Sow Form 3

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH MENENGAH
English Language
Scheme of Work
Secondary Form 3
Secondary Form 3
Scheme of Work
Contents
Content Overview .................................................................................................................................................................................................................. 7

1. Content and organisation of the Secondary Form 3 Scheme of Work ...................................................................................................................... 8
2. Scheme of Work Template: Supporting Information ................................................................................................................................................ 11
3. Differentiation strategies for Secondary pupils......................................................................................................................................................... 14
4. Glossary of terms in Form 3 ..................................................................................................................................................................................... 20
5. Scheme of Work: Lessons 1 – 112........................................................................................................................................................................... 27
UNIT 1 .............................................................................................................................................................................................................................. 27
UNIT 2 .............................................................................................................................................................................................................................. 37
UNIT 3 .............................................................................................................................................................................................................................. 47
UNIT 4 .............................................................................................................................................................................................................................. 57
UNIT 5 .............................................................................................................................................................................................................................. 67
UNIT 6 .............................................................................................................................................................................................................................. 77
UNIT 7 .............................................................................................................................................................................................................................. 87
UNIT 8 .............................................................................................................................................................................................................................. 97
UNIT 9 ............................................................................................................................................................................................................................ 107
UNIT 10 .......................................................................................................................................................................................................................... 117
UNIT 11 .......................................................................................................................................................................................................................... 127
Secondary Form 3 Scheme of Work
Content Overview
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:
1. Content and organisation of the Scheme of Work
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.
3. Differentiation strategies for secondary pupils
This section provides teachers with a number of suggested differentiation strategies that teachers may wish to use within their classes.
4. Glossary of terms in the Form 3 Curriculum Framework
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).
5. Scheme of Work (Lessons 1 – 112)
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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1. Content and organisation of the 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.
What does the Secondary Form 3 Scheme of Work consist of?
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.
The Scheme of Work consists of the following two types of lesson:

1. Textbook-Based Lessons: The materials for these lessons include learning activities from the selected Form 3 textbook. This textbook is
Close-up and Form 3 will cover the content from Unit 1 to Unit 11 of this textbook.
2. Non-Textbook-Based Lessons: For this type of lesson, teachers will be responsible for developing the lesson content and creating the
necessary learning materials. There are four types of non-textbook-based lessons in Form 3 Scheme of Work; Literature in Action, Revision,
Project-Based Learning Lessons and one Writing lesson (lesson 108)
How are the Secondary Form 3 Scheme of Work lessons organised?
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).
Typical lesson cycles
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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Lesson Lesson Skill/Focus Time
2 Lessons Reading 120 minutes
1 Lesson Language Awareness 60 minutes
2 Lessons Listening 120 minutes
2 Lessons Speaking 120 minutes
2 Lessons Writing 120 minutes
1 Lesson Literature in Action 60 minutes
Teachers should note the following:
 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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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.
Exam Close-up and Exam Task:
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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2. Scheme of Work Template: Supporting Information
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.).
2. Main Skill Focus
Each lesson will have one main skill focus.
3. Theme
The four given themes are:
 People and Culture

 Health and Environment
 Science and Technology
 Consumerism and Financial Awareness
Each cycle of ten lessons has been assigned a specific theme. This is to ensure that all of the above themes are adequately c overed throughout
the course of Form 3.
4. Topic
Topics are taken from the textbook.
5. Cross Curricular Elements
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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6. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple versus Present Continuous).
7. Content Standards and Learning Standards
The given Content and Learning Standards are taken from the Standards-Based Curriculum and Assessment Document (DSKP) and the
Curriculum Framework Document.
8. Main Skill and Complementary Skill
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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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.
10. Materials / References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the textbook-based lessons.
11. Differentiation Strategies
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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3. Differentiation strategies for Secondary pupils
Strategy 1: Differentiate by instruction and feedback

Use classroom management techniques to support differentiation.
1. Ensure that pupils who are finding particular tasks in English challenging still have a chance to contribute in class in order to develop their
confidence. You can do this in a number of ways. The following are a few examples:
i) Ask them to read instructions aloud.
ii) Monitor and check that pupils having difficulty with the task have completed the first few questions correctly and when going through
feedback with the whole class, choose them to answer the first one or two questions which you know they have done correctly.
iii) Prompt and support during group work if a pupil is having difficulty with the task or does not feel confident enough then indicate and praise
them when they have done well. When you check answers with the whole group you will then ask them to do the question you have just
seen them answer.
iv) Choose them to be ‘group leaders’ for games or activities, e.g. count the points for team games, ensuring the group completes the work.
v) Choose them to ‘report back’ after group work – this means they will repeat what the group has done even if they did not come up with
ideas themselves.
vi) Ask them to take responsibility for classroom tasks, e.g. helping hand out copies so they are involved even if they are struggling with
questions.
vii) Ask them to write answers up on the board while other pupils call out the answers.
2. Before checking answers with the whole group, always allow pupils to do a peer check (comparing their answers in pairs or small groups).
This encourages confidence, as there is a shared responsibility for any errors. It also allows peer to peer teaching – some pupils can clarify
and those struggling with the tasks will gain extension support.
3. When getting feedback, do not go around the class picking pupils in order. Ask pupils randomly (making a note if it helps to ensure you ask
different pupils each time over a few lessons). Choose the respondent according to the level of the task and what you know about your pupils.
4. Monitor closely – this will allow you to check that everyone has understood and is doing the task successfully and to provide extension
questions to those finding the task easy.
5. Always do an example for each task. This provides a clear instruction for everybody. Those finding the task easy can help supply the example
to increase the challenge.
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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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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).
Strategy 3: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
i) your own ‘teacher talk’ (e.g. ‘Look at the words in the box. Which one is a number?’)
ii) with gestures or mime
iii) utilising more proficient pupils to reinforce, e.g. you set an instruction or clarify a new word - to check the instruction or reinforce the word,
then choose a more proficient pupil to repeat or explain again. This will encourage more proficient pupils to produce language and add
challenge for them and the repetition will also support less proficient pupils.
iv) with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary),
v) with written words (e.g. written words on a worksheet to help pupils with spelling)
vi) when giving tasks, have two worksheets – add in a clarification of important and/or difficult vocabulary in basic English or mother tongue.
vii) where pupils are doing project work, encourage more proficient pupils to do more, e.g. research content themselves. Support less proficient
pupils with input, e.g. give them handouts of information to start using rather than expect them to find this themselves.
Different types and amount of support can be given to less proficient pupils, depending on their needs, or can be used to provide extension
challenge for more proficient pupils.
Strategy 4: Differentiate by the outcome expected from pupils

You may expect more language from some pupils, and less from others. The main aim is that every pupil says or writes something, so that they
feel successful. Four useful strategies here are:
i. Compulsory plus optional
Here, you set pupils targets such as With your partner, write 2 sentences or more, or In your group use two new words. The minimum
target (2 sentences, 2 new words) is compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional, and
gives a chance for more proficient pupils to challenge themselves. Some pupils will stop at the minimum target at first, but with more
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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.
Strategy 5: Differentiate by the time pupils are given to complete a task.

Some pupils need longer than others to complete tasks, especially when writing is involved. When it’s appropriate, these pupils should be given
a little more time to finish. Extension tasks for pupils who complete the task early should also be provided (e.g. Write three more sentences using
the same new words; Label the picture in the textbook and check any you don’t know in the dictionary; Talk with your friend in English: You
choose what to talk about).
If pupils are doing group work, match fast finishers with other fast finishers to do additional work, e.g. Think of three more questions and ask your
new partner.
Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital applications) should be avoided, as this will encourage
pupils to work quickly, rather than to work carefully at their own speed. Extension tasks should extend and enrich learning.
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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.
Strategy 7: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is very limited. They often involve very short responses. Open questions
usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Why did dinosaurs die? A
disease or a natural disaster?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions.
Asking open questions to more proficient pupils (e.g. What should we do if there was a natural disaster like a flood?) provides extension
challenge. As less proficient pupils grow in confidence and competence, you can ask them more open questions. Sometimes there are also good
reasons for asking more proficient pupils easier questions, as this involves them in the lesson and can help the pace of the lesson too.
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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 c urrently 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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4. Glossary of terms in Form 3
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 learni ng,
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.
pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.
prior k nowledge 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 pupil s 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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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
increased range of familiar topics
 Listening 1.3
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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Term in Form 3
Meaning
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.
22
Term in Form 3
Meaning
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.
a small number of spoken genres

