Professional Documents
Culture Documents
SOW Form 3
SOW Form 3
English Language
Scheme of Work
Secondary Form 3
Secondary Form 3
Scheme of Work
Contents
The purpose of this document is to provide teachers with support and information on planning, creating and delivering their lessons throughout
the year. Teachers will need to refer to this document when planning and delivering their textbook-based lessons and creating their own non-
textbook-based lessons.
In this Scheme of Work document, teachers will find the following information:
This section provides teachers with an introduction to the Scheme of Work and an explanation of how the textbook-based lessons and the non-
textbook-based lessons are organised within the Scheme of Work.
2. Supporting information
This section provides teachers with an explanation of the information contained within the Scheme of Work template. This section also gives
teachers advice on completing the Scheme of Work template for their own non-textbook-based lessons.
This section provides teachers with a number of suggested differentiation strategies that teachers may wish to use within their classes.
Teachers should refer to the Content and Learning Standards contained within the Scheme of Work. These Content and Learning Standards
come from the Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum Framework document.
This section provides teachers with supporting explanations for some of these Content and Learning Standards. It also provides explanations of
important terms used in some of the lessons. These terms are mainly found in the Learning Outline section (see the first table in the Glossary of
Terms).
This is the main section of the scheme of work. It provides teachers with details for the textbook-based and non-textbook-based lessons.
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Secondary Form 3 Scheme of Work
What is the Secondary Form 3 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of the Content and Learning Standards to be covered within each lesson. The Scheme of Work
will assist teachers in their daily, weekly and longer-term planning of lessons.
The Scheme of Work consists of 112 lessons with each lesson lasting a total of 60 minutes. If lessons are organised into 30-minute lessons,
teachers will need to plan and adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from Lesson 1 to Lesson 112.
Almost all the lessons in the Scheme of Work are textbook-based lessons, with the exception of the Literature in Action Lessons (see lesson
cycle below), Revision Lessons (Lessons 106 (Listening), 109, and 110), Writing Lesson (108) and two Project-Based Learning Lessons (Lessons
111 and 112).
Each unit (units 1-11) of Close-Up will provide teachers with enough materials for 9 lessons (with a few exceptions, see revision lessons section
below). Together with the non-textbook-based Literature in Action lesson, each unit of Close-Up corresponds with a 10-lesson cycle consisting
of the following typical lesson sequence:
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Secondary Form 3 Scheme of Work
Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120 minutes) in each cycle due to the amount of material
available for these lesson types in Close-Up. There are occasional exceptions when Speaking and Writing lessons are replaced with revision
lessons: see the revision lessons section for further information on these lessons.
Language Awareness Lessons will focus on learning a specific grammatical structure or function (e.g. learn and review the difference between
the use of the Present Simple and Present Continuous). Teachers can cover the vocabulary sections in the Student’s Book units as part of
the lessons (Reading, Listening, Speaking and Writing) if possible or as part of homework. Teachers are encouraged to complete the majority
of these vocabulary sections to help pupils practise and revise new vocabulary in the unit.
Literature in Action (LiA): There are no specific materials in the Student’s Book (Close-up) to support this lesson type. Therefore, teachers
are encouraged to create their own lessons by incorporating materials from the Literature Component textbooks provided by the Ministry of
Education.
Revision Lessons are available in two cycles, see below for more information.
The final two lessons (Lessons 111 and 112) provide teachers with the opportunity to create Project-Based Learning Lessons (PBL). This will
be one project over the two lessons. Teachers will also have the opportunity to select appropriate Content and Learning Standards for these
two Project-Based Learning lessons depending on the specific needs and interests of their pupils. These lessons are not based on the
textbook.
It is strongly recommended that teachers follow the above structure in the order that it is presented within the Scheme of Work. Each activity in
each unit of the Student’s Book follows on logically and/or developmentally from the previous activity, unless the Scheme of Work states a
different order. In this case, follow the order in the Scheme of Work.
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Secondary Form 3 Scheme of Work
Teachers are expected to use both the Student’s Book and Teacher’s Book when preparing textbook-based lessons. If teachers do not have
regular access to the Teacher’s Book they should prepare a few lessons in advance as necessary. If access to the Teacher’s Book is very limited,
teachers are advised to be proactive and collaborative by planning together and consulting with the English Head or a senior teacher at their
school. It is important that teachers obtain the correct answers from the answer key sections available in the Teacher’s Book. The Teacher’s
Book also provides a lot of guidance and ideas, background information and the listening script. Therefore, it would be useful for all teachers to
access it, even if only periodically.
The Close-up Student’s Book contains Exam Close-up and Exam Task sections in every skill-based lesson. The exam tips and activities are
generally in line with Form 3 assessment objectives. However, please be aware that they may not mirror exactly the actual assessment tasks in
the Form 3 final exam. While there are differences in the tasks used, the underlying principles are often similar, and both have been developed
with extensive reference to the CEFR. Exam Close-ups and Exam Tasks are therefore useful for practising for the final exam and for developing
language skills that are valuable for current and future language learning and assessment.
Revision Lessons
Some lessons are planned in the Scheme of Work for revising, reviewing and consolidating learning. These are lessons 56 and 57, which take
place mid-way through cycle 6 (Unit 6 of the textbook) and lessons 106, 109 and 110, as part of cycle 11 (Unit 11 of the textbook). This means
that lessons in cycles 6 and 11 do not follow the usual ten-lesson cycle, because one of the speaking lessons from the sequence is replaced by
a revision lesson (units 6 and 11) and one writing lesson is replaced by a revision lesson (unit 11 only). Also the second Listening lesson in cycle
11 (lesson 106) is dedicated to revising listening skills based on pupils’ needs. For lesson 106, teachers can either re-use listening material from
the textbook or from other sources.
Teachers will develop these revision lessons either individually or by working together to pool their expertise and experience via the Professional
Learning Communities (PLC) within their schools. The lessons will respond to the needs of the pupils as identified by teachers.
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Secondary Form 3 Scheme of Work
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type (e.g. Lesson 1 Reading; Lesson 3 Language Awareness
etc.).
3. Theme
Each cycle of ten lessons has been assigned a specific theme. This is to ensure that all of the above themes are adequately covered throughout
the course of Form 3.
4. Topic
Each cycle of lessons has been assigned a specific Cross Curricular Element. Teachers will need to refer to the section on the Cross Curricular
Elements in Standards-Based Curriculum and Assessment Document (DSKP) for further guidance.
Teachers are encouraged to link to other Cross Curricular Elements within a lesson cycle, in addition to the suggested one given, if they identify
opportunities where relevant cross-curricular connections can be made.
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Secondary Form 3 Scheme of Work
6. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple versus Present Continuous).
The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the
Curriculum Framework Document.
Each lesson within the Scheme of Work focuses on one main skill and one complementary skill. To ensure that pupils receive sufficient exposure
to and practice in every Learning Standard within the Curriculum Framework, each Learning Standard appears at least once within the Scheme
of Work. Learning Standards may be covered as a main skill or as a complementary skill. It is therefore critical that teachers ensure that both
the main skill and the complementary skill are covered in each lesson. The complementary skill is not an optional skill that can be ignored or
dropped from the lesson. Doing this may mean that pupils do not receive adequate practice in and exposure to all the given Learning Standards
within the Curriculum Framework. When teachers are planning their lessons they must therefore ensure that both the main skill and
complementary skill are each assigned a suitable learning objective.
Teachers should also be aware that the main skill and complementary skill should not however be given equal time and attention within the
lesson. Teachers will need to ensure that the complementary skill is covered, but the degree of attention this complementary skill receives in
comparison to the main skill will be up to the teacher’s own professional judgement as they will know better the specific learning needs of their
pupils.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main stages of every lesson are highlighted: Pre-lesson,
Lesson delivery and Post-lesson. Teachers will also need to refer to the Teacher’s Book, which provides detailed information about the delivery
of the textbook activities for the textbook-based-lessons. The learning outline states in bold which activities from the textbook will be the focus for
that lesson. The learning outline also indicates which activities are related to the main skill and which activities are related to the complementary
skill.
Each cycle of ten lessons includes Pre-lesson, Lesson delivery and Post-lesson; some of these activities are not activities taken from the textbook.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing relevant learning from a previous lesson or using a
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Secondary Form 3 Scheme of Work
short activity as an opportunity for pupils to share what they already know about the lesson topic. Post-lesson activities take place at the end of
lessons to review and consolidate the learning from a lesson.
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the textbook-based lessons.
Suggestions for differentiation are given in the Scheme of Work. For the Reading, Language Awareness and Writing lessons, the suggestions
focus on differentiating the time pupils are allotted to complete each task. Fast finishers can be moved on to the next activity in the sequence of
learning in the Reading, Language Awareness and Writing lessons, and suggestions for extension tasks for fast finishers in these lessons are
also included. For Listening and Speaking lessons, the suggested differentiation strategy focuses on using differentiated support that addresses
individual learning preferences and needs. Pupils can be paired up in these lessons to help and support each other (for example, a more able
pupil with a less able one). In Speaking lessons especially, different groupings can help to vary the interactions and will allow pupils to benefit
from different dynamics.
However, teachers will need to select additional differentiation strategies that are suitable in relation to the materials used and the specific needs
of their pupils. Teachers are provided with detailed explanations of a number of differentiation strategies that they can use (see Section 3
Differentiation strategies for secondary pupils).
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Secondary Form 3 Scheme of Work
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Secondary Form 3 Scheme of Work
Strategy 2: Differentiate by the task pupils are given
It is possible to use the same source material and expected outcomes but to adapt and differentiate the way the task works for pupils. This takes
slightly more preparation for the teacher but the tasks can often be reused for more than one class.
Examples of task differentiation include the following:
i) Give pupils standard ‘gap fill’ tasks but add in multiple-choice options for the less proficient pupils. For example (Close-up page 9, activity F):
I 1._____ (think) that identical twins are fascinating. They 2.______ (have) the same DNA, but they…
I 1. think/am thinking that identical twins are fascinating. They 2. have/are having the same DNA, but they…
ii) For grammar analysis boxes where the use of a grammar form has to be completed or matched to a reason (Close-up page 9, activity A),
give the activity as it is to all pupils but give the correct answers to less proficient pupils and add additional, clear examples that they match
to the analysis. Give more proficient pupils sentence writing, e.g. requiring them to write new sentences based on the prompts a-d (habits,
scientific facts, etc.) using the present simple.
iii) For activities involving filling in a table or categorising (Close-up page 20, activity A), add some items into the table in advance for less
proficient pupils but leave other pupils to do all the items themselves, and add some additional items for more proficient pupils.
iv) For a standard writing activity, pupils write an email using the prompts provided (Close-up page 14, activity G) but give less proficient pupils
a skeleton or an outline to help them organise their ideas. Ask more proficient pupils to write responses to other proficient pupils’ emails.
Sometimes, you can also give different tasks to more proficient and less proficient groups of pupils according to their needs and interests: see
strategy 6 for more on this.
Another way to differentiate by task, if using the same task for the whole class, is to include some open-ended items which allow for a large
number of correct responses. This can vary in terms of the amount pupils produce or the complexity of their answers.
Tasks might include:
brainstorming lists
creating mind maps
thinking of examples
playing games requiring personalised answers, e.g. about their families / favourite food
doing a presentation of information
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Secondary Form 3 Scheme of Work
Open-ended discussion tasks (e.g. Tell me about life in cities and life in the country, or What will happen next?) allow more proficient pupils to
contribute with more unusual words, more complex language, or more original ideas.
Project work is particularly good for differentiating tasks. You can give slightly different tasks to less and more proficient pupils, e.g. a stronger
group may be asked to create a booklet and presentation on historical places in Malaysia; less proficient pupils might be asked to create the
same for one historical place. (See also additional ideas in Strategy 4).
