1.4 meaning of the words in the yellow word bank. For additional differentiation
Understand a Use independently strategies, please refer to the
variety of texts by familiar print and provided list of differentiation
using a range of digital resources to Activity C focuses on developing the main skill for this lesson. strategies and select
appropriate check meaning and Activity D provides an opportunity to practise the complementary appropriate strategy
reading strategies extend skill. /strategies based on the
to construct understanding needs of the pupils.
meaning If you have time, cover Activity E or assign it as homework.
Post-lesson
Play a dictionary game to review the main skill for this lesson.
Alternatively, choose another appropriate post-lesson activity that
will check pupils’ understanding of grammar and/or vocabulary from
the lesson.
88
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 64 (Language Awareness 7) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
LANGUAGE/GRAMMAR FOCUS: Past perfect simple
CROSS-CURRICULAR ELEMENT: Entrepreneurship
TOPIC: Extreme Situations
vs. past perfect continuous
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
See pre-Grammar lesson activity on p.73 in Teacher’s Book for Book, p.87 the next activity in the
This is a grammar This is a grammar detailed guidance. Ask pupils questions using the past perfect Close-Up Teacher’s sequence. After Grammar
focused lesson so focused lesson so simple and past perfect continuous. Book, p.73-74 Activity E, fast finishers can
listening, listening, speaking, be given other activities in the
speaking, reading reading and writing Lesson delivery textbook not covered in the
and writing skills skills are not This lesson focuses on Activities A, B, C, D and E. See Learning Outline (i.e.
are not explicitly explicitly covered. Teacher’s Book for detailed guidance. activities F-H).
covered. For additional differentiation
Post-lesson strategies, please refer to the
Ask pupils to write their own sentences using the tenses practised in provided list of differentiation
this lesson. Alternatively, choose another appropriate post-lesson strategies and select
activity that will check pupils’ understanding of grammar and/or appropriate
vocabulary from the lesson. strategy/strategies based on
the needs of the pupils.
89
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 65 (Listening 13) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
See pre-Listening lesson activity on p.74 in Teacher’s Book for Book, p.88 grouping so that a more
Listening 1.1 Listening 1.1.4 detailed guidance. Ask pupils to look at the picture on p.88 of the Close-Up Teacher’s proficient pupil can help and
Understand Understand Student’s Book and to come up with as many ideas as possible Book, p. 74-75 support a less proficient pupil.
meaning in a independently about why people might be walking across the desert. Allow pupils To support less confident
variety of familiar longer sequences of to discuss their ideas with their talk partner(s) before collecting ideas Student’s Book Audio pupils, pause the listening
contexts classroom as a class. CD track at selected intervals to
instructions allow thinking time.
Lesson delivery Alternatively, read and pause
This lesson focuses on Activities A and B. See Teacher’s Book at specific intervals from the
Complementary Complementary for detailed guidance. Note that in Activity B pupils must be asked to audio script in the Teacher’s
Skill Skill close the Student’s Book and to listen to the classroom instruction Book if it helps less proficient
and task read aloud by the teacher in order to address the main pupils to listen to your voice
Reading 3.1 Reading 3.1.3 skill. Repeat or paraphrase instruction to make sure pupils rather than that of a native
Understand a Guess the meaning understand what they should do in Activity B. speaker. Play the track from
variety of texts by of unfamiliar words the CD when pupils feel more
using a range of from clues provided In activity A, some pupils may find a few of the highlighted words confident.
appropriate by other words and difficult. While completing the sentences, they can guess their
reading strategies by context on an meaning and decide if they fit in the gap. They can then check their For additional differentiation
to construct increased range of guesses during feedback. strategies, please refer to the
meaning familiar topics provided list of differentiation
Activity B focuses on developing the main skill for this lesson strategies and select
(including the teacher reading instruction). Activity A provides an appropriate strategy/
opportunity to practise the complementary skill. strategies based on the
needs of the pupils.
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.