Form 3 pupils will listen to a limited number of spoken genres suitable for their proficiency level. These are usually
conversations, interviews and presentations .
Speaking
Speaking 2.1.1 paraphrase
Pupils paraphrase by rewording a written or spoken text using their own words which are different to those used in
Paraphrase short simple texts the original text.
short simple texts

Short simple texts are usually up to approximately 150 words long.
Speaking 2.1.2 ask about
Pupils can ask about a simple process by using questions that ask for elaboration (e.g. Tell me more about…?),
Ask about and explain simple clarification (e.g. What do you mean by…?) and repetition (e.g. Can you explain that to me again?).
processes
explain simple processes
See also Examples of simple processes are: preparing food; painting a picture in art; creating a plan for a writing task. The
 Writing 4.1.2 language associated with explaining a simple process includes: linking words to show a cause (because, due to,
since); linking words to show effect (so, as a result, therefore); listing words (firstly, secondly, thirdly, finally);
conditionals or ‘if’ statements (if you boil water, it evaporates).
23
Term in Form 3
Meaning
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 .
some familiar contexts

Familiar contexts are communicative situations that pupils know. Examples include interactions that are rel ated to
topics covered in the Close-Up textbook, such as conversations with family members and friends, speaking with
teachers, communicating in shops and restaurants, talking to a Doctor.
However, pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts.
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
24
Term in Form 3
Meaning
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.
25
Term in Form 3
Meaning
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.
26
5. Scheme of Work: Lessons 1 – 112
UNIT 1
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON 1 (Reading 1) MAIN SKILL FOCUS: Reading THEME: People and Culture
WEEK: __
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Family-related

vocabulary, including collocations and expressions
CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson
Close-Up Student’s For additional differentiation
Main Skill Main Skill Activate prior knowledge in this lesson using the ‘Unit opener’ in
Book, p.5-7 strategies, please refer to the
Teacher’s Book. Aim to cover the first three stages only of the
Reading 3.1 Reading 3.1.1 described activity. For each stage of the activity, ensure that pupils provided list of differentiation
Close-Up Teacher’s strategies and select
Understand a Understand the have an opportunity to discuss their ideas with talk partner(s) before Book, p.8-9 appropriate strategy
variety of texts by main points in collecting responses. Use Activity A to elicit vocabulary relevant to
/strategies based on the
using a range of longer texts on an the topic of the lesson.
needs of the pupils.
appropriate increased range of
reading strategies familiar topics Lesson delivery
to construct This lesson focuses on Activity C and Ideas Focus. See
meaning Teacher’s Book for detailed guidance. Note that in Activity C pupils
are asked to scan the text for the main points in the text.
Complementary Complementary Understanding the main points in a text is applying reading for gist
Skill Skill skill.
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.
27
WEEK: __ LESSON 2 (Reading 2) MAIN SKILL FOCUS: Reading THEME: People and Culture

vocabulary, including collocations and expressions

LEARNING OUTLINE
Pre-lesson
Close-Up Student’s Fast finishers can move on to
Main Skill Main Skill Activate prior knowledge in this lesson using ‘Unit opener’ in
Book, p.5-7 the next activity in the
Teacher’s Book. Use stages four and five that ask pupils to look at
Reading 3.1 Reading 3.1.2 the picture on p. 5 of their Student’s Book. Ensure that pupils have sequence. After Activity F,
Close-Up Teacher’s fast finishers can be given the
Understand a Understand specific an opportunity to practise their answers with their talk partner(s) Book, p.9 ‘Ideas Focus’ tasks on p. 7 of
variety of texts by details and before collecting their responses.
the Student’s book as either
using a range of information in
speaking or writing tasks (if
appropriate longer texts on an Lesson delivery
reading strategies increased range of This lesson focuses on Activities D, E and F. See Teacher’s not used in previous lesson).
to construct familiar topics Book for detailed guidance. Do not include the suggested first stage An alternative fast finisher
meaning described in the Teacher’s Book for Activity F (asking pupils to make task is to ask pupils to make
their own family tree about their own families, which can be used their own family tree about
Complementary Complementary instead as a possible fast finisher task). their own families.
Skill Skill Alternatively, choose another
Activities D and E focus on developing the main skill for this lesson. appropriate extension activity
Reading 3.1 Reading 3.1.3 Activity F focuses on the complementary skill. that better suits pupils’
Understand a Guess the meaning needs/interests and that will
variety of texts by of unfamiliar words Post-lesson help pupils develop further
using a range of from clues provided Ask pupils to review their learning in this lesson by getting them to the main and/or
appropriate by other words and close their textbooks and then to recall with their talk partner(s) the complementary skill for this
reading strategies by context on an exam tips they read on p. 7 (‘Exam Close-Up’). When pupils are lesson.
to construct increased range of ready, collect and share ideas as a whole class. Write ideas on the
meaning familiar topics board, checking that all five tips have been included. For additional differentiation
strategies, please refer to the
provided list of differentiation
strategies and select
appropriate strategy
28
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.

LEARNING OUTLINE
Pre-lesson
Close-Up Student’s See p.13 in Student’s Book
Main Skill Main Skill Activate prior knowledge in this lesson by following the introductory
notes on page 10 in the Teacher’s Book (under Grammar heading). Book, p.9 for further grammar activities
that can be used as
This is a grammar- This is a grammar- Close-Up Teacher’s extension tasks with fast
focused lesson so focused lesson so Lesson delivery
Book, p.10-11 finishers and/or homework.
listening, speaking, listening, speaking, This lesson focuses on Grammar Activities A to G. See
Teacher’s Book for detailed guidance. Note that pupils have For additional differentiation
reading and writing reading and writing
encountered the present simple and present continuous in Form 2. strategies, please refer to the
skills are not skills are not When going through answers for Grammar Activity C, explain that provided list of differentiation
explicitly covered. explicitly covered. stative verbs are verbs that are only used in the present simple and strategies and select
provide examples (e.g. ‘Peter hates his new school’ not ‘Peter is appropriate
hating his new school’). strategy/strategies based on
the needs of the pupils.
Post-lesson
Ask pupils to write two sentences using vocabulary introduced in the
unit. One sentence using a stative verb and the other using an
action verb in the present continuous. Allow peer assessment and
give individuals feedback as you move between pupils’ desks.
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).
29
LESSON 4 (Listening 1) MAIN SKILL FOCUS: Listening THEME: People and Culture
WEEK: __

vocabulary
CONTENT LEARNING MATERIALS /

LEARNING OUTLINE DIFFERENTIATION STRATEGIES
STANDARD STANDARD REFERENCES
Pre-lesson
Close-Up Organise talk partners or grouping so
Main Skill Main Skill Use Activity A as a pre-lesson activity. For this activity pupils look at
Student’s that a more proficient pupil can help
pictures and discuss them with their talk partner(s). Note that Activity A uses
Book, p.10 and support a less proficient pupil.
Listening 1.1 Listening 1.1.1 how? where? and who? as questions to stimulate discussion. For example, ask
Understand Understand “when do we play the violin, watch TV, ride a bicycle?” Elicit from pupils that Close-Up Support can be given to less
meaning in a independently the they do these activities during their free time. Then ask how do they spend Teacher’s proficient pupils during the pre-lesson
variety of familiar main ideas in their free time and write the question on the board, then ask pupils to discuss Book, p.11-12 activity, depending on their needs.
contexts simple longer the question with talk partner(s) before collecting responses. Facilitate For example, by providing
texts on an remaining categories in the same way (where and who questions). Student’s Book
vocabulary to use in a speaking task,
increased range Audio CD
Lesson delivery or sentence starters and model
of familiar topics sentence constructions to help the
This lesson focuses on Activities A, B and C. See Teacher’s Book for
detailed guidance. For Activity B, ensure all pupils understand the instructions pupil produce sentences.
Complementary Complementary
and explain that they match the sentences to the categories (not to a particular To support less confident pupils,
Skill Skill
picture as they still haven’t heard the recording). For Activity C, give pupils the pause the listening track at selected
opportunity to listen to the recording at least twice. After the listening task, ask intervals to allow thinking time.
Speaking 2.3 Speaking 2.3.1
pupils to check and discuss their answers in small groups. Draw attention to Alternatively, read and pause at
Use appropriate Keep interaction
working on the complementary skill during these discussions. specific intervals from the audio script
communication going in longer
strategies exchanges by in the Teacher’s Book if it helps less
Activities A and B do not address the main skill in this lesson, but they help to proficient pupils to listen to your voice
asking a speaker
prepare pupils for Activity C. Activity C focuses on developing the main and rather than that of a native speaker.
to slow down,
complementary skill for this lesson. Play the track from the CD when
speak up or to
repeat what they pupils feel more confident.
have said Post-lesson
Review pupils’ learning in this lesson with Tell me three things… For additional differentiation
• You have learnt today strategies, please refer to the
• You have done well provided list of differentiation
• Your talk partner has done well strategies and select appropriate
strategy/ strategies based on the
30
WEEK: __ LESSON 5 (Listening 2) MAIN SKILL FOCUS: Listening THEME: People and Culture