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Secondary Form 3 Scheme of Work
practice, they will soon get the idea of going beyond the minimum target. This can be simple, e.g. ‘There are 10 true and false questions
for the reading. You have 5 minutes. You must do 5 questions – you can choose any 5. If you have time you can do more.’ This will allow
pupils to do more or less and also to choose the questions they find easiest.
ii. Remember and share
If pupils are asked to remember and share, they have to tell you words or ideas they learned in a previous lesson or task. (E.g. Look at
the classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember and then tell me).
This task allows all pupils to make successful contributions.
iii. Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a few extension questions to hand and ask
them. Alternatively ask them to rewrite sentences or think of their own additional questions to ask other more proficient pupils.
iv. Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either produce a greater quantity of output or produce more
complex outcomes. For example, if pupils are doing a project on the environment, more proficient pupils can research and produce a
written report and do a class presentation; less proficient pupils can be given materials to use for ideas and produce a short illustrated
summary only.
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Secondary Form 3 Scheme of Work
Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, you can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example,
pupils decide for themselves which tasks they want to do (e.g. the type of writing task they complete or a revision game), depending on the ways
they prefer to learn or topics they find interesting.
Different pairings and groupings will allow pupils to work in different ways – you can sometimes pair up pupils who can help and support each
other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. It is good to avoid grouping more proficient
pupils and less proficient pupils together all the time. Vary the interactions as this will allow all pupils to benefit from different dynamics. Sometimes
you might want to mix girls and boys, or have single-sex pairs/groups.
In some tasks, pupils can be assigned different roles to do, for example a group manager, writer or artist. You should make sure to vary pairing
and grouping over time.
You can support needs by setting individual tasks and targets for pupils based on assessment. This works well for reading and writing work in
particular. For example, you might decide on a writing target for each child; if a pupil is not yet a proficient writer, you can provide them with
different tasks from those pupils who can already write effectively. If a few pupils are proficient writers, they could be given extension tasks. For
reading, pupils can be encouraged to keep a reading log (including notes on what they have read, the content of the text, whether they enjoyed
it or not etc.). This works well as more proficient pupils can include much more detail and record greater numbers of texts.
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Secondary Form 3 Scheme of Work
Strategy 8: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is currently less proficient
at writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 1 – 3 misspellings
of common or important words highlighted. The pupil should respond to this feedback because the suggested improvement is achievable for
them. If a more proficient pupil writes well and makes 2 misspellings, you can tell them the lines in which the misspellings are, and ask them to
find and correct them.
You can use a correction code for written tasks, e.g. have a set of symbols or letters which identify errors (T - mistake with tense; Sp - mistake
with spelling, WW – mistake with word choice etc.). More proficient pupils could use the correction key and find their errors. These pupils should
be able to respond to the extension challenge built into this feedback. The same principle could also apply to giving feedback on pupils’ speaking.
Summary
It is extremely important that teachers are aware that a pupil’s proficiency in English is not fixed and because a pupil is currently less proficient
in English, this does not mean in any way that this will remain true throughout a pupil’s secondary education. It is important that all pupils are
challenged and given equal opportunity to develop over time. There has been a considerable amount of research recently into the subject of the
‘growth mindset’ which looks at, amongst other things, how teacher feedback can impact on a pupil’s development over time. Further information
on the ‘growth mindset’ can be found at: https://www.mindsetworks.com/science/
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Secondary Form 3 Scheme of Work
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering the lesson. Teachers may find useful the following
explanations of important terms used in Learning Outlines.
Term in Form 3
Meaning
Scheme of Work
fast finishers Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to
move on to the next task sooner than the majority of pupils.
peer-assessment Involving pupils in the process of assessment by asking pupils to give feedback to a peer on specific aspects of their learning,
such as a specific aspect of the quality of a piece of work. For example, when a pupil gives feedback to another pupil on an
aspect of their learning, the feedback takes the form of two things that were good (stars) and one area for improvement (wish).
post-lesson Activity at the end of a lesson to review and consolidate the learning.
prior knowledge Knowledge and skills which pupils already have, possibly acquired from previous lessons or previous years.
probing questions Questions that aim to dig deeper than the surface (e.g. Is there a different way to say the same thing? / What would you say
instead (of…)? / Does anyone agree/disagree with that? Why?)
self-assessment Involving pupils in the process of assessment by asking pupils to self-assess specific aspects of their learning. For example,
learning diaries kept by pupils can reveal areas that need clarification or specific skills that need further development
talk partners Providing pupils with an opportunity to talk through their ideas with a partner or in a small group. When teachers give pupils time
to discuss their ideas with a partner or in a small group, they can assume that everyone in the class is ready to provide an
answer.
wait time The time given between asking a question and expecting a response to it.
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Secondary Form 3 Scheme of Work
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find useful the following explanations of
some of the terms used.
Term in Form 3
Meaning
Curriculum Framework
Listening
Listening 1.1.1 understand independently
Pupils who can understand the main idea of a text independently can understand the main idea without any help
Understand independently the from the teacher or their peers.
main ideas in simple longer texts
on an increased range of familiar simple texts
topics Simple texts are texts in which content is organised clearly, and which contain language and ideas that pupils can
understand.
See also
Listening 1.1.2 longer texts
Listening 1.1.3 Longer texts for a B1 low learner are usually more than 150 words and up to approximately 400 words long.
Listening 1.1.4
Listening 1.1.5 Teachers should use their own judgment on simple longer texts, based on the level and interest of the pupils they
Listening 1.1.6 teach.
Listening 1.2.1
Listening 1.3 increased range of familiar topics
The increased range of topics that pupils are exposed to in Form 3 means that this range must increase in
Reading 3.1.1
comparison with Form 2. Familiar topics are topics that pupils know. Examples include the topics covered in the
Reading 3.1.2
Close-Up textbook, such as family, food, nature, sport and entertainment.
Reading 3.1.3
Reading 3.1.4 However, pupils in rural or remote areas and pupils who live in cities may be familiar with different topics.
Reading 3.1.5 Teachers should use their own judgment here.
Reading 3.2
Writing 4.1.5
Writing 4.2.3
Listening 1.1.3 little or no support
Little support means that pupils may sometimes need a small amount of help to understand main ideas. No
Recognise with little or no support means that they can understand main ideas without any help.
support attitudes or opinions in
longer texts on an increased range If pupils need help, this can come from the teacher, from classmates, from pictures, examples or explanations in
of familiar topics their textbook or from a reference resource, such as a dictionary.
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Secondary Form 3 Scheme of Work
Term in Form 3
Meaning
Curriculum Framework
Listening 1.1.4 longer sequences of classroom instructions
Longer sequences of classroom instructions usually contain 3 sequences or more in the task that pupils do (e.g.
Understand independently longer First, match the sentences and pictures, then underline the false sentence, explain to your partner why it is wrong,
sequences of classroom and then write the true sentence together.’)
instructions
Teachers should use their own judgment on longer sequences of classroom instructions based on the language
See also level and background knowledge of the pupils they teach.
Listening 1.1.2
Listening 1.1.5
Listening 1.1.6
Listening 1.1.5 more complex questions
A more complex question is a question that contains more than one clause (e.g. Why did the author travel to
Understand independently more Argentina to write his novel?). A more complex question is also a probing question (questions that aim to dig
complex questions deeper than the surface).
Listening 1.1.6 longer simple narratives
Longer simple narratives are stories which are usually more than 150 words and up to approximately 400 words
Understand independently longer long. The simple narratives contain language and ideas that pupils can understand. Teachers should use their
simple narratives on a range of own judgment on longer simple narratives, based on the level and interest of the pupils they teach.
familiar topics
a range of familiar topics
Familiar topics are topics that pupils know. A range of familiar topics means a variety of topics which pupils know.
Examples include the topics covered in the Close-Up textbook, such as family, food, nature, sport and
entertainment.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different topics.
Teachers should use their own judgment here.
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Secondary Form 3 Scheme of Work
Term in Form 3
Meaning
Curriculum Framework
Listening 1.3.1
with support
Recognise with support typical With support means with help. This help can come from the teacher, a classmate, from pictures, examples or
features at word, sentence and explanations in their textbook or from a reference resource, such as a dictionary.
text levels of a small number of
spoken genres features at word, sentence and text levels
Features at word, sentence and text levels refers to the organisation and uses of language at different levels: at a
See also word level means the choice of vocabulary and chunks (connected groups of words); at a sentence level refers to
Reading 3.1.5 the use of syntactical features and the ways sentences are constructed; at a text level looks at the ways in which
Reading 3.1.6 the text as a whole is structured and organised.
genres
Genres are distinctive text types. Spoken genres include: conversations, interviews, speeches, presentations,
debates, poems and songs.
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Secondary Form 3 Scheme of Work
Term in Form 3
Meaning
Curriculum Framework
Speaking Content Standard 2.2 Focus appropriately
Appropriately refers to the successful communication of a message. The message itself may not necessarily be
Use register appropriately in 100% accurate, but the pupil has communicated his or her meaning successfully.
familiar contexts
See also
Speaking 2.3
Writing 4.2.3
Speaking 2.2.1 formal and informal registers
Register refers to style of speaking/writing according to the communicative purpose and social context.
Use formal and informal
registers appropriately in some Formal register is usually associated with situations that are serious or involve people who are older or with whom
familiar contexts the speaker/writer is not familiar. Formal register includes the language of politeness (qualifiers, softeners,
negative question forms) and passive structures. A formal register is common in presentations, applications,
See also letters and formal emails.
Writing 4.2.4
Informal register is commonly used in situations that are relaxed or involve people well-known to the
speaker/writer. Informal register is characterised by contractions, relative clauses without a relative pronoun and
ellipses, and is common among siblings and friends and frequently used on social networks and informal emails.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
Speaking 2.3.1 longer exchanges
Longer exchanges are usually interactions in which each pupil has more than 4 speaking turns.
Keep interaction going in longer
exchanges by asking a speaker to
slow down, speak up or to repeat
what they have said
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Secondary Form 3 Scheme of Work
Term in Form 3
Meaning
Curriculum Framework
Reading
Reading 3.1.6 genres
Genres are distinctive text types. Written genres include: articles, adverts, blog posts, brochures, leaflets, news
Recognise with support typical reports, recipes, song lyrics, stories and text messages.
features at word, sentence and text
levels of a range of genres range of genres
Pupils are expected to be able to link, with support, the reading texts they will come across (at word, sentence and
text levels) with the different types of texts included in Form 3. The range of texts is listed in the Scheme of Works
and includes the texts in the Close-up textbook and the Literature Component textbook.
Writing
Writing 4.2.1 moderate accuracy
Moderate accuracy means that punctuation in written work is mostly accurate, but sometimes contains mistakes.
Punctuate written work with Such mistakes are typical of B1 low learners.
moderate accuracy
See also
Writing 4.2.2
Writing 4.2.3 modify this appropriately independently
Pupils who can modify a plan or draft appropriately independently know what to look for in their written work (for
Produce a plan or draft of two example, spelling, grammar and punctuation errors, as well as the structure of the writing) in order to improve their
paragraphs or more and modify work without always needing feedback from the teacher. The result is a second draft of their work that is easier to
this appropriately independently understand and which contains fewer language errors than the first draft.
Writing 4.2.4 target audience in familiar situations
The target audience for written texts is the expected reader whom the text is meant to address. When pupils write
Begin to use formal and informal an email they should think about whom they are writing for, i.e. their target audience. They should consider what
registers appropriate to the target the reader expects to read in terms of the genre (e.g. email, story), text format (e.g. beginning and end) and
audience in familiar situations content (e.g. thriller story, invitation).
Pupils are expected to write about familiar situations (e.g. holiday, reply to invitation) and address an audience
they are already familiar with (family, friends, teachers).