90
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 66 (Listening 14) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations
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 from previous lessons. Book, p.88 grouping so that a more
Listening 1.1 Listening 1.1.2 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s proficient pupil can help and
Understand Understand better suits pupils’ needs/interests and that will review language Book, p.75 support a less proficient pupil.
meaning in a independently and/or vocabulary and prepare the pupils for the lesson. You can pause the track at
variety of familiar specific information Student’s Book Audio selected intervals to allow
contexts and details in longer Lesson delivery CD pupils to think and complete
texts on an This lesson focuses on Activities C, D and E. See Teacher’s an activity. Alternatively, read
increased range of Book for detailed guidance. Note that in Activity D and E pupils are and pause at specific
familiar topics asked to pay attention to their spelling (see also the ‘Exam Close- intervals from the audio script
up’ box). in the Teacher’s Book if it
helps less proficient pupils to
Complementary Complementary Activities C, D and E focus on developing the main skill for this listen to your voice rather
Skill Skill lesson. Activities D and E provide an opportunity to practise the than that of a native speaker.
complementary skill. Play the track from the CD
Writing 4.2 Writing 4.2.2 when pupils feel more
Communicate Spell written work Post-lesson confident.
with appropriate with moderate Ask pupils to identify with their talk partner(s) at least one new word
language, form accuracy or expression that they have learned in relation to the lesson topic. For additional differentiation
and style When pupils are ready, collect and share words/expressions as a strategies, please refer to the
whole class. provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
91
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 67 (Speaking 12) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
TOPIC: Extreme Situations
extreme situations
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 vocabulary from previous lessons. Book, p.89 grouping so that a more
Speaking 2.3 Speaking 2.3.1 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s proficient pupil can help and
Use appropriate Keep interaction better suits pupils’ needs/interests and that will review language Book, p.75 support a less proficient pupil.
communication going in longer and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
strategies exchanges by proficient pupils during
asking a speaker to Lesson delivery Activity A depending on their
slow down, speak This lesson focuses on Activities A and B. See Teacher’s Book needs.
up or to repeat what for detailed guidance. Note that in Activity A pupils must be
they have said encouraged to keep the interaction going for as long as possible. In Fast finishers can move on to
Activity B pupils must guess the meaning of any unfamiliar words in the ‘Ideas Focus’ tasks.
Complementary Complementary the sentences they read by using strategies for guessing meaning For additional differentiation
Skill Skill that have been covered in previous lessons (pupils may need to be strategies, please refer to the
reminded of these strategies). provided list of differentiation
Reading 3.1 Reading 3.1.3 strategies and select
Understand a Guess the meaning Activity A focuses on developing the main skill for this lesson. appropriate strategy/
variety of texts by of unfamiliar words Activity B provides an opportunity to practise the complementary strategies based on the
using a range of from clues provided 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 identify with their talk partner(s) at least one new word
meaning familiar topics or expression that they have learned in relation to the topic of the
lesson. When pupils are ready, collect and share words/expressions
as a whole class.
92
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
WEEK: __ LESSON 68 (Speaking 13) MAIN SKILL FOCUS: Speaking THEME: Health and Environment
TOPIC: Extreme Situations
CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Useful expressions
for paraphrasing
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 from previous lessons. Book, p.89 grouping so that a more
Speaking 2.1 Speaking 2.1.1 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s proficient pupil can help and
Communicate Paraphrase short better suits pupils’ needs/interests and that will review language Book, p.75-76 support a less proficient pupil.
information, ideas, simple texts and/or vocabulary and prepare the pupils for the lesson. Support can be given to less
opinions and proficient pupils during the
feelings intelligibly Lesson delivery speaking activities,
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book depending on their needs.
for detailed guidance. Note that in Activity C pupils are asked to
read the ‘Useful Expressions’ before undertaking the task. For additional differentiation
Complementary Complementary strategies, please refer to the
Skill Skill Extend activity C by preparing two texts (approximately 150 words provided list of differentiation
each); Text A about rock climbing and text B is about working in the strategies and select
Speaking 2.3 Speaking 2.3.1 arctic. Give half the pupils text A and the other half text B. Put the appropriate strategy/
Use appropriate Keep interaction pupils in pairs (Text A and Text B) and ask them to read their text strategies based on the
communication going in longer silently, then paraphrase to their talk partner. needs of the pupils.
strategies exchanges by
asking a speaker to In Activity D pupils listen to their descriptions of the photographs.
slow down, speak
up or to repeat what Activity C and its extension focus on developing the main skill for
they have said this lesson. Activity D provides an opportunity to practise the
complementary skill.