vocabulary

Pre-lesson
Close-Up Organise talk partners or grouping
Main Skill Main Skill Activate prior knowledge in this lesson using ABCD cards for
Student’s Book, so that a more proficient pupil can
multiple-choice questions that have four choices. Each pupil has
p.10 help and support a less proficient
Listening 1.1 Listening 1.1.2 four cards, each with one letter (A, B, C, or D) which corresponds to
Understand Understand the four choices. The pupils use one of the cards to show their pupil.
Close-Up
meaning in a independently response to a series of questions that check pupils’ understanding Teacher’s Book, To support less confident pupils,
variety of familiar specific information of the meaning of family-related vocabulary from previous lessons. p.12 pause the listening track at
contexts and details in longer selected intervals to allow thinking
texts on an Lesson delivery Student’s Book time. Alternatively, read and pause
increased range of This lesson focuses on Activities D, E and F. See Teacher’s Audio CD at specific intervals from the audio
familiar topics Book for detailed guidance. script in the Teacher’s Book if it
helps less proficient pupils to lis ten
Note that in Activity D pupils are asked to make notes about the
Complementary Complementary to your voice rather than that of a
differences, similarities or connections between the pictures. During
Skill Skill native speaker. Play the track from
Activity E the recording can be paused in order to allow pupils to
discuss their answers with a talk partner. The final stage to Activity the CD when pupils feel more
Writing 4.1 Writing 4.1.1 confident.
E allows pupils to discuss their answers as a class and for individual
Communicate Explain simple
pupils to explain or justify their answers. Activity F gives pupils the Support can be given to less
intelligibly through content from what
opportunity to listen to the recording a second time and to check the proficient pupils during Activity D,
print and digital they have read or
media on familiar heard correct answers (see Teacher’s Book for answers). by providing vocabulary to use in
topics Activities E and F focus on developing the main skill for this lesson. the writing task, or sentence
starters and model sentence
Activity D focuses on the complementary skill.
constructions to help the pupil
produce sentences.
Post-lesson
Ask pupils to review their learning in this lesson by getting them to For additional differentiation
close their textbooks and then to recall with their talk partner(s) the strategies, please refer to the
exam tips they read on p. 10 (‘Exam Close-Up’). When pupils are provided list of differentiation
ready, collect and share ideas as a whole class. Write ideas on the strategies and select appropriate
board, checking that all three tips have been included. strategy/ strategies based on the
31
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

LEARNING OUTLINE
Close-Up Organise talk partners or

Main Skill Main Skill Pre-lesson
Student’s grouping so that a more
Activate prior knowledge in this lesson by asking pupils to write down words and
Speaking 2.1 Speaking 2.1.5 expressions for showing emotions such as happiness, sadness, surprise, and interest. Book, p.11 proficient pupil can help
and support a less
Communicate Express and Allow pupils to discuss their ideas with their talk partner(s) before collecting ideas as a Close-Up proficient pupil.
information, respond to class. Write the pupils’ ideas on the board and draw attention to spelling when Teacher’s
ideas, opinions common feelings necessary. Some of these words/expressions can be used in Activity A. Book, p.12 Support can be given to
and feelings such as happiness, less proficient pupils during
intelligibly on sadness, surprise, Lesson delivery the post-lesson activity,
familiar topics and interest This lesson focuses on Activities A and C. See Teacher’s Book for detailed depending on their needs.
guidance. Extend Activity A questions to encourage the use of words that express
feelings. For example, after question 1 you could ask: Do you like how b ig/small your For additional
family is? Why/why not? or after question 2: describ e what you do with your family in differentiation strategies,
Complementary Complementary your free time. You can write the extension questions on the board for all to refer to please refer to the provided
Skill Skill when they work in pairs. Encourage pupils to follow up with more questions to extend list of differentiation
the conversation. Allow pupils to discuss their ideas with their talk partner(s) before strategies and select
Writing 4.2 Writing 4.2.2 collecting ideas as a class. Invite pupils to provide follow-up responses that include the appropriate strategy/
Communicate Spell written work words from the pre-lesson activity. strategies based on the
with appropriate with moderate Note that the Teacher’s Book suggests that pupils read the ‘Useful Expressions’ needs of the pupils.
language, form accuracy before Activity C. To develop the complementary skill in Activity C, after filling in the
and style gaps, ask pupils to close their books and use their notebooks to write. The teacher
reads out the completed sentences and pupils write them while ensuring that they
spell the words correctly. When everyone has finished, pupils can sit in pairs to check
and give feedback. The second phase of this suggested activity (in which pupils write
sentences using the useful expressions) could be used as a fast finisher task.
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.
32
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Language of description,
including prepositions of position and adjectives; language for
formal register

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with a True/False activity. Give
pupils red and green cards (red to show False, green to show True). Start Student’s Book, grouping so that a more
p.11 proficient pupil can help and
Speaking 2.2 Speaking 2.2.1 the lesson verbally or with a series of statements on the whiteboard and
support a less proficient pupil.
Use register Use formal and each pupil has to tell whether they think each statement is True or False Close-Up
appropriately informal registers using their cards. For example, the statements might focus on specific Teacher’s Book, Support can be given to less
appropriately in aspects of language use or understanding of grammar from previous p.12-13 proficient pupils depending on
some familiar lessons. their needs, such as by
contexts providing vocabulary to use in
Lesson delivery a speaking task, or sentence
This lesson focuses on Activity B, D and ‘Ideas Focus’. See starters and model sentence
Complementary Complementary Teacher’s Book for detailed guidance. Activity B does not address the constructions to help the pupil
Skill Skill main skill in this lesson, but it helps to prepare pupils for the following produce sentences for
activities. It also helps the teacher to check if the pupils do not know any Activity D and the ‘Ideas
Speaking 2.1 Speaking 2.1.4 of the words listed (e.g. board game, indoors) and explain them. Focus’ activity.
Communicate Explain own point of
information, ideas, view Pupils can use informal register to complete Activity D. They do not need For additional differentiation
opinions and to talk about what is an informal register at this point in the lesson. strategies, please refer to the
feelings intelligibly Use the ‘Ideas Focus’, second question, as small-group discussion provided list of differentiation
on familiar topics activities (groups of 3 or 4 pupils). Before the discussions start ensure the strategies and select
pupils understand the speaking skill that they are learning: using an appropriate strategy/
informal register. Discuss with the class the appropriate phrases and strategies based on the
expressions to use in the discussion. needs of the pupils.
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
WEEK: LESSON 8 (Writing 1) MAIN SKILL FOCUS: Writing THEME: People and Culture
__
TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Abbreviations

LEARNING OUTLINE
Close-Up Fast finishers can move on to

Student’s the next activity in the
Explain what is meant by the term ‘abbreviation’ and provide one or two
Book, p.14-15 sequence. After Activity E,
Writing 4.2 Writing 4.2.1 examples that are written on the board. Activate prior knowledge in this
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
activities on p. 12-13 of the
and style them with the abbreviations in the ‘Learning Focus’ on p.14 of the Student’s
Student’s Book. Alternatively,
Book. Note that abbreviations here do not refer to abbreviations commonly
used in text messages or on social media (like ur, @, thx). choose another appropriate
extension activity that better
Lesson delivery suits pupils’ needs/interests
Skill Skill
This lesson focuses on Activities A, B, C, D and E. See Teacher’s Book and that will help pupils
for detailed guidance. Do not do the first stage described in the Teacher’s develop further the main
Reading 3.1 Reading 3.1.2
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
strategies based on the
C and D focus on the complementary skill.
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
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

LEARNING OUTLINE

Main Skill Main Skill Pre-lesson Activate prior knowledge in this lesson by asking pupils
Book, p.15 the next activity in the
to explain how they will go about planning a piece of writing. Allow
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 activities from the Vocabulary
intelligibly through and develop ideas to link to the previous lesson (see Activity E).
and Grammar activities on p.
print and digital within short texts on
12-13 of the Student’s Book.
media on familiar familiar topics Lesson delivery
topics This lesson focuses on Activities F and G. See Teacher’s Book Alternatively, choose another
appropriate extension activity
for detailed guidance. Note that for Activity F there is a suggested
that better suits pupils’
plan in the Teacher’s Book. This can also be used as a skeleton or
needs/interests and that will
Complementary Complementary outline that provides a structure for those pupils who may need extra
help pupils develop further
Skill Skill support. Activity F also includes a speaking practice element
(practising the useful expressions). Note that the Teacher’s Book the main and/or
complementary skill for this
Speaking 2.1 Speaking 2.1.3 includes a suggested answer for Activity G. This can be given to
lesson.
Communicate Describe future pupils as an exemplar for them to compare their own written work
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 b etter if…’ Collect the cards and use them for
planning the writing lessons in lesson cycle 2.
35
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