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts.
Teachers should use their own judgment here.
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Secondary Form 3 Scheme of Work
Term in Form 3
Meaning
Curriculum Framework
Literature in Action
Literature in Action 5.2.1 key stylistic features
Identify key stylistic features of a Stylistic features are the ways in which words and sentences are arranged and how they affect meaning. Stylistic
text and explain briefly why the features can distinguish the work of individual authors. Particular text types are associated with the use of
author uses them particular stylistic features, for example, alliteration is commonly associated with poetry. The key stylistic features
for Form 3 are metaphor and simile.
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Secondary Form 3 Scheme of Work
5. Scheme of Work: Lessons 1 – 112
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __
LESSON 1 (Reading 1) MAIN SKILL FOCUS: Reading THEME: People and Culture
Speaking 2.1 Speaking 2.1.4 Activity C focuses on developing the main skill for this lesson. Ideas
Communicate Explain own point of Focus focuses on the complementary skill.
information, ideas, view
opinions and Post-lesson
feelings intelligibly Ask pupils to review their learning in this lesson by getting them to
on familiar topics identify with their talk partner(s) at least one new word or expression
that they have learned in relation to the topic Family Ties. When
pupils are ready, collect and share words/expressions as a whole
class.
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Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __ LESSON 2 (Reading 2) MAIN SKILL FOCUS: Reading THEME: People and Culture
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Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: LESSON 3 (Language Awareness 1) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
LANGUAGE/GRAMMAR FOCUS: Present simple,
__
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values
present continuous and stative verbs.
Remind pupils that they can find more information about today’s
lesson in the Grammar Focus section at the end of the Student’s
Book (p.162).
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Secondary Form 3 Scheme of Work
LESSON 4 (Listening 1) MAIN SKILL FOCUS: Listening THEME: People and Culture
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Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __ LESSON 5 (Listening 2) MAIN SKILL FOCUS: Listening THEME: People and Culture
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Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __ LESSON 6 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Words and expressions
for showing emotions / Prepositions of position
Activity A focuses on developing the main skill for this lesson. Activity C focuses on the
complementary skill.
Post-lesson
Ask pupils to review their learning by giving a one-minute verbal summary of the
lesson. Allow pupils to discuss their ideas with their talk partner(s) and then choose
pupils to share their summaries with the class.
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Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __ LESSON 7 (Speaking 2) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Language of description,
including prepositions of position and adjectives; language for
formal register
Activity D and ‘Ideas Focus’ focus on developing the main skill for this
lesson. ‘Ideas Focus’ also focuses on the complementary skill. Activity B
helps pupils practise vocabulary relevant to the topic.
Post-lesson
Ask pupils to review their learning in this lesson by getting pupils to write
down what was the most important thing they learned in the lesson.
33
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: LESSON 8 (Writing 1) MAIN SKILL FOCUS: Writing THEME: People and Culture
__
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Abbreviations
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
Explain what is meant by the term ‘abbreviation’ and provide one or two Student’s the next activity in the
Writing 4.2 Writing 4.2.1 examples that are written on the board. Activate prior knowledge in this Book, p.14-15 sequence. After Activity E,
Communicate Punctuate written lesson by then asking pupils to identify abbreviations that they already know. fast finishers can be given
Close-Up extension activities from the
with appropriate work with moderate Allow pupils to discuss their ideas with their talk partner(s) before collecting Teacher’s Vocabulary and Grammar
language, form accuracy ideas as a class. Write the pupils’ ideas on the board and then compare Book, p.15
and style them with the abbreviations in the ‘Learning Focus’ on p.14 of the Student’s activities on p. 12-13 of the
Book. Note that abbreviations here do not refer to abbreviations commonly Student’s Book. Alternatively,
used in text messages or on social media (like ur, @, thx). choose another appropriate
Complementary Complementary extension activity that better
Skill Skill
Lesson delivery suits pupils’ needs/interests
This lesson focuses on Activities A, B, C, D and E. See Teacher’s Book and that will help pupils
Reading 3.1 Reading 3.1.2 for detailed guidance. Do not do the first stage described in the Teacher’s develop further the main
Book for Activity A since this is covered in the pre-lesson. Extend Activity B and/or complementary skill
Understand a Understand specific
to write answers to questions 1-3. Help pupils to punctuate the sentences for this lesson.
variety of texts by details and
correctly.
using a range of information in For additional differentiation
Note that sentence 5 in activity A answer key (p.15) should have a full stop
appropriate longer texts on an strategies, please refer to the
at the end.
reading strategies increased range of provided list of differentiation
The email is a short text, but it is intended to prepare pupils to understand
to construct familiar topics strategies and select
specific details.
meaning appropriate strategy/
Activities A and B focus on developing the main skill for this lesson. Activities
C and D focus on the complementary skill. strategies based on the
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.
34
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
WEEK: __ LESSON 9 (Writing 2) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Useful expressions
for an invitation email
Main Skill Main Skill Pre-lesson Activate prior knowledge in this lesson by asking pupils Close-Up Student’s Fast finishers can move on to
to explain how they will go about planning a piece of writing. Allow Book, p.15 the next activity in the
Writing 4.1 Writing 4.1.5 pupils to discuss their ideas with their talk partner(s) before sequence. After Activity G,
Close-Up Teacher’s they can be given extension
Communicate Organise, sequence collecting ideas as a class. This pre-lesson activity is an opportunity Book, p.16
intelligibly through and develop ideas to link to the previous lesson (see Activity E). activities from the Vocabulary
print and digital within short texts on and Grammar activities on p.
media on familiar familiar topics Lesson delivery 12-13 of the Student’s Book.
topics This lesson focuses on Activities F and G. See Teacher’s Book Alternatively, choose another
for detailed guidance. Note that for Activity F there is a suggested appropriate extension activity
plan in the Teacher’s Book. This can also be used as a skeleton or that better suits pupils’
Complementary Complementary outline that provides a structure for those pupils who may need extra needs/interests and that will
Skill Skill support. Activity F also includes a speaking practice element help pupils develop further
(practising the useful expressions). Note that the Teacher’s Book the main and/or
Speaking 2.1 Speaking 2.1.3 includes a suggested answer for Activity G. This can be given to complementary skill for this
Communicate Describe future pupils as an exemplar for them to compare their own written work lesson.
information, ideas, plans and ambitions with. For additional differentiation
opinions and strategies, please refer to the
feelings intelligibly Activity F and G focus on developing the main skill for this lesson. provided list of differentiation
on familiar topics The speaking practice element in Activity F provides an opportunity strategies and select
for developing the complementary skill. appropriate
strategy/strategies based on
Post-lesson the needs of the pupils.
Ask pupils to review their learning in this lesson by completing an
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 2.
35
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 10 (Literature in Action 1) 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
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1.1 Action content and learning standard specified for this lesson.
5.1 Explain why a part strategy/strategies based on
Engage with, or aspect of a text the needs of the pupils.
respond to and interests them
interpret a variety
of literary text
types
36
Secondary Form 3 Scheme of Work
UNIT 2
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __
LESSON 11 (Reading 3) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary
37
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 12 (Reading 4) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary
38
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 13 (Language Awareness 2) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Past continuous vs.
Sustainability past simple
39
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 14 (Listening 3) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary
40
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 15 (Listening 4) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary
41
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 16 (Speaking 3) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Using adjectives
Sustainability
42
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 17 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Using adjectives
Sustainability
43
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 18 (Writing 3) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary and using adjectives
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
Use the pre writing a review activity on p.25 of the Teacher’s Book. Note Student’s Book, the next activity in the
Writing 4.1 Writing 4.1.1 that the words for this activity (colourful, tasty, traditional, trendy and p.26-27 sequence. After Activity D,
Communicate Explain simple brightly-coloured) have not been introduced to pupils in previous lessons fast finishers can be given
Close-Up activities from the Vocabulary
intelligibly through content from what and will need to be explained (they are in a vocabulary activity on p.24 of Teacher’s Book,
print and digital they have read or the Student’s Book which has not been covered). activities on p.20 and p.24 of
p.25 the Student’s Book.
media on familiar heard
topics Lesson delivery Alternatively, choose another
This lesson focuses on Activities A, B, C and D. See Teacher’s Book appropriate extension activity
Complementary Complementary for detailed guidance. For Activity D pupils must write down answers in that better suits pupils’
Skill Skill order to address the main skill. needs/interests and that will
help pupils develop further
Reading 3.1 Reading 3.1.2 The reading text type in this lesson is a quiz (Activities A-C). The reading the main and/or
Understand a Understand specific skill (i.e. understand specific details) is meant to support the writing, complementary skill for this
variety of texts by details and especially for Activity D and lesson 19 (Writing 4). lesson.
using a range of information in Use the exit cards from
appropriate longer texts on an Activity D focuses on developing the main skill for this lesson. Activities Lesson 9 (‘what went well in
reading strategies increased range of A-C focus on the complementary skill. your learning?’ and ‘even
to construct familiar topics better if…’ to identify any
meaning Post-lesson individual needs in this lesson
Ask pupils to identify with their talk partner(s) at least one new word or and the next.
expression that they have learned in relation to the topic. When pupils are
ready, collect and share words/expressions as a whole class. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
44
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 2)
WEEK: __ LESSON 19 (Writing 4) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary; using adjectives; using past simple and past
continuous
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review food related vocabulary and adjectives from Book, p.27 the next activity in the
Writing 4.2 Writing 4.2.3 sequence. After Activity H,
previous lessons. Alternatively, choose another appropriate pre- Close-Up Teacher’s fast finishers can be given
Communicate Produce a plan or lesson activity that better suits pupils’ needs/interests and that will Book, p.25-26
with appropriate draft of two review language and/or vocabulary and prepare the pupils for the activities from the Vocabulary
language, form paragraphs or more lesson. activities on p.20 and p.24 of
and style and modify this the Student’s Book.
appropriately Lesson delivery Alternatively, choose another
independently This lesson focuses on Activities E, F, G and H. See Teacher’s appropriate extension activity
Book for detailed guidance. Give pupils some time to go through the that better suits pupils’
text from Activity C in order to complete Activity E. needs/interests and that will
Complementary Complementary Note that in Activity F pupils must be asked to shut their textbooks help pupils develop further
Skill Skill and listen to the teacher reading aloud the ‘Exam Task’ instruction the main and/or
and ‘Exam Close-up’ tips in order to address the complementary complementary skill for this
Listening 1.1 Listening 1.1.4 skill. The writing task can be completed as homework if necessary. lesson.
Understand Understand The Teacher’s Book includes
meaning in a independently Activities E, G and H focus on developing the main skill for this an exemplar restaurant
variety of familiar longer sequences of lesson. Activity F (done as listening not reading) focuses on the review (see ‘Suggested
contexts classroom complementary skill. answers’, p. 26), which can
instructions be used as support for less
Post-lesson proficient pupils.
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 For additional differentiation
discuss their ideas with their talk partner(s) before collecting ideas strategies, please refer to the
as a class. provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
45
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 20 (Literature in Action 2) 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
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1 5.1.2 Action content and learning standard specified for this lesson.