Post-lesson
Ask pupils to provide peer feedback on each other’s performance in
the lesson (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.
93
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 69 (Writing 13) MAIN SKILL FOCUS: Writing THEME: Health and Environment
WEEK: __ TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect
continuous.
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
Play a game to review the past perfect simple and past perfect continuous Student’s Book, the next activity in the
Writing 4.2 Writing 4.2.2 and/or vocabulary from previous lessons. Alternatively, choose another p.92 sequence. After Activity C,
Communicate Spell written work appropriate pre-lesson activity that better suits pupils’ needs/interests and Close-Up fast finishers can be given
with appropriate with moderate that will review language and/or vocabulary and prepare the pupils for the Teacher’s Book, extension activities from the
language, form accuracy lesson. p.78 Vocabulary and Grammar
and style activities on p. 90-91 of the
Lesson delivery Student’s Book. Alternatively,
Complementary Complementary This lesson focuses on Activities A, B and C. See Teacher’s Book for choose another appropriate
Skill Skill detailed guidance. Note that before starting Activity A, pupils must read extension activity that better
through the ‘Learning Focus’ box — see pre-Writing lesson activity on p.78 in suits pupils’ needs/interests
Reading 3.1 Reading 3.1.2 Teacher’s Book. In Activity C pupils must demonstrate understanding of and that will help pupils
Understand a Understand specific details in the story by recognising the correct use of past tenses. As develop further the main
variety of texts by specific details a follow-up activity to Activity C, and to practise the main skill for this lesson, and/or complementary skill
for this lesson.
using a range of and information in read out the correct answers for Activity C and ask pupils to write these
appropriate longer texts on an words down (after closing the textbook). Then check correct spelling. For additional differentiation
reading strategies increased range strategies, please refer to the
to construct of familiar topics The text type in this lesson is instruction and a quiz. The reading skill (i.e. provided list of differentiation
meaning understand specific details) is meant to support the writing activities. strategies and select
Activity A focuses on developing the main skill for this lesson. Learning appropriate
Focus and Activity C provide an opportunity to practise the complementary strategy/strategies based on
skill.
the needs of the pupils.
Post-lesson
Pose the following question to the class: What’s the most exciting thing
you’ve ever done and why was it exciting? Ask pupils to discuss in groups.
Monitor discussions and provide support for any problems with form or
pronunciation. Provide comments and feedback to the whole class on points
that came up in the discussions and explain how these ideas can be linked
with the cross curricular element (entrepreneurship): for example, willingness
to take risks or to try out something new; use of imagination etc.
94
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 70 (Writing 14) MAIN SKILL FOCUS: Writing THEME: Health and Environment
WEEK: __ TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect
continuous.
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
Use Activity D as a lesson starter. Pupils need to read the model Book, p.93 sequence. After Activity H, fast
Writing 4.2 Writing 4.2.3 story again to do this activity. See Teacher’s Book for detailed Close-Up Teacher’s finishers can be given
Communicate Produce a plan or guidance. Book, p.78-79 extension activities from the
with appropriate draft of two Vocabulary and Grammar
language, form paragraphs or more Lesson delivery activities on p. 90-91 of the
and style and modify this This lesson focuses on Activities E, F, G and H. See Teacher’s Student’s Book. Alternatively,
appropriately Book for detailed guidance. Note that in Activity F pupils need to choose another appropriate
independently guess the meaning of unfamiliar words by matching parts of extension activity that better
sentences. For Activity H pupils should be encouraged to use the suits pupils’ needs/interests
past perfect simple and past perfect continuous in their stories. and that will help pupils
Complementary Complementary develop further the main and/or
Skill Skill Activities E and G focus on developing the main skill for this lesson. complementary skill for this
Activity F provides an opportunity to practise the complementary lesson.