LEARNING OUTLINE
Teachers will develop their own lesson using materials from the Teacher to select For differentiation strategies,
Main Skill Main Skill
Literature Component books. please refer to the provided
list of differentiation strategies
Literature in Literature in Action Teachers should ensure that their lesson covers the Literature in
Action 5.1.1 and select appropriate
Action content and learning standard specified for this lesson. strategy/strategies based on
5.1 Explain why a part
Engage with, or aspect of a text
respond to and interests them
interpret a variety
of literary text
types
36
UNIT 2
WEEK: __
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Food related
Sustainability vocabulary

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill See ‘Unit opener’ in Teacher’s Book for detailed guidance. Ensure that
pupils have an opportunity to speak in small groups or with talk partners
sequence. Choose
Reading 3.1 Reading 3.1.6 before collecting their responses. See also the ‘Background Information’ Close-Up Teacher’s
Understand a Recognise with in Teacher’s Book about the image used for this activity. appropriate extension
Book, p.18-19 activities that suit pupils’
variety of texts by support typical
using a range of features at word, Lesson delivery
appropriate sentence and text This lesson focuses on Activities D, F and G. See Teacher’s Book
the main and/or
reading strategies levels of a range of for detailed guidance. Note that this reading lesson begins from Activity
to construct genres D to ensure the activities are organised logically. complementary skill for this
lesson.
meaning
Note that in Activity D pupils must write sentences on their own using For additional differentiation
Complementary Complementary the key words in this activity (final point in Activity D in the Teacher’s strategies, please refer to the
Skill Skill Book). Ask pupils to write sentences for ‘liquid’ and ‘disease’ only (the provided list of differentiation
other words are above B1 level). Ask pupils to check each other’s strategies and select
Writing 4.2 Writing 4.2.2 sentences and give feedback on spelling and language accuracy. appropriate strategy
Communicate Spell written work /strategies based on the
with appropriate with moderate Activities F and G focus on developing the main skill for this lesson. needs of the pupils.
language, form accuracy Activity D focuses on the complementary skill.
and style
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. Collect and
share words/expressions as a whole class.
37

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Ask pupils to keep their textbooks closed. Write the words in red in the
Student’s Book, the next activity in the
‘Word Focus’ on p.18 of the Student’s Book on the board. Ask pupils to
Reading 3.2 Reading 3.2.1 discuss with their talk partner the meaning of each word. Then ask pu pils p.18-19 sequence. After Activity G,
fast finishers can be given the
Explore and Read enjoy and to look at these same words in red in the text and to check meaning by Close-Up Grammar tasks on p.25 of the
expand ideas for give a personal looking carefully at the sentence each word is found in. Then ask pupils Teacher’s Book,
Student’s Book. Alternatively,
personal response to fiction / to read the ‘Word Focus’ box and compare their definitions with those p.18-19 choose another appropriate
development by non-fiction and given. Draw pupils’ attention to the main skill for this lesson. See ‘Word
reading other suitable print Focus’ guidance in Teacher’s Book for additional suggestions. extension activity that better
suits pupils’ needs/interests
independently and and digital texts of
and that will help pupils
widely interest Lesson delivery
develop further the main
This lesson focuses on Activities A, B, C, E and ‘Ideas Focus’. See
and/or complementary skill
Teacher’s Book for detailed guidance.
Complementary Complementary for this lesson.
Skill Skill Note that for the ‘Ideas Focus’ activity pupils discuss in small groups. For additional differentiation
When pupils are ready, collect and share responses to the discussions as strategies, please refer to the
Speaking 2.1 Speaking 2.1.5 a whole class. Draw attention to food related vocabulary that is used by provided list of differentiation
Communicate Express and pupils. Encourage pupils to express feelings such as happiness, sadness, strategies and select
information, ideas, respond to common surprise, or interest. appropriate strategy
opinions and feelings such as /strategies based on the
feelings intelligibly happiness, Activities A, B and C focus on developing the main skill for this lesson. needs of the pupils.
on familiar topics sadness, surprise, ‘Ideas Focus’ activity focuses on the complementary skill.
and interest
Post-lesson
Put pupils in small groups and ask them to tell each other about what
they had for dinner last night. Ask them to stick to English only during
their conversation.
38
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

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Ask questions to pupils (or write questions on the board) to elicit
responses using either the past simple or past continuous (see questions
This is a This is a grammar- in the pre-grammar lesson activity guidance on p.20 of the Teacher’s p.21 sequence. After Grammar
Activity D, fast finishers can
grammar-focused focused lesson so Book). Ensure pupils have appropriate wait time and/or opportunities to Close-Up be given other activities in the
lesson so listening, speaking, discuss their responses with talk partners. Teacher’s Book,
textbook not covered in the
listening, reading and writing p.20-21 Learning Outline (i.e.
speaking, reading skills are not Lesson delivery
and writing skills explicitly covered. This lesson focuses on Grammar Activities A, B, C and D. See activities E-G).
are not explicitly Teacher’s Book for detailed guidance. Note that in activities C and D For additional differentiation
covered. there is an opportunity to link back to Unit 1 work on stative verbs. strategies, please refer to the
Post-lesson strategies and select
Ask pupils to think of different questions that will elicit responses using appropriate
either the past simple or past continuous. Pupils then share and respond strategy/strategies based on
to their questions in small groups. Monitor and assist to check correct the needs of the pupils.
usage of the two different tenses.
39

LEARNING OUTLINE
Pre-lesson Close-Up Organise talk partners or

Play a game to review food related vocabulary from previous lessons. Student’s Book, grouping so that a more
Listening 1.1 Listening 1.1.4 Alternatively, choose another appropriate pre-lesson activity that better p.22 proficient pupil can help and
suits pupils’ needs/interests and that will review language and/or support a less proficient pupil.
Understand Understand Close-Up
vocabulary and prepare the pupils for the lesson.
meaning in a independently Teacher’s Book, To support less confident
variety of familiar Lesson delivery p.21-22 pupils, pause the listening
longer sequences of
contexts This lesson focuses on Activities A and B. See Teacher’s Book for track at selected intervals to
classroom Student’s Book
detailed guidance. allow thinking time.
instructions Audio CD Alternatively, read and pause
Ask pupils to keep the Student’s Book closed. Provide each pupil with a at specific intervals from the
handout that contains the options in Activity A and B but without the audio script in the Teacher’s
Complementary Complementary instruction. Read out the instruction in Activity A, and follow relevant Book if it helps less proficient
Skill Skill details from the Teacher’s Book. Read out instruction in Activity B, and pupils to listen to your voice
follow relevant details from the Teacher’s Book. rather than that of a native
Writing 4.2 Writing 4.2.1 speaker. Play the track from
Communicate Punctuate written Activities A and B focus on developing the main skill for this lesson. the CD when pupils feel more
with appropriate work with moderate Activity B also includes opportunities for pupils to practise the confident.
language, form accuracy complementary skill. Ensure that pupils punctuate their sentences with a
and style question mark. Ask pupils to check each other’s sentences and give For additional differentiation
feedback on spelling and language accuracy.
Post-lesson
appropriate strategy/
Ask pupils to write down questions to ask other pupils about their learning
in this lesson. You can give one question as an example. Collect strategies based on the
questions and select pupils for responses. Ensure pupils have
appropriate wait time.
40