Engage with, Explain briefly the strategy/strategies based on
respond to and development of plot, Focus on the development of plot only. the needs of the pupils.
interpret a variety characters and
of literary text themes in a text
types
46
Secondary Form 3 Scheme of Work
UNIT 3
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __
LESSON 21 (Reading 5) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related
Sustainability vocabulary
47
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 22 (Reading 6) MAIN SKILL FOCUS: Reading THEME: Health and Environment
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related
Sustainability vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Activate prior knowledge in this lesson by asking pupils to recall with Book, p.32-33 the next activity in the
Reading 3.1 Reading 3.1.1 their talk partner(s) the new vocabulary they have learnt from the sequence. After Activity F,
Close-Up Teacher’s fast finishers can be given the
Understand a Understand the previous lesson. When pupils are ready, collect and share ideas as Book, p.31
variety of texts by main points in a whole class. Write the words on the board. Ensure that the words ‘Ideas Focus’ tasks on p.33 of
using a range of longer texts on a in the ‘Word Focus’ box on p.33 of the Student’s Book are included the Student’s Book as either
appropriate range of familiar (add these to the pupils’ words if necessary). speaking or writing tasks (if
reading strategies topics not used in previous lesson).
to construct Lesson delivery An alternative fast finisher
meaning This lesson focuses on Activities D, E and F. See Teacher’s task is to ask pupils to work
Book for detailed guidance. Note that in Activity F pupils may need on the Vocabulary activities
Complementary Complementary support with useful expressions. on p. 34 of the Student’s
Skill Skill Book. Alternatively, choose
Activities D, E and F focus on developing the main skill for this another appropriate extension
Speaking 2.1 Speaking 2.1.4 lesson. Activity F provides an opportunity for developing the activity that better suits pupils’
Communicate Explain own point of complementary skill. needs/interests and that will
information, ideas, view help pupils develop further
opinions and Post-lesson the main and/or
feelings intelligibly Ask pupils to review their learning in this lesson by getting them to complementary skill for this
on familiar topics close their textbooks and then to recall with their talk partner(s) the lesson.
exam tips they read on p.33 of the Student’s Book (‘Exam Close-
Up’). When pupils are ready, collect and share ideas as a whole For additional differentiation
class. Write ideas on the board, checking that all four tips have been strategies, please refer to the
included. provided list of differentiation
strategies and select
appropriate strategy
/strategies based on the
needs of the pupils.
48
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 23 (Language Awareness 3) MAIN SKILL FOCUS: Language Awareness THEME: Health and Environment
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Present perfect
Sustainability continuous vs. present perfect simple
49
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 3)
WEEK: __ LESSON 24 (Listening 5) MAIN SKILL FOCUS: Listening THEME: Health and Environment
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related
Sustainability vocabulary
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Activate prior knowledge in this lesson with the pre-listening lesson Student’s Book, so that a more proficient pupil can
Listening 1.2 Listening 1.2.1 activity on p.33 of the Teacher’s Book. Pupils look at the image on p.36 help and support a less proficient
Use appropriate Guess the meaning p.36 of the Student’s Book and discuss with their talk partner(s) pupil.
Close-Up
listening of unfamiliar words what they know about Great White Sharks. Teacher’s Book, Support can be given to less
strategies in a from clues provided p.33-34 proficient pupils during the
Lesson delivery
variety of contexts by other words and discussion activities, depending on
This lesson focuses on Activities A and B. See Teacher’s Book Student’s Book
by context on an their needs. For example, by
increased range of for detailed guidance. After listening more than once to the track Audio CD
(Activity B), ask pupils to make a note of any words which they are providing vocabulary to use in a
familiar topics speaking task, or sentence starters
not sure about their meaning. They can check in pairs before
sharing with the rest of the class. You can write these words on the and model sentence constructions to
board for all to see. As a follow-on discussion activity, ask pupils to help the pupil produce sentences.
Complementary Complementary
Skill Skill talk with their talk partner(s) about something interesting they found To support less confident pupils,
out about Great White Sharks from listening to the talk in Activity B. pause the listening track at selected
Speaking 2.1 Speaking 2.1.1 When ready, collect responses from pupils as a class. intervals to allow thinking time.
Communicate Ask about and Alternatively, read and pause at
information, ideas, explain key Activities A and B focus on developing the main skill for this lesson. specific intervals from the audio
opinions and information from The follow-on discussion activity to Activity B provides an script in the Teacher’s Book if it
feelings intelligibly simple texts opportunity for developing the complementary skill. helps less proficient pupils to listen
on familiar topics to your voice rather than that of a
native speaker. Play the track from
Post-lesson the CD when pupils feel more
Choose a post-lesson activity based on your pupils’ ability and confident.
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.
50
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
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related
Sustainability vocabulary
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
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sustainability for explaining processes
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
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sustainability for 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
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sustainability for an informal email
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
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Useful expressions
Sustainability for an informal email
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
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1.2 Action content and learning standard specified for this lesson.
5.1 Explain briefly the strategy/strategies based on
Engage with, development of plot, Focus on characters. the needs of the pupils.
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
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships
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 that a more proficient pupil can help
discuss their reaction to it. Close-Up and support a less proficient pupil.
variety of texts by main points in Teacher’s Book,
using a range of longer texts on an p.40 Support can be given to less
Lesson delivery
appropriate increased range of proficient pupils during the speaking
This lesson focuses on Activities A, B and C. See Teacher’s
reading strategies familiar topics 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
Post-lesson extension activity that better suits
Communicate Explain own point of
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
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
__
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Relative clauses
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 CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships
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 help and support a less proficient
p.48 pupil.
Understand Recognise with little that better suits pupils’ needs/interests and that will review language
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
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Use appropriate Guess the meaning activity that better suits pupils’ needs/interests and that will review Book, p.45
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
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
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Communicate Describe future better suits pupils’ needs/interests and that will review language Book, p.44-45
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
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
__
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Using adjectives
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
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1.2 Action content and learning standard specified for this lesson.
5.1 Explain briefly the strategy/strategies based on
Engage with, development of plot, Focus on themes. the needs of the pupils.
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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home related
Technology vocabulary
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 sequence. After Activity B,
at the picture on p. 57 of the Student’s Book and work with their talk Close-Up Teacher’s fast finishers can be given the
Understand a Use independently Book, p.51
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.
Lesson delivery Alternatively, choose another
appropriate check meaning and
This lesson focuses on Activities A and B. See Teacher’s Book for appropriate extension activity
reading strategies extend
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
provides an opportunity to practise the complementary skill. For additional differentiation
Communicate Explain own point of strategies, please refer to the
information, ideas, view provided list of differentiation
Post-lesson
opinions and strategies and select
feelings intelligibly Play a dictionary game to review the main skill for this lesson.
Alternatively, choose another appropriate post-lesson activity that will appropriate strategy
on familiar topics /strategies based on the
check pupils’ understanding of grammar and/or vocabulary from the
lesson. needs of the pupils.
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
Technology vocabulary
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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Future forms (will, be
Technology going to)
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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Use appropriate Guess the meaning activity that better suits pupils’ needs/interests and that will review Book, p.53-54
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 topic 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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary
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 pupil.
Close-Up
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
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Communicate Explain own point of activity that better suits pupils’ needs/interests and that will review Book, p.54
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
LESSON 47 (Speaking 10) 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
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 proficient pupil can help and
from previous lessons. Alternatively, choose another appropriate Close-Up Teacher’s support a less proficient pupil.
Communicate Express and pre-lesson activity that better suits pupils’ needs/interests and that Book, p.55
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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions
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 sequence. After Activity D,
experiences of sending letters to friends and what kind of things Close-Up Teacher’s fast finishers can be given
Communicate Organise, sequence Book, p.57
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.
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
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home-related
Technology vocabulary and expressions
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 sequence. After Activity H,
pre-lesson activity that better suits pupils’ needs/interests and that Close-Up Teacher’s fast finishers can be given
Communicate Begin to use formal Book, p.57-58
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.
This lesson focuses on Activities E, F, G and H. See Teacher’s
familiar situations Alternatively, choose another
Book for detailed guidance. Note that in Activity G pupils are asked
to read the ‘Useful Expressions’ box, which provides support for the appropriate extension activity
writing task. that better suits pupils’
Complementary Complementary needs/interests and that will
Skill Skill The reading text type in this lesson is a letter (reference to Activity
D). The reading skill (i.e. understand specific details) is meant to help pupils develop further
support the writing. the main and/or
Reading 3.1 Reading 3.1.2 complementary skill for this
Understand a Understand specific Activities G and H focus on the main skill for this lesson. Activities E-
G provide an opportunity to practise the complementary skill. lesson.
variety of texts by details and
using a range of information in For additional differentiation
Post-lesson strategies, please refer to the
appropriate longer texts on an
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
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action 5.1.2 Action content and learning standard specified for this lesson.
5.1 Explain briefly the strategy/strategies based on
Engage with, development of plot, Focus on the themes. the needs of the pupils.
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)
LESSON 51 (Reading 11) MAIN SKILL FOCUS: Reading THEME: Health and Environment
WEEK: __
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Zero and First
Innovation Conditional
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for expressing emotions
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Understand Understand better suits pupils’ needs/interests and that will review language Book, p.63
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
Lesson delivery
contexts and p.76 and/or Grammar
This lesson focuses on Activities A and B. See Teacher’s Book for
detailed guidance. Note that in Activity A pupils need to listen to the activities on p.77.
Complementary Complementary
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
strategies, please refer to the
a class. Draw attention to connections between the pupils’ ideas and
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for expressing emotions
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Understand Understand activity that better suits pupils’ needs/interests and that will review Book, p.63-64
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
Lesson delivery CD
contexts simple longer texts track at selected intervals to
This lesson focuses on Activities C and D. See Teacher’s Book
on an increased allow thinking time.
range of familiar for detailed guidance. Note that in Activity C pupils are asked to
read the ‘Exam Close-up’ box and identify words they expect to hear Alternatively, read and pause
topics at specific intervals from the
that will express certain emotions (this is practice for both listening
and speaking) as well as the ‘Exam Task’ text. audio script in the Teacher’s
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
skills. rather than that of a native
speaker. Play the track from
Speaking 2.1 Speaking 2.1.5 the CD when pupils feel more
Post-lesson
Communicate Express and 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
__
TOPIC: N/A CROSS-CURRICULAR ELEMENT: N/A LANGUAGE/GRAMMAR FOCUS: Teacher to select
Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided
list of differentiation strategies
This is a revision This is a revision Relevant revision materials from the Student’s Book include: Review and select appropriate
lesson so more lesson so more than 1 (p. 29-30); Review 2 (p. 55-56); Review 3 (p. 81-82).
than one skill can one skill can be strategy/strategies based on
be covered. covered. the needs of the pupils.
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/language for giving opinions
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 proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Communicate Explain own point of activity that better suits pupils’ needs/interests and that will review Book, p.64
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
Lesson delivery
feelings intelligibly speaking activities and post-
This lesson focuses on Activities A, C, D and E. See Teacher’s
on familiar topics lesson activity, depending on
Book for detailed guidance. Ensure that Activity A is a short
discussion activity in order to have suitable time for Activities D and their needs.
Complementary Complementary
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 complementary skill for this lesson. strategies and select
Express and
information, ideas, appropriate strategy/
respond to common Post-lesson
opinions and strategies based on the
feelings intelligibly
feelings such as 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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/clauses of purpose
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 fast finishers can be given
Close-Up activities from the Vocabulary
with appropriate on a range of text skills needed for the different sports, using clauses of purpose. Teacher’s Book,
language, form types with and Grammar activities on p.
p.66-67 76-77 of the Student’s Book.
and style reasonable Lesson delivery
accuracy 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
meaning in a independently Activity A is intended to enhance pupils’ writing skills. lesson.
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.
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
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary/clauses of purpose
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 sequence. After Activity G,
Close-Up Teacher’s fast finishers can be given
Communicate Spell written work that better suits pupils’ needs/interests and that will review language Book, p.67
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
using a range of information in lesson.
appropriate longer texts on an The text type in this lesson is instruction and a quiz. The reading
skill (i.e. understand specific details) is meant to support the Use the exit cards from
reading strategies increased range of Lesson 49 (‘what went well in
listening tasks in Activities F and G.
to construct familiar topics your learning?’ and ‘even
meaning
Activity G focuses on developing the main skill for this lesson. better if…’ to identify any
Activities F and G provide an opportunity to practise the individual needs in this
complementary skill. lesson.