Reading 3.1 Speaking 3.1.3 skill. Support can be given to less
Understand a Guess the meaning proficient pupils for the
variety of texts by of unfamiliar words Post-lesson planning work in this lesson,
using a range of from clues provided Ask pupils to review their learning in this lesson by completing an such as producing a mind map
appropriate by other words and exit card: ‘what went well in your learning?’ and ‘your learning would or a writing frame, depending
reading strategies by context on an have been even better if…’ Collect the cards and use them for on their needs.
to construct increased range of planning the writing lessons in lesson cycle 8.
meaning familiar topics 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.
95
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSON 71 (Literature in Action 7) MAIN SKILL FOCUS: Literature in Action THEME: Teacher to select
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
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
5.2 5.2.1 strategy/strategies based on
the needs of the pupils.
Analyse and Identify key stylistic
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them
96
Secondary Form 3 Scheme of Work
UNIT 8
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 72 (Reading 15) MAIN SKILL FOCUS: Reading THEME: People and Culture
CROSS-CURRICULAR ELEMENT: Patriotism and
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
TOPIC: Time to Spare
free time
Citizenship
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
Use ‘Unit opener’ in the Teacher’s Book as a lesson starter. Pupils Book, p.95-96 the next activity in the
Reading 3.2 Reading 3.2.1 discuss in small groups the picture on p.95 of their Student’s Book. Close-Up Teacher’s sequence. After Activity C,
Explore and Read enjoy and Book, p.81 fast finishers can be given the
expand ideas for give a personal Lesson delivery ‘Ideas Focus’ activities on
personal response to fiction / This lesson focuses on Activities A, B and C. See Teacher’s p.97 of the Student’s Book as
development by non-fiction and Book for detailed guidance. As a follow-up activity to Activity C, and either speaking or writing
reading other suitable print to practise further the main skill for this lesson, give pupils in small tasks. Alternatively, choose
independently and and digital texts of groups (of 3 or 4) one section of the text to read and ask them to another appropriate extension
widely interest discuss what they find most interesting in their reading. Collect activity that better suits pupils’
some responses as a whole class. needs/interests and that will
help pupils develop further
Complementary Complementary Activity C and the follow-up activity focus on developing the main the main and/or
Skill Skill skill for this lesson. Activities A, B and C provide an opportunity to complementary skill for this
lesson.
practise the complementary skill.
Speaking 2.1 Speaking 2.1.4 For additional differentiation
Communicate Explain own point of Post-lesson strategies, please refer to the
information, ideas, view Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
opinions and or expression that they have learned in relation to the lesson topic. strategies and select
feelings intelligibly When pupils are ready, collect and share words/expressions as a appropriate
on familiar topics whole class. strategy/strategies based on
the needs of the pupils.
97
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 73 (Reading 16) MAIN SKILL FOCUS: Reading THEME: People and Culture
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
CROSS-CURRICULAR ELEMENT: Patriotism and
TOPIC: Time to Spare
Citizenship
free time
CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move
Play a game to review vocabulary related to free time from the previous lesson. Student’s Book, on to the next activity in
Reading 3.1 Reading 3.1.3 Alternatively, choose another appropriate pre-lesson activity that better suits p.97 the sequence. After
Understand a Guess the pupils’ needs/interests and that will review language and/or vocabulary and Close-Up Activity F, fast finishers
variety of texts by meaning of prepare the pupils for the lesson. Teacher’s Book, can be given Vocabulary
using a range of unfamiliar words p.81-82 activities on p.98 of the
appropriate from clues Lesson delivery Student’s Book.
reading strategies provided by other This lesson focuses on Activities D, E and F. See Teacher’s Book for Alternatively, choose
to construct words and by detailed guidance. Note that in Activity D the pupils read the ‘Exam Close-up’ another appropriate
meaning context on an advice, which helps with practising the main skill. In Activity E the word options extension activity that
increased range that pupils need for the task are in the Teacher’s Book (p. 82). For Activities E better suits pupils’
of familiar topics and F pupils should be instructed to write down the words they choose to fill needs/interests and that
the gaps, (not just to mark the correct letter standing for each word as will help pupils develop
indicated in the ‘Exam Task’ instruction) and for Activities D, E and F attention further the main and/or
Complementary Complementary must be drawn to the correct spelling of the words pupils choose. complementary skill for
this lesson.