LEARNING OUTLINE

Student’s Book, grouping so that a more
Play a game to review food related vocabulary from previous lessons.
Listening 1.1 Listening 1.1.2 Alternatively, choose another appropriate pre-lesson activity that better p.22 proficient pupil can help and
Understand Understand suits pupils’ needs/interests and that will review language and/or Close-Up
meaning in a independently vocabulary and prepare the pupils for the lesson. Teacher’s Book, To support less confident
variety of familiar specific information p.22 pupils, pause the listening
contexts and details in longer Lesson delivery track at selected intervals to
texts on an This lesson focuses on Activities C, D and E. See Teacher’s Book for Student’s Book allow thinking time.
increased range of detailed guidance. Audio CD Alternatively, read and pause
familiar topics at specific intervals from the
The reading text type in this lesson is instruction and a quiz. The reading audio script in the Teacher’s
skill (i.e. understand specific details) is meant to support the listening Book if it helps less proficient
Complementary Complementary tasks in Activities D and E. pupils to listen to your voice
Skill Skill rather than that of a native
Activities D and E focus on developing the main skill for this lesson. speaker. Play the track from
Reading 3.1 Reading 3.1.2 Activity C focuses on the complementary skill. the CD when pupils feel more
Understand a Understand specific confident.
variety of texts by details and Post-lesson
using a range of information in Ask pupils to provide peer feedback on each other’s performance (in For additional differentiation
appropriate longer texts on an pairs or small groups) using two stars and a wish: two things that were strategies, please refer to the
reading strategies increased range of good (stars) and one area for improvement (wish). While monitoring the provided list of differentiation
to construct familiar topics activity collect examples of the feedback to share (anonymously) with the strategies and select
meaning whole class. appropriate strategy/
41
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Using adjectives
Sustainability

LEARNING OUTLINE

Play a game to review adjectives (pupils have learned about adjectives,
Speaking 2.3 Speaking 2.3.1 including comparatives and superlatives, in Form 2). Alternatively, choose p.23 proficient pupil can help and
Use appropriate Keep interaction another appropriate pre-lesson activity that better suits pupils’ Close-Up
communication going in longer needs/interests and that will review language and/or vocabulary and Teacher’s Book, For additional differentiation
strategies exchanges by prepare the pupils for the lesson. p.22 strategies, please refer to the
asking a speaker to provided list of differentiation
slow down, speak Lesson delivery strategies and select
up or to repeat what This lesson focuses on Activities A and B. See Teacher’s Book for appropriate strategy/
they have said detailed guidance. Note that in Activity A pupils work in pairs and need to strategies based on the
help each other to keep the interaction going (avoiding one word needs of the pupils.
answers). They can also be encouraged to ask each other follow-up
Complementary Complementary questions.
Skill Skill
Activity A focuses on developing the main skill for this lesson. Activity A
Listening 1.1 Listening 1.1.5 also focuses on the complementary skill.
Understand Understand
meaning in a independently more Post-lesson
variety of familiar complex questions Ask pupils to write out the alphabet (e.g. in their notebooks or on flip chart
contexts paper). Next to each letter pupils must write an adjective that starts with
that letter. Pupils may work with a partner or in small groups. When
ready, share words with the whole class.
42
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Using adjectives
Sustainability

LEARNING OUTLINE

Main Skill Main Skill Play a game to review adjectives (pupils have learned about adjectives, Student’s Book, grouping so that a more
including comparatives and superlatives, in Form 2). Alternatively, choose p.23 proficient pupil can help and
another appropriate pre-lesson activity that better suits pupils’ support a less proficient pupil.
Communicate Explain own point of Close-Up
needs/interests and that will review language and/or vocabulary and
prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
opinions and p.22-23 proficient pupils during the
feelings intelligibly Lesson delivery post-lesson activity,
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book for depending on their needs.
detailed guidance. Note that in Activity D pupils are provided with some
Complementary Complementary useful expressions. As a follow-on activity to Activity D, pose the following For additional differentiation
Skill Skill question to the class: Do you think it’s important to know where our food strategies, please refer to the
comes from? Why? / Why not? Ask pupils to discuss in groups. Monitor provided list of differentiation
Speaking 2.3 Speaking 2.3.1 discussions and provide support for any problems with form or strategies and select
Use appropriate Keep interaction pronunciation. Provide comments and feedback to the whole class on appropriate strategy/
communication going in longer points that came up in the discussions. strategies based on the
strategies exchanges by Explain how this topic can be linked with the cross -curricular element needs of the pupils.
asking a speaker to (global sustainability).
slow down, speak Activities C and D focus on developing the main and complementary skills.
up or to repeat what
they have said Post-lesson
Choose an appropriate post-lesson activity that suits pupils’ needs/interests
and that will review learning in the lesson.
43
Sustainability vocabulary and using adjectives

LEARNING OUTLINE

Use the pre writing a review activity on p.25 of the Teacher’s Book. Note
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,
fast finishers can be given
Communicate Explain simple b rightly-coloured) have not been introduced to pupils in previous lessons 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,
activities on p.20 and p.24 of
print and digital they have read or the Student’s Book which has not been covered). 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
Complementary Complementary for detailed guidance. For Activity D pupils must write down answers in
Skill Skill order to address the main skill.
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,
lesson.
variety of texts by details and especially for Activity D and lesson 19 (Writing 4).
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 b etter 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
44
Sustainability vocabulary; using adjectives ; using past simple and past
continuous

LEARNING OUTLINE

Play a game to review food related vocabulary and adjectives from Book, p.27 the next activity in the
sequence. After Activity H,
Writing 4.2 Writing 4.2.3 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
activities from the Vocabulary
with appropriate draft of two review language and/or vocabulary and prepare the pupils for the
activities on p.20 and p.24 of
language, form paragraphs or more lesson.
and style and modify this the Student’s Book.
Alternatively, choose another
appropriately Lesson delivery
independently This lesson focuses on Activities E, F, G and H. See Teacher’s
Book for detailed guidance. Give pupils some time to go through the
text from Activity C in order to complete Activity E.
Complementary Complementary Note that in Activity F pupils must be asked to shut their textbooks help pupils develop further
the main and/or
Skill Skill and listen to the teacher reading aloud the ‘Exam Task’ instruction
and ‘Exam Close-up’ tips in order to address the complementary
lesson.
Listening 1.1 Listening 1.1.4 skill. The writing task can be completed as homework if necessary.
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
45
__

LEARNING OUTLINE
Action 5.1 5.1.2 and select appropriate
Engage with, Explain briefly the
Focus on the development of plot only. the needs of the pupils.
respond to and development of plot,
interpret a variety characters and
of literary text themes in a text
types
46
UNIT 3
LESSON 21 (Reading 5) MAIN SKILL FOCUS: Reading THEME: Health and Environment
WEEK: __
TOPIC: The Wonders of Nature CROSS-CURRICULAR ELEMENT: Environmental LANGUAGE/GRAMMAR FOCUS: Environment related

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill See ‘Unit opener’ in Teacher’s Book for detailed guidance. At each
stage of the activity, ensure that pupils have an opportunity to
sequence. After Activity C,
Reading 3.1 Reading 3.1.6 discuss their ideas with their talk partner(s) before collecting their Close-Up Teacher’s
Understand a Recognise with responses. fast finishers can be given the
Book, p.30-31 ‘Ideas Focus’ tasks on p.33 of
variety of texts by support typical
the Student’s Book as either
using a range of features at word, Lesson delivery
speaking or writing tasks.
appropriate sentence and text This lesson focuses on Activities A, B and C. See Teacher’s
reading strategies levels of a range of Book for detailed guidance. Include the ‘Word Focus’ activity on p.
to construct genres 31 of the Teacher’s Book. Note that in Activity C pupils are asked to appropriate extension activity
meaning scan the text. To address the main skill with Activity C, ensure that
pupils are given additional guidance, if necessary, about the word,
Complementary Complementary sentence and text level features of informational texts. To address
the main and/or
Skill Skill the complementary skill, ask pupils to shut their textbooks after
Activity C. They then take it in turns with a partner or in small groups complementary skill for this
lesson.
Speaking 2.1 Speaking 2.1.1 to paraphrase the text they have read quickly in Activity C by using
Communicate Paraphrase short their own words . For additional differentiation
information, ideas, simple texts strategies, please refer to the
opinions and Activity A is required in order to introduce text types. Activities B and provided list of differentiation
feelings intelligibly C focus on developing the main skill for this lesson. The follow-on strategies and select
on familiar topics activity to Activity C addresses the complementary skill. appropriate strategy
Post-lesson needs of the pupils.
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
class.
47
WEEK: __ LESSON 22 (Reading 6) MAIN SKILL FOCUS: Reading THEME: Health and Environment

LEARNING OUTLINE

Activate prior knowledge in this lesson by asking pupils to recall with
Reading 3.1 Reading 3.1.1 their talk partner(s) the new vocabulary they have learnt from the sequence. After Activity F,
Understand a Understand the previous lesson. When pupils are ready, collect and share ideas as Book, p.31 ‘Ideas Focus’ tasks on p.33 of
variety of texts by main points in a whole class. Write the words on the board. Ensure that the words
using a range of longer texts on an in the ‘Word Focus’ box on p.33 of the Student’s Book are included
speaking or writing tasks (if
appropriate increased range of (add these to the pupils’ words if necessary).
reading strategies familiar 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
appropriate strategy
48
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