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
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action Action Action content and learning standard specified for this lesson.
5.2 5.2.1 strategy/strategies based on
Analyse and Identify key stylistic the needs of the pupils.
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
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 sequence. After Activity B,
brainstorm words they know that can be associated with extreme Close-Up Teacher’s fast finishers can be given the
Understand a Understand the situations. They then look at the picture on p.83 and describe to Book, p.71
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 a the Student’s Book as either
appropriate range of familiar Lesson delivery speaking or writing tasks.
reading strategies 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
Speaking 2.1 Speaking 2.1.4 lesson.
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
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- sequence. After Activity E,
lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s fast finishers can be given the
Understand a Understand the Book, p.71-72
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
Lesson delivery appropriate extension activity
reading strategies familiar topics
This lesson focuses on Activities C, D and E. See Teacher’s that better suits pupils’
to construct
meaning Book for detailed guidance. Note that in Activity C pupils read the needs/interests and that will
Complementary ‘Exam Close-up’ box and this provides an opportunity to link the help pupils develop further
Complementary Skill skills that are explained in this box to the main skill. In order to the main and/or
Skill address the complementary skill, in Activity D pupils must be complementary skill for this
Reading 3.1.4 allowed to use dictionaries (print and/or online) to help them find the lesson.
Reading 3.1 Use independently meaning of the words in the yellow word bank.
For additional differentiation
Understand a familiar print and strategies, please refer to the
variety of texts by digital resources to provided list of differentiation
using a range of check meaning and Activity C focuses on developing the main skill for this lesson.
Activity D provides an opportunity to practise the complementary strategies and select
appropriate extend appropriate strategy
reading strategies understanding skill.
/strategies based on the
to construct 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
__
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship
vs. past perfect continuous
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 sequence. After Grammar
Close-Up Teacher’s Activity E, fast finishers can
focused lesson so focused lesson so simple and past perfect continuous. Book, p.73-74
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
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 proficient pupil can help and
Student’s Book and to come up with as many ideas as possible Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p. 74-75
meaning in a independently about why people might be walking across the desert. Allow pupils
to discuss their ideas with their talk partner(s) before collecting ideas To support less confident
variety of familiar longer sequences of 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
This lesson focuses on Activities A and B. See Teacher’s Book Alternatively, read and pause
for detailed guidance. Note that in Activity B pupils must be asked to at specific intervals from the
Complementary Complementary audio script in the Teacher’s
Skill Skill close the Student’s Book and to listen to the classroom instruction
and task read aloud by the teacher in order to address the main Book if it helps less proficient
skill. Repeat or paraphrase instruction to make sure pupils pupils to listen to your voice
Reading 3.1 Reading 3.1.3 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
difficult. While completing the sentences, they can guess their confident.
appropriate by other words and
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 topic 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
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 proficient pupil can help and
better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p.75
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
Lesson delivery CD
contexts and details in longer pupils to think and complete
This lesson focuses on Activities C, D and E. See Teacher’s
texts on an an activity. Alternatively, read
increased range of Book for detailed guidance. Note that in Activity D and E pupils are
asked to pay attention to their spelling (see also the ‘Exam Close- and pause at specific
familiar topics intervals from the audio script
up’ box).
in the Teacher’s Book if it
Activities C, D and E focus on developing the main skill for this helps less proficient pupils to
Complementary Complementary listen to your voice rather
Skill Skill lesson. Activities D and E provide an opportunity to practise the
complementary skill. than that of a native speaker.
Play the track from the CD
Writing 4.2 Writing 4.2.2 when pupils feel more
Post-lesson
Communicate Spell written work 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
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations
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 proficient pupil can help and
better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
Use appropriate Keep interaction Book, p.75
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
Lesson delivery
asking a speaker to Activity A depending on their
This lesson focuses on Activities A and B. See Teacher’s Book
slow down, speak 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
that have been covered in previous lessons (pupils may need to be For additional differentiation
Skill Skill 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.
Activity B provides an opportunity to practise the complementary appropriate strategy/
variety of texts by of unfamiliar words strategies based on the
using a range of from clues provided skill.
needs of the pupils.
appropriate by other words and
Post-lesson
reading strategies by context on an
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
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 proficient pupil can help and
better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
Communicate Paraphrase short Book, p.75-76
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
Lesson delivery
feelings intelligibly speaking activities,
This lesson focuses on Activities C and D. See Teacher’s Book
on familiar topics 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)
WEEK: __ LESSON 69 (Writing 13) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect
continuous.
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 fast finishers can be given
that will review language and/or vocabulary and prepare the pupils for the Close-Up extension activities from the
with appropriate with moderate Teacher’s Book,
language, form accuracy lesson. Vocabulary and Grammar
p.78 activities on p. 90-91 of the
and style
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
using a range of and information in read out the correct answers for Activity C and ask pupils to write these for this lesson.
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.
understand specific details) is meant to support the writing activities. provided list of differentiation
meaning strategies and select
Activity A focuses on developing the main skill for this lesson. Learning
Focus and Activity C provide an opportunity to practise the complementary appropriate
skill. strategy/strategies based on
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)
WEEK: __ LESSON 70 (Writing 14) MAIN SKILL FOCUS: Writing THEME: Health and Environment
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations/past perfect simple and past perfect
continuous.
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
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action Action Action content and learning standard specified for this lesson.
5.2 5.2.1 strategy/strategies based on
Analyse and Identify key stylistic the needs of the pupils.
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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time
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. sequence. After Activity C,
Close-Up Teacher’s fast finishers can be given the
Explore and Read enjoy and Book, p.81
expand ideas for give a personal
Lesson delivery ‘Ideas Focus’ activities on
This lesson focuses on Activities A, B and C. See Teacher’s p.97 of the Student’s Book as
personal response to fiction /
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
practise the complementary skill. lesson.
Speaking 2.1 Speaking 2.1.4 For additional differentiation
Post-lesson
Communicate Explain own point of strategies, please refer to the
information, ideas, view 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. provided list of differentiation
opinions and strategies and select
feelings intelligibly When pupils are ready, collect and share words/expressions as a
whole class. appropriate
on familiar topics 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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time
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 Activity F, fast finishers
prepare the pupils for the lesson. Close-Up can be given Vocabulary
variety of texts by meaning of Teacher’s Book,
using a range of unfamiliar words activities on p.98 of the
Lesson delivery p.81-82 Student’s Book.
appropriate from clues
This lesson focuses on Activities D, E and F. See Teacher’s Book for Alternatively, choose
reading strategies provided by other
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
Skill Skill this lesson.
Activities D, E and F focus on developing the main skill for this lesson.
Activities D, E and F also provide an opportunity to practise the complementary For additional
Writing 4.2 Writing 4.2.2 differentiation strategies,
Communicate Spell written work skill.
please refer to the
with appropriate with moderate provided list of
Post-lesson
language, form accuracy 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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Modals and semi-
Citizenship modals
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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time
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 pupil.
and/or vocabulary and prepare the pupils for the lesson. Close-Up
meaning in a independently the 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 to your voice rather than that of a
or 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. 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
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 76 (Listening 16) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.100 grouping so that a more
Listening 1.1 Listening 1.1.2 verbs. Alternatively, choose another appropriate pre-lesson activity proficient pupil can help and
that better suits pupils’ needs/interests and that will review language Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p.84
meaning in a independently and/or vocabulary and prepare the pupils for the lesson.
Read and pause in between
variety of familiar specific information Lesson delivery Student’s Book Audio recordings from the audio
contexts and details in longer This lesson focuses on Activities D and E. See Teacher’s Book CD script in the Teacher’s Book if
texts on an for detailed guidance. Note that as part of Activity D pupils are it helps less proficient pupils
increased range of asked to read the ‘Exam Close-up’ advice, which helps with to listen to your voice rather
familiar topics practising the main skill. In Activity D pupils are then asked to write than that of a native speaker.
down words they think they might hear to do with the pictures Play the track from the CD
Attention also needs to be given to the spelling of these words. For when pupils feel more
Complementary Complementary Activity E exam conditions can be simulated by asking pupils to do confident.
Skill Skill the activity on their own, and to listen to the recording twice. Then
go through answers as a class and listen again to the recording to For additional differentiation
Writing 4.2 Writing 4.2.2 check pupils’ understanding. strategies, please refer to the
Communicate Spell written work provided list of differentiation
with appropriate with moderate Activity D and E focus on developing the main skill for this lesson. strategies and select
language, form accuracy Activity D provides an opportunity to practise the complementary appropriate
and style skill, see the instructions in the Teacher’s Book. strategy/strategies based on
the needs of the pupils.
Post-lesson
Ask pupils to provide peer feedback on each other’s performance (in
pairs or small groups) using two stars and a wish: two things that
were good (stars) and one area for improvement (wish). While
monitoring the activity collect examples of the feedback to share
(anonymously) with the whole class.
101
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 77 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility
102
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __
LESSON 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review vocabulary related to free time and/or modal Book, p.101 grouping so that a more
Speaking 2.1 Speaking 2.1.3 verbs. Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
better suits pupils’ needs/interests and that will review language and/or Close-Up Teacher’s support a less proficient pupil.
Communicate Describe future Book, p.84-85
information, ideas, plans and ambitions vocabulary and prepare the pupils for the lesson.
Support can be given to less
opinions and Lesson delivery proficient pupils depending on
feelings intelligibly This lesson focuses on Activities C and D. See Teacher’s Book for their needs, such as by
on familiar topics detailed guidance. Note that in Activity C pupils should look at the providing vocabulary to use in
‘Useful Expressions’ box that contains phrases to use in Activity D. a speaking task, or sentence
starters and model sentence
Complementary Complementary Activities C and D focus on developing the main skill for this lesson. constructions to help the pupil
Skill Skill Activity D provides an opportunity to practise the complementary skill. produce sentences.
103
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __ LESSON 79 (Writing 15) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Writing lesson activity on p.86 in Teacher’s Book. Pupils Book, p.104 the next activity in the
Writing 4.1 Writing 4.1.5 discuss writing postcards. They then look at the image in the top right- sequence. After Activity C,
hand corner of p.104 and identify what they could write in a postcard Close-Up Teacher’s fast finishers can be given
Communicate Organise, sequence Book, p.86-87
intelligibly through and develop ideas about this picture. activities from the Vocabulary
print and digital within short texts on and Grammar activities on
media on familiar familiar topics
Lesson delivery p.102-103 of the Student’s
This lesson focuses on Activities A, B and C. See Teacher’s Book Book. Alternatively, choose
topics
for detailed guidance. This lesson focuses on recognising linking words another appropriate extension
Complementary Complementary and phrases (in activities A and C). It is important to explain to pupils activity that better suits pupils’
Skill Skill that they will need to use these linking words and phrases in their own needs/interests and that will
writing when they want to organise, sequence and develop ideas. help pupils develop further
Writing 4.2 Writing 4.2.2 the main and/or
Communicate Spell written work Activities A and C focus on developing the main skill for this lesson. complementary skill for this
with appropriate with moderate Activity B provides an opportunity to practise the complementary skill. lesson.
language, form accuracy Use the exit cards from
Post-lesson
and style Lesson 70 (‘what went well in
Ask pupils to review their learning by writing a postcard about their
learning in this lesson (the postcard can be addressed to an imagined your learning?’ and ‘even
friend in another class or school). Pupils need to re-use linking words better if…’ to identify any
and phrases from the lesson. Allow pupils to practise reading their individual needs in this lesson
postcard to a talk partner before selecting pupils to read their postcard and the next.
to the class. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy/
strategies based on the
needs of the pupils.