Skill Skill
Activities D, E and F focus on developing the main skill for this lesson. For additional
Writing 4.2 Writing 4.2.2 Activities D, E and F also provide an opportunity to practise the complementary differentiation strategies,
Communicate Spell written work skill. please refer to the
with appropriate with moderate provided list of
language, form accuracy Post-lesson differentiation strategies
and style Ask pupils to identify with their talk partner(s) at least one new word or and select appropriate
expression that they have learned in relation to the lesson topic. When pupils strategy/strategies based
are ready, collect and share words/expressions as a whole class. Alternatively, on the needs of the pupils.
choose another appropriate post-lesson activity that better suits pupils’
needs/interests and that will review learning in the lesson.
98
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 74 (Language Awareness 8) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
CROSS-CURRICULAR ELEMENT: Patriotism and
TOPIC: Time to Spare
LANGUAGE/GRAMMAR FOCUS: Modals and semi-
Citizenship
modals
CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Main Skill Main Skill See pre-Grammar lesson activity on p.83 in Teacher’s Book for Close-Up Student’s Fast finishers can move on to
detailed guidance. Ask pupils questions that contain modal verbs. Book, p.99 the next activity in the
This is a This is a grammar- Close-Up Teacher’s sequence. After Grammar
grammar-focused focused lesson so Lesson delivery Book, p.83 Activity C, fast finishers can
lesson so listening, speaking, This lesson focuses on Activities A, B, and C. See Teacher’s be given Vocabulary and/or
listening, reading and writing Book for detailed guidance. Grammar activities on p. 98
speaking, reading skills are not and/or p.102-103.
and writing skills explicitly covered. Post-lesson For additional differentiation
are not explicitly Use Activity D to check pupils’ learning. See Teacher’s Book for strategies, please refer to the
covered. detailed guidance. provided list of differentiation
strategies and select
appropriate
strategy/strategies based on
the needs of the pupils.
99
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 75 (Listening 15) MAIN SKILL FOCUS: Listening THEME: People and Culture
CROSS-CURRICULAR ELEMENT: Patriotism and
LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
TOPIC: Time to Spare
free time
Citizenship
CONTENT LEARNING MATERIALS /
STANDARD STANDARD LEARNING OUTLINE REFERENCES DIFFERENTIATION STRATEGIES
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Play a game to review vocabulary related to free time and/or modal Student’s Book, so that a more proficient pupil can
Listening 1.1 Listening 1.1.1 verbs. Alternatively, choose another appropriate pre-lesson activity p.100 help and support a less proficient
Understand Understand that better suits pupils’ needs/interests and that will review language Close-Up pupil.
meaning in a independently the and/or vocabulary and prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
variety of familiar main ideas in Lesson delivery p.84 proficient pupils during Activity B,
contexts simple longer texts This lesson focuses on Activities A, B and C. See Teacher’s depending on their needs. For
on an increased Book for detailed guidance. Note that in Activity A pupils do not Student’s Book example, by providing vocabulary
range of familiar need to name the objects or places, but must say how they are Audio CD to use during the speaking task, or
topics connected. In Activity B pupils can name the objects or places. In sentence starters and model
Activity B pupils are asked to think about the words that could be sentence constructions to help the
used to talk about each of the connected pictures. The listening task pupil produce sentences.
Complementary Complementary in Activity C refers back to the pictures in Activity A.
Skill Skill To support less confident pupils,
Activity C focuses on developing the main skill for this lesson. pause the listening track at
Speaking 2.1 Speaking 2.1.4 Activity B provides an opportunity to practise the complementary selected intervals to allow thinking
Communicate Explain own point of skill. time. Alternatively, read and pause
information, ideas, view at specific intervals from the audio
opinions and Post-lesson script in the Teacher’s Book if it
feelings intelligibly Ask pupils to identify with their talk partner(s) at least one new word helps less proficient pupils to listen
on familiar topics or expression that they have learned in relation to the lesson topic. to your voice rather than that of a
When pupils are ready, collect and share words/expressions as a native speaker. Play the track from
the CD when pupils feel more
whole class. Alternatively, choose another appropriate post-lesson confident.
activity that better suits pupils’ needs/interests and that will review For additional differentiation
learning in the lesson. strategies, please refer to the
provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.
100
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