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Write two sentences on the board to illustrate each tense (see the
Book, p.35, p.163-4 the next activity in the
pre-grammar lesson activity guidance on p.32 of the Teacher’s
This is a This is a grammar- Book). Go through the affirmative, negative, question forms and sequence. After Grammar
Close-Up Teacher’s Activity D, fast finishers can
grammar-focused focused lesson so short answers of the two tenses (see ‘Grammar Focus’ on p.163- Book, p.32-33 be given other activities in the
lesson so listening, speaking, 164 of Student’s Book).
listening, reading and writing
Learning Outline (i.e.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s activities E-G).
are not explicitly Book for detailed guidance. Note that after Activity D there is an For additional differentiation
covered. opportunity to go through the Grammar Focus’ again on p.163-164 strategies, please refer to the
of Student’s Book, which will help to consolidate learning. provided list of differentiation
Remind pupils that using contracted forms for the negative is appropriate
suitable for speaking and less formal writing. strategy/strategies based on
Post-lesson
Ask pupils to write down sentences of their own using each tense.
When ready, collect examples. This activity can be extended by
asking pupils to write down their own examples of affirmative,
negative, question forms and short answers for each tense.
Pupils can do Activities E-G as homework (fast finishers who may

have already done these activities during the lesson can be given
homework activities from the Vocabulary and Grammar activities on
p. 38-39 of the Student’s Book.
49
WEEK: __ LESSON 24 (Listening 5) MAIN SKILL FOCUS: Listening THEME: Health and Environment


Activate prior knowledge in this lesson with the pre-listening lesson
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
pupil.
Use appropriate Guess the meaning p.36 of the Student’s Book and discuss with their talk partner(s) 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
by context on an This lesson focuses on Activities A and B. See Teacher’s Book Student’s Book
for detailed guidance. After listening more than once to the track their needs. For example, by
increased range of Audio CD providing vocabulary to use in a
(Activity B), ask pupils to make a note of any words which they are
familiar topics speaking task, or sentence starters
not sure about their meaning. They can check in pairs before
and model sentence constructions to
sharing with the rest of the class. You can write these words on the
help the pupil produce sentences.
Complementary Complementary board for all to see. As a follow-on discussion activity, as k pupils to
talk with their talk partner(s) about something interesting they found To support less confident pupils,
Skill Skill
out about Great White Sharks from listening to the talk in Activity B. pause the listening track at selected
When ready, collect responses from pupils as a class. intervals to allow thinking time.
Communicate Paraphrase short Alternatively, read and pause at
information, ideas, simple texts Activities A and B focus on developing the main skill for this lesson. specific intervals from the audio
The follow-on discussion activity to Activity B provides an script in the Teacher’s Book if it
opinions and
opportunity for developing the complementary skill. helps less proficient pupils to listen
feelings intelligibly
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 and select appropriate
50

Pre-lesson
Main Skill Main Skill Play a game to review environment related vocabulary from
previous lessons and/or what pupils have learned about Great White
Listening 1.3 Listening 1.3.1 Sharks. Alternatively, choose another appropriate pre-lesson activity p.36 help and support a less proficient
pupil.
Recognise Recognise with that better suits pupils’ needs/interests and that will review language Close-Up
features of support typical and/or vocabulary and prepare the pupils for the lesson. Teacher’s Book, You can pause the track at
spoken genres on features at word, p.34 selected intervals to allow pupils to
familiar topics sentence and text Lesson delivery think and complete a gap in Activity
levels of a small This lesson focuses on Activities C, D and E. See Teacher’s Student’s Book D. Alternatively, read and pause at
number of spoken Book for detailed guidance. To address the main skill with Activity C, Audio CD specific intervals from the audio
genres ensure that pupils are given additional guidance, if necessary, about script in the Teacher’s Book if it
word level features of the language of s cience. As a follow-on helps less proficient pupils to listen
discussion activity, pose the following question to the class: Do you to your voice rather than that of a
Complementary Complementary think it’s important to protect sharks from extinction? Why? / Why native speaker. Play the track from
Skill Skill not? Ask pupils to discuss in groups. Monitor discussions and the CD when pupils feel more
provide support for any problems with form or pronunciation. confident.
Speaking 2.1 Speaking 2.1.4 Provide comments and feedback to the whole class on points that
Communicate Explain own point of came up in the discussions. Explain how this topic can be linked Support can be given to less
information, ideas, view with the cross curricular element (environmental sustainability). proficient pupils during the post-
opinions and lesson activity, depending on their
feelings intelligibly Activities C and D focus on developing the main skill for this lesson. needs. For example, by providing
on familiar topics The follow-on discussion activity provides an opportunity for vocabulary to use in a speaking
developing the complementary skill. task, or sentence starters and
model sentence constructions to
Post-lesson help the pupil produce sentences.
Choose a post-lesson activity based on your pupils’ ability and
interests. For additional differentiation
51
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

LEARNING OUTLINE
Pre-lesson
Close-Up Student’s Organise talk partners or
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-speaking lesson
Book, p.37 grouping so that a more
activity on p.34 of the Teacher’s Book. Pupils look at the image in
Speaking 2.1 Speaking 2.1.2 the top right-hand corner of p.37 of the Student’s Book and predict proficient pupil can help and
Close-Up Teacher’s support a less proficient pupil.
Communicate Ask about and what the lesson is going to be about. Pupils then write down Book, p.34-35
information, ideas, explain simple examples of environmental problems and consequences, which are Support can be given to less
opinions and processes then shared as a class. Student’s Book Audio proficient pupils during the
feelings intelligibly CD Activity A speaking task,
on familiar topics Lesson delivery
This lesson focuses on Activities A and B. See Teacher’s Book depending on their needs.
for detailed guidance. Note that the pre-lesson activity helps to For additional differentiation
Skill prepare pupils for Activity A. To address the main skill with Activity strategies, please refer to the
Skill
A, ensure that pupils are given support for explaining processes provided list of differentiation
Listening 1.1 Listening 1.1.4 (e.g. processes of environmental damage) such as useful strategies and select
words/expressions for describing cause and effect. In Activity B appropriate strategy/
pupils are asked to listen to the ‘Exam Task’ instruction (see strategies based on the
meaning in a independently
variety of familiar longer sequences of Student’s Book Audio CD). needs of the pupils.
contexts classroom
Activity A focuses on developing the main skill for this lesson.
instructions
Activity B focuses on the complementary skill.
Post-lesson
or expression that they have learned in relation to the topic. When
class. Draw attention to words/expressions for explaining processes.
52
Sustainability for discussions

LEARNING OUTLINE

Play a game to review useful expressions for discussions. Alternatively,
Speaking 2.1 Speaking 2.1.4 choose another appropriate pre-lesson activity that better suits pupils’ p.37 proficient pupil can help and
Communicate Explain own point of needs/interests and that will review language and/or vocabulary and Close-Up
information, ideas, view prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
opinions and p.35 proficient pupils during the
feelings intelligibly Lesson delivery speaking tasks, depending on
on familiar topics This lesson focuses on Activities C and D. See Teacher’s Book for their needs.
detailed guidance. Note that in Activity C pupils are asked to match words
Complementary Complementary (i.e. make a relevant phrase). They then look for these words from this For additional differentiation
Skill Skill activity in the ‘Exam Task’ (the pictures and captions about ways to strategies, please refer to the
protect the environment). Note that not all of the words from Activity C provided list of differentiation
Reading 3.1 Reading 3.1.3 can be found in the Exam Task written captions, in which case pupils strategies and select
Understand a Guess the meaning need to look for a match with a picture. appropriate strategy/
variety of texts by of unfamiliar words strategies based on the
using a range of from clues provided Activities C and D focus on developing the main skill. Activity C also needs of the pupils.
appropriate by other words and focuses on the complementary skill.
reading strategies by context on an
to construct increased range of Post-lesson
meaning familiar topic Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. 37
of the Student’s Book. Monitor discussions and provide support for any
problems with form or pronunciation. Provide comments and feedback to
the whole class on their use of expressions in the discussions.
53
WEEK: __ LESSON 28 (Writing 5) MAIN SKILL FOCUS: Writing THEME: Health and Environment
Sustainability for an informal email