104
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 8)
WEEK: __
LESSON 80 (Writing 16) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases
105
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 81 (Literature in Action 8) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action Action Action content and learning standard specified for this lesson.
5.3 5.3.1 strategy/strategies based on
Express an Respond Focus on PowerPoint presentation and visuals. the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
106
Secondary Form 3 Scheme of Work
UNIT 9
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __
LESSON 82 (Reading 17) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils look Book, p.109-111 the next activity in the
Reading 3.1 Reading 3.1.5 at the picture on p.109 of the Student’s Book and discuss this picture sequence. After Activity D,
with a talk partner. See also ‘Background Information’ on p.91 of the Close-Up Teacher’s fast finishers can be given the
Understand a Recognise with Book, p.91-92
variety of texts by support the attitude Teacher’s Book. Vocabulary activities on p.112
using a range of or opinion of the of the Student’s Book.
Lesson delivery Alternatively, choose another
appropriate writer in simple
This lesson focuses on Activities A, B, C and D. See Teacher’s appropriate extension activity
reading strategies longer texts on an
to construct increased range of Book for detailed guidance. Note that for Activity B pupils must quickly that better suits pupils’
meaning familiar topics read the text. Set a strict time limit for this activity in order to have needs/interests and that will
sufficient time for Activities C and D. Ensure that support and guidance help pupils develop further
is given to pupils during Activity B and when going through the answers, the main and/or
Complementary Complementary so that pupils are practising the main learning standard within the set complementary skill for this
Skill Skill time limit. In Activity C pupils are asked to read the ‘Exam Close-up’ lesson.
guidance, which also helps them with the main skill.
For additional differentiation
Speaking 2.1 Speaking 2.1.4 strategies, please refer to the
Communicate Explain own point of Activities B, C and D focus on developing the main skill for this lesson.
Activity A provides an opportunity to practise the complementary skill. provided list of differentiation
information, ideas, view strategies and select
opinions and appropriate
Post-lesson
feelings intelligibly strategy/strategies based on
on familiar topics 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 for the lesson. the needs of the pupils.
When pupils are ready, collect and share words/expressions as a whole
class.
107
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 83 (Reading 18) MAIN SKILL FOCUS: Reading THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary from the Book, p.111 the next activity in the
Reading 3.1 Reading 3.1.4 previous lesson. Alternatively, choose another appropriate pre- sequence. After Activity E,
lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s fast finishers can be given
Understand a Use independently Book, p.92
variety of texts by familiar print and review language and/or vocabulary and prepare the pupils for the Vocabulary activities on p.112
using a range of digital resources to lesson. and/or p.116 of the Student’s
appropriate check meaning and Book. Alternatively, choose
Lesson delivery another appropriate extension
reading strategies extend
This lesson focuses on Activity E and the ‘Ideas Focus’. See activity that better suits pupils’
to construct understanding
meaning Teacher’s Book for detailed guidance. Note that in this lesson pupils needs/interests and that will
need to be supplied with dictionaries (print or digital) to practise the help pupils develop further
Complementary Complementary main skill for this lesson. In Activity E pupils must re-read the same the main and/or
Skill Skill text used in the previous lesson. There is an opportunity to develop complementary skill for this
the ‘Ideas Focus’ questions into a class debate. lesson.
Speaking 2.1 Speaking 2.1.4 For additional differentiation
Communicate Explain own point of Activity E focuses on developing the main skill for this lesson. The
‘Ideas Focus’ provides an opportunity to practise the complementary strategies, please refer to the
information, ideas, view provided list of differentiation
opinions and skill.
strategies and select
feelings intelligibly appropriate strategy
Post-lesson
on familiar topics /strategies based on the
Play a dictionary game to review the main skill for this lesson.
Alternatively, choose another appropriate post-lesson activity that needs of the pupils.
will check pupils’ understanding of grammar and/or vocabulary from
the lesson.
108
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 84 (Language Awareness 9) MAIN SKILL FOCUS: Language Awareness THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: The passive voice
Communications Technology
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use the pre-Grammar lesson activity on p.93 in Teacher’s Book. Book, p.113 the next activity in the
This is a This is a grammar- Ask pupils questions that are constructed using the passive voice. sequence. After Grammar
Close-Up Teacher’s Activity D, fast finishers can
grammar-focused focused lesson so Book, p.93
Lesson delivery be given other activities in the
lesson so listening, speaking,
This lesson focuses on Activities A, B, C and D. See Teacher’s textbook not covered in the
listening, reading and writing
speaking, reading skills are not Book for detailed guidance. Note that in Activity D pupils are asked Learning Outline (i.e.
and writing skills explicitly covered. to look back at the text used in the previous reading lessons (on activities E-F).
are not explicitly p.110-111 of the Student’s Book). In Activity D pupils also encounter
the passive voice constructed using the present perfect simple (has See also p.116 in Student’s
covered. Book for further vocabulary
been cleaned), past perfect simple (had been put in) and future
simple (will be shown). See p.169-170 of Student’s Book for further activities that can be used as
support with the passive voice. extension tasks and/or
homework.
Post-lesson For additional differentiation
Ask pupils to look at the picture in the top right-hand corner of p.113 strategies, please refer to the
of the Student’s Book. Pupils then write questions about the picture provided list of differentiation
using the passive voice. Ask pupils to practise asking and answering strategies and select
their questions with talk partner(s) before selecting questions (and appropriate
answers to the questions) from pupils as a class. strategy/strategies based on
the needs of the pupils.
109
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 85 (Listening 17) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p.94
meaning in a independently the language and/or vocabulary and prepare the pupils for the lesson.
Support can be given to less
variety of familiar main ideas in Student’s Book Audio proficient pupils for the pre-
Lesson delivery CD
contexts simple longer texts Listening activity depending
This lesson focuses on the pre-Listening lesson activity and
on an increased on their needs, such as by
Activities A and B. Note that in the pre-Listening activity (on p.94 in
range of familiar providing sentence starters
topics Teacher’s Book) pupils take it in turns to describe to a talk partner
the picture on p.114 of the Student’s Book. Pupils are then able to and model sentence
discuss why scientists make robots and how robots might help us in constructions using future
the future. Attention needs to be given to future tenses for this tenses, to help the pupil
Complementary Complementary produce sentences.
Skill Skill activity in order to practise the complementary skill.
For additional differentiation
Speaking 2.1 Speaking 2.1.3 Activity B focuses on developing the main skill for this lesson. The strategies, please refer to the
Communicate Describe future pre-Listening activity (on p.94 in Teacher’s Book) and Activity B provided list of differentiation
information, ideas, plans and ambitions provide an opportunity to practise the complementary skill. strategies and select
opinions and appropriate strategy/
Post-lesson strategies based on the
feelings intelligibly
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word needs of the pupils.
or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
110
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 86 (Listening 18) MAIN SKILL FOCUS: Listening THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
Listening 1.1 Listening 1.1.6 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p.94-95
meaning in a independently language and/or vocabulary and prepare the pupils for the lesson.
Pause the listening track at
variety of familiar longer simple Student’s Book Audio selected intervals to allow
Lesson delivery CD
contexts narratives on a pupils to think and complete
This lesson focuses on Activities C, D and E. See Teacher’s
range of familiar an activity. For additional
topics Book for detailed guidance. Note that in Activity C pupils read the
‘Exam Close-up’ guidance. In Activity C pupils also read and differentiation strategies,
underline the key words in the ‘Exam Task’. please refer to the provided
list of differentiation strategies
Complementary Complementary and select appropriate
Skill Skill The text type in this lesson is instruction and a quiz.
strategy/strategies based on
the needs of the pupils.
Reading 3.1 Reading 3.1.2 Activities C, D and E focus on developing the main skill for this
Understand a Understand specific lesson. Activity C also provides an opportunity to practise the
variety of texts by details and complementary skill.
using a range of information in
appropriate longer texts on an Post-lesson
reading strategies increased range of
to construct familiar topics Ask pupils to identify with their talk partner(s) at least one new word
meaning or expression that they have learned in relation to the topic for the
lesson. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
111
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 87 (Speaking 16) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
Use appropriate Keep interaction Book, p.95
communication going in longer language and/or vocabulary and prepare the pupils for the lesson.
Support can be given to less
strategies exchanges by proficient pupils depending on
Lesson delivery
asking a speaker to their needs, such as by
This lesson focuses on Activities A, B and C. See Teacher’s
slow down, speak providing vocabulary to use in
up or to repeat what Book for detailed guidance. Note that in Activity A pupils should be
asked to listen to the questions read out by the teacher, before they a speaking task, or sentence
they have said starters and model sentence
read them on their own, in order to practise the complementary skill.
In Activity B pupils are asked to compare answers with their talk constructions to help the pupil
partner and to discuss any differences in their answers before the produce sentences.
Complementary Complementary
Skill Skill answers are checked as a class. In Activity C pupils must then For additional differentiation
agree with their partner on a combined answer. In all three activities strategies, please refer to the
Listening 1.1 Listening 1.1.5 in this lesson it is important to remind pupils that they need to keep provided list of differentiation
Understand Understand their interaction going and to draw attention to how they can do this. strategies and select
meaning in a independently more appropriate strategy/
variety of familiar complex questions Activities A, B and C focus on developing the main skill for this strategies based on the
contexts lesson. Activity A provides an opportunity to practise the needs of the pupils.
complementary skill.
Post-lesson
Ask pupils to identify with their talk partner(s) how they kept the
interaction going in the discussion activities in this lesson. When
pupils are ready, collect and share ideas as a whole class.
112
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 88 (Speaking 17) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Communications Technology for making decisions
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review technology-related vocabulary from previous Book, p.115 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
Use appropriate Keep interaction Book, p.95-96
communication going in longer language and/or vocabulary and prepare the pupils for the lesson.
Support can be given to less
strategies exchanges by proficient pupils during the
Lesson delivery
asking a speaker to discussion activities,
This lesson focuses on Activity D and the ‘Ideas Focus’. Note in
slow down, speak depending on their needs.
up or to repeat what Activity D pupils must read the ‘Useful Expressions’, which they
they have said need to use in their group discussions. For the ‘Ideas Focus’ For additional differentiation
discussions pupils should be asked to reach a group answer to each strategies, please refer to the
question. provided list of differentiation
Complementary Complementary strategies and select
Skill Skill Activity D and ‘Ideas Focus’ both focus on developing the main appropriate
complementary skills for this lesson. strategy/strategies based on
Speaking 2.1 Speaking 2.1.4 the needs of the pupils.
Post-lesson
Communicate Explain own point of
information, ideas, view Ask pupils to shut their textbooks and to write down useful
opinions and expressions for reaching decisions in a group discussion. Monitor
feelings intelligibly and provide support for any problems with spelling. When ready,
on familiar topics select pupils to read out their ideas and, if necessary, provide
additional expressions. Alternatively, choose another appropriate
post-lesson activity that better suits pupils’ needs/interests and that
will review language and/or vocabulary from this lesson.
113
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 89 (Writing 17) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to the
Use the pre-Writing lesson activity on p.97 in the Teacher’s Book to Book, p.118 next activity in the sequence.
Writing 4.1 Writing 4.1.1 activate prior knowledge. Ask pupils to read the ‘Learning Focus’ After Activity C, fast finishers can
box and then to think of further examples of collocations. Allow Close-Up Teacher’s be given activities from the
Communicate Explain simple Book, p.97-98
intelligibly through content from what pupils time to discuss their ideas with their talk partner(s) before Grammar activities on p.117 of
print and digital they have read or collecting ideas as a class. the Student’s Book. Alternatively,
media on familiar heard choose another appropriate
Lesson delivery extension activity that better suits
topics
This lesson focuses on Activities A, B, and C. See Teacher’s pupils’ needs/interests and that
Complementary Complementary Book for detailed guidance. Note that in Activity C pupils must be will help pupils develop further
Skill Skill asked to write down their answers as complete sentences in order the main and/or complementary
to practise the main skill. skill for this lesson.
Writing 4.2 Writing 4.2.2 Use the exit cards from Lesson
Activity C focuses on developing the main skill for this lesson.
Communicate Spell written work
Activity B focuses on developing the complementary skill. 80 (‘what went well in your
with appropriate with moderate learning?’ and ‘even better if…’)
language, form accuracy to identify any individual needs in
Post-lesson
and style this lesson and the next.
Ask pupils to identify with their talk partner(s) at least one new word
or expression that they have learned in relation to the lesson topic. For additional differentiation
When pupils are ready, collect and share words/expressions as a strategies, please refer to the
whole class. Alternatively, choose another appropriate post-lesson provided list of differentiation
activity that better suits pupils’ needs/interests and that will review strategies and select appropriate
learning in the lesson. strategy/ strategies based on the
needs of the pupils.
114
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 9)
WEEK: __ LESSON 90 (Writing 18) MAIN SKILL FOCUS: Writing THEME: Science and Technology
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary/collocations
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review technology-related vocabulary and/or Book, p.118-119 the next activity in the
Writing 4.2 Writing 4.2.2 collocations from the previous lesson. Alternatively, choose another sequence. After Activity H,
appropriate pre-lesson activity that better suits pupils’ Close-Up Teacher’s fast finishers can be given
Communicate Spell written work Book, p.98
with appropriate with moderate needs/interests and that will review language and/or vocabulary and activities from the Grammar
language, form accuracy prepare the pupils for the lesson. activities on p.117 of the
and style Student’s Book and/or the
Lesson delivery ‘Ideas Focus’ questions on
Complementary Complementary This lesson focuses on Activities D, E, F, G and H. See p.120 of the Student’s Book
Skill Skill Teacher’s Book for detailed guidance. Note that in Activity D pupils as writing tasks. Alternatively,
are asked to speculate on why certain words in the writing task have choose another appropriate
Speaking 2.1 Speaking 2.1.4 been underlined. Allow pupils to discuss their ideas with talk extension activity that better
Communicate Explain own point of partner(s) before collecting opinions as a class. In activities E, F and suits pupils’ needs/interests
information, ideas, view. H pupils must pay attention to spelling. and that will help pupils
opinions and develop further the main
feelings intelligibly Activities E, F and H focus on developing the main skill for this and/or complementary skill
on familiar topics lesson. Activity D provides an opportunity to practise the for this lesson.
complementary skill.
For additional differentiation
Post-lesson strategies, please refer to the
provided list of differentiation
Ask pupils to identify with their talk partner(s) at least one new word strategies and select
or expression that they have learned in relation to the lesson topic. appropriate strategy/
When pupils are ready, collect and share words/expressions as a strategies based on the
whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
115
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 91 (Literature in Action 9) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action Action Action content and learning standard specified for this lesson.
5.3 5.3.1 strategy/strategies based on
Express an Respond Focus on Posters and visuals. the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
116
Secondary Form 3 Scheme of Work
UNIT 10
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __
LESSON 92 (Reading 19) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils discuss the Student’s Book, the next activity in the sequence.
Reading 3.1 Reading 3.1.1 picture on p.121 of the Student’s Book. p.121-123 After Activity C, fast finishers
Understand a Understand the can be given the Vocabulary
Lesson delivery Close-Up activities on p.124 of the
variety of texts by main points in Teacher’s Book, Student’s Book. Alternatively,
using a range of longer texts on an This lesson focuses on Activities A, B and C. See Teacher’s Book for p.100-101
appropriate increased range choose another appropriate
detailed guidance. Note that in Activity B pupils are asked to skim read the extension activity that better
reading strategies of familiar topics texts. Activity C is preparation for the Exam Task in Activity D, which pupils
to construct suits pupils’ needs/interests and
complete in the next lesson. Pupils read the ‘Exam Close-up’ guidance as part that will help pupils develop
meaning of Activity C. In Activity C it is important to activate pupils’ prior knowledge of further the main and/or
text types, particularly of short texts (e.g. email, text message, advert), before complementary skill for this
Complementary Complementary pupils identify the five text types in the activity. For all activities ensure that
Skill Skill lesson.
pupils have opportunities to discuss their answers with talk partner(s) before
checking answers as a class, in order to practise the complementary skill. Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils for the pre-
Communicate Explain own point Activities B and C focus on developing the main skill for this lesson. Activities lesson activity depending on
information, ideas, of view A, B and C provide an opportunity to practise the complementary skill. their needs, such as by
opinions and providing sentence starters and
feelings intelligibly Post-lesson
model sentence constructions,
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or to help the pupil produce
expression that they have learned in relation to the lesson topic. When pupils sentences.
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy /strategies based on the
needs of the pupils.
117
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 93 (Reading 20) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Play a game to review entertainment-related vocabulary from the Book, p.123 the next activity in the
Reading 3.1 Reading 3.1.3 previous lesson. Alternatively, choose another appropriate pre- sequence. After the ‘Ideas
lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s Focus’ activity, fast finishers
Understand a Guess the meaning Book, p.101
variety of texts by of unfamiliar words review language and/or vocabulary and prepare the pupils for the can be given the Vocabulary
using a range of from clues provided lesson. activities on p.124 and/or p.
appropriate by other words and 128 of the Student’s Book.
Lesson delivery Alternatively, choose another
reading strategies by context on an
This lesson focuses on Activities D, E and ‘Ideas Focus’. See appropriate extension activity
to construct increased range of
meaning familiar topics Teacher’s Book for detailed guidance. Note that in Activity D pupils that better suits pupils’
should re-read the ‘Exam Close-up’ guidance (this was done as part needs/interests and that will
Complementary Complementary of Activity C in previous lesson). help pupils develop further
Skill Skill the main and/or
Activities D and E focus on developing the main skill for this lesson. complementary skill for this
Speaking 2.3 Speaking 2.3.1 The ‘Ideas Focus’ provides an opportunity to practise the lesson.
Use appropriate Keep interaction complementary skill.
For additional differentiation
communication going in longer strategies, please refer to the
Post-lesson
strategies exchanges by provided list of differentiation
asking a speaker to Ask pupils to identify with their talk partner(s) at least one new word strategies and select
slow down, speak or expression that they have learned in relation to the lesson topic. appropriate strategy
up or to repeat what When pupils are ready, collect and share words/expressions as a /strategies based on the
they have said whole class. Alternatively, choose another appropriate post-lesson needs of the pupils.
activity that better suits pupils’ needs/interests and that will review
learning in the lesson.
118
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 94 (Language Awareness 10) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Reported speech
Innovation
119
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 95 (Listening 19) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping
Use pre-Listening lesson activity on p.103 in Teacher’s Book. Ask Student’s Book, so that a more proficient pupil can
Listening 1.1 Listening 1.1.4 pupils if they have ever acted in a play or been behind the scenes in p.126 help and support a less proficient
Understand Understand a theatre. Ask them what it was like. If they have not had these pupil.
experiences, ask them what they imagine it would be like. Close-Up
meaning in a independently Teacher’s Book, Support can be given to less
variety of familiar longer sequences of p.103 proficient pupils during Activity B,
Lesson delivery
contexts classroom depending on their needs. For
This lesson focuses on Activities A, B and C. See Teacher’s Student’s Book
instructions example, by providing vocabulary
Book for detailed guidance. Note that in Activity B the word ‘props’ Audio CD
refers to any objects used on the stage by actors during a to use during the speaking task, or
performance. In all activities pupils must be asked to listen to the sentence starters and model
Complementary Complementary sentence constructions to help the
Skill Skill activity instruction, in order to practise the main skill. Ask pupils to
close their textbooks while giving instruction and check for pupils’ pupil produce sentences.
Speaking 2.1 Speaking 2.1.4 understanding of instructions before they open their books again. To support less confident pupils,
Communicate Explain own point of pause the listening track at
information, ideas, view Activities A, B and C focus on developing the main skill for this selected intervals to allow thinking
opinions and lesson. Activity B provides an opportunity to practise the time.
feelings intelligibly complementary skill.
For additional differentiation
on familiar topics strategies, please refer to the
Post-lesson
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 appropriate
When pupils are ready, collect and share words/expressions as a strategy/ strategies based on the
whole class. needs of the pupils.
120
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 96 (Listening 20) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.126 grouping so that a more
Listening 1.1 Listening 1.1.2 previous lessons. Alternatively, choose another appropriate pre- proficient pupil can help and
lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s support a less proficient pupil.
Understand Understand Book, p.103
meaning in a independently review language and/or vocabulary and prepare the pupils for the
lesson. To support less confident
variety of familiar specific information Student’s Book Audio pupils, pause the listening
contexts and details in longer CD track at selected intervals to
Lesson delivery
texts on an allow thinking time.
This lesson focuses on Activities D, E and F. See Teacher’s
increased range of
familiar topics Book for detailed guidance. Note that in Activity D pupils are asked For additional differentiation
to think of words that could fit in each gap in the Exam Task text, strategies, please refer to the
which is practice for the complementary skill. provided list of differentiation
Complementary Complementary strategies and select
Skill Skill Activities D, E and F focus on developing the main skill for this appropriate strategy/
lesson. Activity D also provides an opportunity to practise the strategies based on the
Reading 3.1 Reading 3.1.3 complementary skill. needs of the pupils.
Understand a Guess the meaning
Post-lesson
variety of texts by of unfamiliar words
using a range of from clues provided Ask pupils to identify with their talk partner(s) at least one new word
appropriate by other words and or expression that they have learned in relation to the lesson topic.
reading strategies by context on an When pupils are ready, collect and share words/expressions as a
to construct increased range of whole class.
meaning familiar topics
121
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 97 (Speaking 18) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from previous Book, p.127 grouping so that a more
Speaking 2.3 Speaking 2.3.1 lessons and/or useful expressions for describing people, places or proficient pupil can help and
things. Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s support a less proficient pupil.
Use appropriate Keep interaction Book, p.104
communication going in longer better suits pupils’ needs/interests and that will review language and/or
vocabulary and prepare the pupils for the lesson. Support can be given to less
strategies exchanges by proficient pupils depending on
asking a speaker to their needs, such as by
Lesson delivery
slow down, speak providing vocabulary to use in
This lesson focuses on Activities A, B and C. See Teacher’s Book
up or to repeat what a speaking task, or sentence
they have said for detailed guidance. Activate pupils’ prior knowledge of useful
expressions for describing people, places or things. starters and model sentence
constructions to help the pupil
Activities A, Band C focus on developing the main skill for this lesson. produce sentences.
Complementary Complementary
Skill Skill Activity A also provides an opportunity to practise the complementary For additional differentiation
skill. strategies, please refer to the
Speaking 2.1 Speaking 2.1.5 provided list of differentiation
Post-lesson strategies and select
Communicate Express and Ask pupils to provide peer feedback on each other’s performance in the appropriate strategy/
information, ideas, respond to common lesson (in pairs or small groups) using two stars and a wish: two things strategies based on the
opinions and feelings such as that were good (stars) and one area for improvement (wish). While needs of the pupils.
feelings intelligibly happiness, monitoring the activity collect examples of the feedback to share
on familiar topics sadness, surprise, (anonymously) with the whole class.
and interest
122
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 98 (Speaking 19) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review entertainment-related vocabulary from Book, p.127 grouping so that a more
Speaking 2.1 Speaking 2.1.5 previous lessons and/or useful expressions for describing people, proficient pupil can help and
places or things. Alternatively, choose another appropriate pre- Close-Up Teacher’s support a less proficient pupil.