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-writing lesson
activity on p.37 of the Teacher’s Book. Pupils discuss the three
Writing 4.2 Writing 4.2.4 pictures on p. 40-41 of the Student’s Book. See Teacher’s Book for sequence. After Activity C,
Close-Up Teacher’s fast finishers can be given
Communicate Begin to use formal detailed guidance. Book, p.37-38 extension activities from the
with appropriate and informal
Lesson delivery Vocabulary and Grammar
language, form registers
This lesson focuses on Learning Focus on Activities A, B and activities on p. 38-39 of the
and style appropriate to the
target audience in C. See Teacher’s Book for detailed guidance. Note that in Activity B Student’s Book. Alternatively,
pupils are asked to scan the text for main points in the text. choose another appropriate
familiar situations
extension activity that better
The reading text type in this lesson is instruction (Learning Focus) suits pupils’ needs/interests
and an email (Activity A). The reading skill (i.e. understand specific and that will help pupils
Skill Skill details) is meant to support writing. develop further the main
and/or complementary skill
Activity B focuses on developing the main skill. Learning Focus and for this lesson.
Activity A focus on the complementary skill.
Understand a Understand specific For additional differentiation
variety of texts by details and strategies, please refer to the
using a range of information in Post-lesson
Ask pupils to review their learning in this lesson by getting them to provided list of differentiation
appropriate longer texts on an strategies and select
identify with their talk partner(s) as many different useful
reading strategies increased range of appropriate strategy/
expressions for an informal email that they can think of. Ensure that
to construct familiar topics strategies based on the
they have closed their textbooks. When pupils are ready, collect and
meaning needs of the pupils.
share words/expressions as a whole class.
54
Sustainability for an informal email

LEARNING OUTLINE
Fast finishers can move on to the
Close-Up Student’s
Main Skill Main Skill Pre-lesson next activity in the sequence.
Book, p.41
Play a game to review useful expressions for an informal email. After Activity F, fast finishers can
Writing 4.2 Writing 4.2.3 Alternatively, choose another appropriate pre-lesson activity that Close-Up Teacher’s be given extension activities from
Communicate Produce a plan or better suits pupils’ needs/interests and that will review language Book, p.38 the Vocabulary and Grammar
with appropriate draft of two and/or vocabulary and prepare the pupils for the lesson. activities on p. 38-39 of the
language, form paragraphs or more Student’s Book. Alternatively,
and style and modify this Lesson delivery choose another appropriate
appropriately This lesson focuses on Activities D, E and F. See Teacher’s extension activity that better suits
independently Book for detailed guidance. Note that Activity D refers to the pupils’ needs/interests and that
example email on p. 40 of the Student’s Book. Also, note that in will help pupils develop further
Activity E the pupils need to read the ‘Exam Close-up’ box, which the main and/or complementary
Complementary Complementary helps them with the main skill for this lesson. skill for this lesson.
Skill Skill
Ask pupils to pay attention to punctuation when they write their Support can be given to less
Writing 4.2 Writing 4.2.1 email. proficient pupils for the planning
Communicate Punctuate written work in this lesson, such as a
with appropriate work with moderate Pupils can either check each other’s emails or the teacher can mind map or a writing frame,
language, form accuracy collect their work and give feedback. depending on their needs.
and style
Activities D, E and F focus on developing the main skill for this
lesson. Activity F also focuses on the complementary skill.
Post-lesson strategies and select appropriate
strategy/strategies based on the
have been even b etter if…’ Collect the cards and use them for
55
__

LEARNING OUTLINE
5.1 Explain briefly the
Focus on characters. the needs of the pupils.
Engage with, development of plot,
respond to and characters and
interpret a variety themes in a text
of literary text
types
56
UNIT 4
WEEK: __
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
the topic of relationships

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,
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
asked to skim through the text to find the answer to the question. Fast finishers can move on to the
meaning
next activity in the sequence. After
Activity C focuses on developing the main skill for this lesson. Activity C, fast finishers can be given
Activities A, B and C provide opportunities to practise the the Vocabulary activities on p.46 of
Skill Skill
complementary skill. the Student’s Book. Alternatively,
Speaking 2.1 Speaking 2.1.4 choose another appropriate
Post-lesson extension activity that better suits
information, ideas, view Ask pupils to review their learning by giving a one-minute verbal pupils’ needs/interests and that will
summary of the lesson. Allow pupils to discuss their ideas with help pupils develop further the main
opinions and
feelings intelligibly their talk partner(s) and then to choose pupils to share their and/or complementary skill for this
summaries with the class. lesson.
on familiar topics
strategy /strategies based on the
57

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Play a game to review vocabulary from the previous lesson. Include
the words in the ‘Word Focus’ box on p. 44 of the Student’s Book.
Reading 3.1 Reading 3.1.2 Alternatively, choose another appropriate pre-lesson activity that sequence. After Activity E,
Understand a Understand specific better suits pupils’ needs/interests and that will review language Book, p.40-41 Vocabulary activities on p.46
variety of texts by details and and/or vocabulary and prepare the pupils for the lesson.
and/or p. 50 of the Student’s
Book. Alternatively, choose
appropriate longer texts on an Lesson delivery
reading strategies increased range of This lesson focuses on Activities D and E. See Teacher’s Book for another appropriate extension
activity that better suits pupils’
to construct familiar topics detailed guidance. Note that in Activity D the pupils need to read the
meaning ‘Exam Close-up’ box, which helps them with the main skill for this
lesson. Also note that in Activity D pupils do the task individually but
the main and/or
answers should then be discussed in small groups before checking
Complementary Complementary answers as a class. complementary skill for this
lesson.
Skill Skill
Activity D focuses on developing the main skill. . Activity E focuses on For additional differentiation
Reading 3.1 Reading 3.1.3 the complementary skill. strategies, please refer to the
Understand a Guess the meaning provided list of differentiation
variety of texts by of unfamiliar words Post-lesson strategies and select
using a range of from clues provided Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on appropriate strategy
appropriate by other words and p.45 of the Student’s Book. Monitor discussions and provide support /strategies based on the
reading strategies by context on an for any problems with form or pronunciation. Provide comments and needs of the pupils.
to construct increased range of feedback to the whole class on their use of vocabulary related to the
meaning familiar topics topic of relationships.
58
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

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson
activity on p.42 of the Teacher’s Book. Pupils are asked questions
sequence. After Grammar
This is a This is a grammar- that contain relative clauses. Close-Up Teacher’s
grammar-focused focused lesson so Activity C, fast finishers can
Lesson delivery Book, p.42 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
Book for detailed guidance. Learning Outline (i.e.
speaking, reading skills are not
activities E-G).
and writing skills explicitly covered.
are not explicitly Post-lesson
Review pupils’ learning in this lesson with Tell me three things… See also p.50-51 in Student’s
covered. Book for further vocabulary
• You have learnt today
and grammar activities that
• You have done well
can be used as extension
• Your talk partner has done well
tasks and/or homework.
appropriate
59


Play a game to review vocabulary and/or grammar from previous
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.
60

LEARNING OUTLINE

Play a game to review vocabulary and/or grammar from previous
Listening 1.2 Listening 1.2.1 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
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
61
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice

LEARNING OUTLINE

Pre-lesson Book, p.49 grouping so that a more
Speaking 2.1 Speaking 2.1.4 Play a game to review vocabulary and/or grammar from previous proficient pupil can help and
lessons. Alternatively, choose another appropriate pre-lesson Close-Up Teacher’s support a less proficient pupil.
Communicate Explain own point of Book, p.44
activity that better suits pupils’ needs/interests and that will review
information, ideas, view Support can be given to less
opinions and language and/or vocabulary and prepare the pupils for the lesson. Student’s Book Audio proficient pupils during the
feelings intelligibly CD post-lesson activity,
This lesson focuses on Activities A and B. See Teacher’s Book depending on their needs.
for detailed guidance. Note that in Activity B pupils are asked to For additional differentiation
identify if a sentence gives advice, an order or makes suggestions. strategies, please refer to the
Skill Skill
Pupils therefore need to recognise the speaker’s attitude. provided list of differentiation
Listening 1.1 Listening 1.1.3 strategies and select
Activity A focuses on developing the main skill for this lesson. appropriate strategy/
Understand Recognise with little
Activity B focuses on the complementary skill. strategies based on the
meaning in a or no support
variety of familiar attitudes or opinions needs of the pupils.
Post-lesson
contexts in longer texts on an
increased range of Ask pupils to write down different sentences that give advice, orders
or suggestions. Allow pupils to share their sentences with talk
familiar topics
partner(s) before collecting examples as a class.
62
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Useful expressions
for giving advice