Communicate Express and Book, p.104
information, ideas, respond to common lesson activity that better suits pupils’ needs/interests and that will
review language and/or vocabulary and prepare the pupils for the Support can be given to less
opinions and feelings such as proficient pupils depending on
feelings intelligibly happiness, lesson.
their needs, such as by
on familiar topics sadness, surprise, providing vocabulary to use in
Lesson delivery
and interest a speaking task, or sentence
This lesson focuses on Activity D and the ‘Ideas Focus’. The
‘Ideas Focus’ focuses on developing the main skill for this lesson. starters and model sentence
Both Activity D and ‘Ideas Focus’ provide an opportunity to practise constructions to help the pupil
Complementary Complementary produce sentences.
Skill Skill the complementary skill.
For additional differentiation
Speaking 2.3 Speaking 2.3.1 Post-lesson strategies, please refer to the
Use appropriate Keep interaction Review pupils’ learning in this lesson with Tell me three things… provided list of differentiation
• You have learnt today strategies and select
communication going in longer
strategies exchanges by • You have done well appropriate strategy/
asking a speaker to • Your talk partner has done well strategies based on the
slow down, speak needs of the pupils.
up or to repeat what
they have said
123
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 99 (Writing 19) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas
Main Skill Main Skill Pre-lesson Close-Up Student’s Fast finishers can move on to
Use pre-Writing lesson activity on p.106 in Teacher’s Book. Read Book, p.130 the next activity in the
Writing 4.1 Writing 4.1.2 the ‘Learning Focus’ information. Ask pupils to complete a sentence sequence. After Activity C,
using the phrases for ordering ideas. See Teacher’s Book for Close-Up Teacher’s fast finishers can be given
Communicate Explain simple Book, p.106-107
intelligibly through processes detailed guidance. activities from the Vocabulary
print and digital and Grammar activities on p.
media on familiar
Lesson delivery 128-129 of the Student’s
This lesson focuses on Activities A, B and C. See Teacher’s Book. Alternatively, choose
topics
Book for detailed guidance. As a follow-up activity to Activity A, and another appropriate extension
Complementary Complementary to practise further the main skill for this lesson, ask pupils to write an activity that better suits pupils’
Skill Skill explanation of a simple process (e.g. how to make a cup of tea or needs/interests and that will
change a bicycle tire) using phrases for ordering ideas. help pupils develop further
Reading 3.1 Reading 3.1.1 the main and/or
Understand a Understand the The text type in this lesson is instruction and a letter. complementary skill for this
variety of texts by main points in Activity A and the follow-up activity focus on developing the main lesson.
using a range of longer texts on an skill for this lesson. Activity C and ‘Learning Focus’ provide an
opportunity to practise the complementary skill. Activity B prepares For additional differentiation
appropriate increased range of strategies, please refer to the
reading strategies familiar topics the pupils to do Activity C in preparation for the writing task in the
next writing lesson. provided list of differentiation
to construct strategies and select
Post-lesson
meaning appropriate strategy/
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 of the strategies based on the
lesson. When pupils are ready, collect and share words/expressions needs of the pupils.
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
124
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 10)
WEEK: __ LESSON 100 (Writing 20) MAIN SKILL FOCUS: Writing THEME: People and Culture
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary/phrases for ordering ideas
125
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 101 (Literature in Action 10) MAIN SKILL FOCUS: Literature in Action THEME: n/a
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Teachers should ensure that their lesson covers the Literature in and select appropriate
Action Action Action content and learning standard specified for this lesson.
5.3 5.3.1 strategy/strategies based on
Express an Respond Focus on blogs and webpages. the needs of the pupils.
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
126
Secondary Form 3 Scheme of Work
UNIT 11
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __
LESSON 102 (Reading 21) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education
Main Skill Main Skill Pre-lesson Close-Up Fast finishers can move on to
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils write down in Student’s the next activity in the sequence.
Reading 3.2 Reading 3.2.1 one minute as many words and phrases they know related to education. They
Book, p.135- After the ‘Ideas Focus’
Explore and Read, enjoy and then look at the picture on p.135 of the Student’s Book and describe what they 137 discussion, fast finishers can be
expand ideas for give a personal think the boy in the picture is feeling. given the Vocabulary activities
Close-Up on p.138 of the Student’s Book.
personal response to Teacher’s
development by fiction / non- Lesson delivery Alternatively, choose another
Book, p.111-
reading fiction and other This lesson focuses on Activities A, B, C and ‘Ideas Focus’. See Teacher’s appropriate extension activity
112 that better suits pupils’
independently and suitable print Book for detailed guidance. Note that in Activity C pupils are asked to scan the
widely and digital texts texts, this is to address ‘reading’ in 3.2.1. Pupils’ answer which courses are needs/interests and that will help
of interest creative and non-creative. After Activity C, ask pupils to discuss in small groups pupils develop further the main
the first question in the ‘Ideas Focus’ activity (‘Are you interested in any of the and/or complementary skill for
activities mentioned in the texts? Which ones?’).Encourage pupils to give a this lesson.
Complementary Complementary personal response in the discussion in order to practise the main skill for the Support can be given to less
Skill Skill lesson. proficient pupils during the
speaking elements of activities,
Speaking 2.1 Speaking 2.1.4 Activity C and ‘Ideas Focus’ discussion activity focuses on developing the main depending on their needs, such
Communicate Explain own skill for this lesson. Activities A and B provide opportunities to practise the as by providing vocabulary to
information, ideas, point of view complementary skill. use or sentence starters and
opinions and model sentence constructions to
feelings intelligibly Post-lesson help the pupil produce
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or sentences.
expression that they have learned in relation to the lesson topic. When pupils
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
strategies and select appropriate
strategy/strategies based on the
needs of the pupils.
127
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 103 (Reading 22) MAIN SKILL FOCUS: Reading THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education
128
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 104 (Language Awareness 11) MAIN SKILL FOCUS: Language Awareness THEME: People and Culture
129
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 105 (Listening 21) MAIN SKILL FOCUS: Listening THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education
Main Skill Main Skill Pre-lesson Close-Up Organise talk partners or grouping so
Use the pre-Listening lesson activity on p.114 in Teacher’s Book. Student’s that a more proficient pupil can help
Listening 1.1 Listening 1.1.6 Pupils discuss the picture in the bottom half of p.140 of the Book, p.140- and support a less proficient pupil.
Understand Understand Student’s Book. 141
You can pause the track at selected
meaning in a independently Close-Up intervals to allow pupils to think and
Lesson delivery
variety of familiar longer simple Teacher’s complete an activity.
This lesson focuses Activities A, B, C and D. See Teacher’s
contexts narratives on a Book, p.114
range of familiar Book for detailed guidance. For additional differentiation strategies,
topics Student’s Book please refer to the provided list of
For Activity B, pupils close their books and listen to the teacher’s Audio CD differentiation strategies and select
Complementary Complementary explanation of the content of Exam Close-up. The teacher’s appropriate strategy/strategies based
Skill Skill explanation should be clear. Respond to all pupils’ questions on the needs of the pupils.
before they return to the task. Then pupils can open their books
Listening 1.1 Listening 1.1.4 and underline the key words in the Exam Task.
Understand Understand
meaning in a independently Note that in Activity C pupils are asked to work with a partner and
variety of familiar longer sequences compare the words they underlined in Activity B.
contexts of classroom
instructions Activities C and D focus on developing the main skill for this
lesson. Activity B provides an opportunity to practise the
complementary skill.
Post-lesson
Ask pupils to identify with their talk partner(s) at least one new
word or expression that they have learned in relation to the lesson
topic. When pupils are ready, collect and share words/expressions
as a whole class. Alternatively, choose another appropriate post-
lesson activity that better suits pupils’ needs/interests and that will
review learning in the lesson.
130
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK OR NON-TEXTBOOK BASED LESSON
WEEK: LESSON 106 (Revision 3 - Listening) MAIN SKILL FOCUS: Listening THEME: Teacher to select
__
TOPIC: N/A CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
Main Skill Main Skill Teachers will need to develop their own lesson based on the needs Teacher to select For differentiation strategies,
of their pupils. please refer to the provided list of
This is a listening This is a listening differentiation strategies and select
Prepare materials to practise listening skills that need further appropriate strategy/ strategies
review lesson so review lesson so consolidation and/or use listening activities from previous units that
teacher to choose teacher to choose based on the needs of the pupils.
pupils would benefit from practising again.
from the listening from the listening
learning learning standards
standards
131
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: __ LESSON 107 (Speaking 20) MAIN SKILL FOCUS: Speaking THEME: People and Culture
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship for discussions
Main Skill Main Skill Pre-lesson Close-Up Student’s Organise talk partners or
Play a game to review education-related vocabulary from previous Book, p.141 grouping so that a more
Speaking 2.1 Speaking 2.1.4 lessons and/or useful expressions for discussions. Alternatively, proficient pupil can help and
choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s support a less proficient pupil.
Communicate Explain own point of Book, p.114-115
information, ideas, view pupils’ needs/interests and that will review 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 speaking tasks, depending on
Lesson delivery
on familiar topics their needs.
This lesson focuses on Activities A, B, C and D. See Teacher’s
Complementary Complementary Book for detailed guidance. Note that time will need to be closely For additional differentiation
Skill Skill monitored for Activities A, B and C in order to have sufficient time for strategies, please refer to the
Activity D. provided list of differentiation
Reading 3.1 Reading 3.1.3 strategies and select
Understand a Guess the meaning Activities A, C and D focus on developing the main skill for this appropriate strategy/
variety of texts by of unfamiliar words lesson. Activity B provides an opportunity to practise the strategies based on the
using a range of from clues provided complementary skill. needs of the pupils.
appropriate by other words and
Post-lesson
reading strategies by context on an
to construct increased range of Ask pupils to review their learning in this lesson by describing what
meaning familiar topics they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.
132
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: LESSON 108 (Writing 21) MAIN SKILL FOCUS: Writing THEME: Teacher to select
__
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
Main Skill Main Skill Teachers will need to develop their own lesson based on the main Teachers to select their For differentiation strategies,
and complementary learning standards in this lesson. The writing own materials please refer to the provided
Writing 4.2 Writing 4.2.3 lessons content in the textbook (p144-145) focuses on report writing list of differentiation strategies
Communicate Produce a plan or which is not part of Form 3 learning. and select appropriate
with appropriate draft of two strategy/strategies based on
language, form paragraphs or more the needs of the pupils.
and style and modify this
appropriately
independently
Complementary Complementary
Skill Skill
133
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 11)
WEEK: LESSON 109 (Revision 4) MAIN SKILL FOCUS: Revision THEME: N/A
__
TOPIC: N/A CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Relevant revision materials from the Student’s Book include: Review and select appropriate
lesson so several lesson so several 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160).
skills will be skills will be strategy/strategies based on
covered. covered. the needs of the pupils.
134
Secondary Form 3 Scheme of Work
SCHEME OF WORK: TEXTBOOK BASED LESSON
WEEK: LESSON 110 (Revision 5) MAIN SKILL FOCUS: Revision THEME: N/A
__
TOPIC: N/A CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
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 list of differentiation strategies
Relevant revision materials from the Student’s Book include: Review and select appropriate
lesson so several lesson so several 4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160).
skills will be skills will be strategy/strategies based on
covered. covered. the needs of the pupils.
135
Secondary Form 3 Scheme of Work
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
WEEK: __ LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Listening, Speaking, Reading THEME: Teacher to select
& 2) and Writing
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select
Teachers to select Teachers to select Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
an appropriate an appropriate main topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies
complementary complementary skill and select appropriate
skill based on the based on the needs strategy/strategies based on
needs and and interest of the the needs of the pupils.
interest of the pupils,
pupils,
136
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
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Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/