LEARNING OUTLINE

Play a game to review useful expressions for giving advice.
Speaking 2.1 Speaking 2.1.3 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
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 address es 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
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
TOPIC: Special Relationships CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Words/expressions

for telling a story

Close-Up
Main Skill Main Skill Pre-lesson next activity in the sequence. After
Student’s Book,
Activate prior knowledge in this lesson by asking pupils to discuss Activity D, fast finishers can be given
Writing 4.1 Writing 4.1.3 with their talk partner(s) how they think a story needs to be p.52 activities from the Vocabulary and
Communicate Summarise the organised/structured. Ensure that textbooks are kept closed during Close-Up Grammar activities on p. 50-51 of the
intelligibly through main points and these discussions. Then ask pupils to open the Student’s Book and Teacher’s Book, Student’s Book. Alternatively,
print and digital explain key details to compare their ideas with the ideas in the ‘Learning Focus’ box on p.46-47 choose another appropriate
media on familiar of a story, text or p.52. Elicit questions from the pupils to check their understanding of extension activity that better suits
topics plot what they have read. pupils’ needs/interests and that will
help pupils develop further the main
Lesson delivery and/or complementary skill for this
Complementary Complementary This lesson focuses on Activities A, B, C and D. See Teacher’s lesson.
Skill Skill Book for detailed guidance. Note that activities C and D must be
extended in order to address the main skill for this lesson. After Use the exit cards from Lesson 29
(‘what went well in your learning?’
Reading 3.1 Reading 3.1.1 completing Activity D, pupils should write a short summary in their
and ‘even b etter if…’ to identify any
Understand a Understand the own words of the main points in the story that they have read. Ask
individual needs in this lesson and
variety of texts by main points in pupils to focus on the main events and leave out the description of
the next.
using a range of longer texts on an the characters (e.g. adjectives describing Molly) and secondary
appropriate increased range of details (e.g. Before Molly turned into her street…). Support can be given to less
reading strategies familiar topics proficient pupils depending on their
to construct Activities A-D (with the extension activity described above) focus on needs, such as by providing
meaning the main skill for this lesson. Activities C and D also provide an vocabulary to use in the post-lesson
opportunity to practise the complementary skill. activity, or sentence starters and
model sentence constructions.
Post-lesson
Ask pupils to review their learning by telling what they learned in this For additional differentiation
lesson and how the lesson went as a story. Pupils need to re-use strategies, please refer to the
vocabulary from the lesson (e.g. the words in yellow in Activity A). provided list of differentiation
Allow pupils to practise telling their story to a talk partner before strategies and select appropriate
selecting pupils to tell their story to the class. strategy/ strategies based on the
64
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

Close-Up
Main Skill Main Skill Pre-lesson next activity in the sequence. After
Student’s Book,
Play a game to review expressions for telling a story. Alternatively, Activity H, fast finishers can be
p.53
Writing 4.1 Writing 4.1.5 choose another appropriate pre-lesson activity that better suits given activities from the
Communicate Organise, sequence pupils’ needs/interests and that will review language and/or Close-Up Vocabulary and Grammar activities
intelligibly through and develop ideas vocabulary and prepare the pupils for the lesson. Teacher’s Book, on p. 50-51 of the Student’s Book.
print and digital within short texts on p.47 Alternatively, choose another
media on familiar familiar topics Lesson delivery appropriate extension activity that
topics This lesson focuses on Activities E, F, G and H. See Teacher’s better suits pupils’ needs/interests
Book for detailed guidance. Note that in Activity G pupils are asked and that will help pupils develop
Complementary Complementary to read the ‘Exam Close-up’ tips, which helps them to practise the further the main and/or
Skill Skill main skill. There is also an opportunity for pupils to think about the complementary skill for this lesson.
language of explaining processes used in the ‘Exam Close-up’ tips
Use the exit cards from Lesson 29
Speaking 2.1 Speaking 2.1.2 (e.g. use of the imperative). In Activity G, pupils discuss with a talk
Communicate Ask about and partner their ideas for a story, and this discussion should include (‘what went well in your learning?’
and ‘even b etter if…’ to identify any
information, ideas, explain simple ideas for the sequencing of events in the story, which is also
individual needs in this lesson.
opinions and processes practise for the complementary skill. Provide examples of language
feelings intelligibly for the pupils to use in these discussions that focuses on Support can be given to less
on familiar topics sequencing (e.g. first, next, finally). proficient pupils depending on their
needs, such as by providing a
Activities G and H focus on the main skill for this lesson. Activity G writing frame to use in Activity H
provides an opportunity to practise the complementary skill. (e.g. sentence starters and/or
model sentence constructions).
Post-lesson
Ask pupils to review their learning in this lesson by completing an For additional differentiation
exit card: ‘what went well in your learning?’ and ‘your learning would strategies, please refer to the
have been even b etter if…’ Collect the cards and use them for provided list of differentiation
planning the writing lessons in lesson cycle 5. strategies and select appropriate
65
__

LEARNING OUTLINE
Focus on themes. the needs of the pupils.
of literary text
types
66
UNIT 5
LESSON 41 (Reading 9) MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK: __
TOPIC: A Place to Call Home CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Home related
Technology vocabulary

LEARNING OUTLINE
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
brainstorm words they associate with the word ‘home’. Pupils then look sequence. After Activity B,
Reading 3.1 Reading 3.1.4 Close-Up Teacher’s
Understand a Use independently at the picture on p. 57 of the Student’s Book and work with their talk fast finishers can be given the
partner to describe the picture. Book, p.51 Vocabulary activities on p.60
variety of texts by familiar print and
of the Student’s Book.
using a range of digital resources to
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’
need to be supplied with dictionaries (print or digital) to practise the needs/interests and that will
meaning
main skill for this lesson. In Activity B, for example, pupils can use help pupils develop further
dictionaries to find more job titles. The final phase to Activity B (pupils the main and/or
explaining their answers) addresses the complementary skill. complementary skill for this
Skill Skill
lesson.
Activities A and B focus on the main skill for this lesson. Activity B
Speaking 2.1 Speaking 2.1.4 For additional differentiation
provides an opportunity to practise the complementary skill.
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.
67
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

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Play a game to review home-related vocabulary from the previous
lesson. Alternatively, choose another appropriate pre-lesson activity
Reading 3.1 Reading 3.1.2 that better suits pupils’ needs/interests and that will review language sequence. After Activity D,
Understand a Understand specific and/or vocabulary and prepare the pupils for the lesson. Book, p.51-52 Vocabulary activities on p.60
and p.64 of the Student’s
using a range of information in Lesson delivery
appropriate longer texts on an This lesson focuses on Activities C, D and Ideas Focus. See
reading strategies increased range of Teacher’s Book for detailed guidance. Note that in Activity D the another appropriate extension
activity that better suits pupils’
to construct familiar topics answers are checked as a class.
meaning
Activities C and D focus on the main skill for this lesson. ‘Idea Focus’
the main and/or
Complementary Complementary focuses on the complementary skill.
Skill Skill complementary skill for this
lesson.
Post-lesson
Speaking 2.1 Speaking 2.1.4 Choose a post-lesson activity that summarises the learning achieved so For additional differentiation
Communicate Explain own point of far. strategies, please refer to the
opinions and strategies and select
feelings intelligibly appropriate strategy
68
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, b e
Technology going to)

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Activate prior knowledge in this lesson with the pre-grammar lesson
activity on p.53 of the Teacher’s Book. Pupils look at the picture in
This is a This is a grammar- the top right-hand corner of p.61 of the Student’s Book. Working sequence. After Grammar
grammar-focused focused lesson so with their talk partner, they talk about what they might be able to see Book, p.53 be given other activities in the
lesson so listening, speaking, and do there.
Lesson delivery Learning Outline (i.e.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s activities E-G).
Book for detailed guidance.
are not explicitly See also p.64-65 in Student’s
Post-lesson
and grammar activities that
Ask pupils to write their own sentences using the future forms
can be used as extension
practised in this lesson. Alternatively, choose another appropriate
post-lesson activity that will check pupils’ understanding of grammar tasks and/or homework.
and/or vocabulary from the lesson. For additional differentiation
appropriate
69
WEEK: __ LESSON 44 (Listening 9) MAIN SKILL FOCUS: Listening THEME: Science and Technology

LEARNING OUTLINE

Play a game to review home-related vocabulary from previous
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 topics appropriate strategy/
70


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
pupil.
Recognise Recognise with activity that better suits pupils’ needs/interests and that will review 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
71
WEEK: __ LESSON 46 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: Science and Technology
Technology vocabulary and expressions

LEARNING OUTLINE

Speaking 2.1 Speaking 2.1.4 lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
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.
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
WEEK: __ SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 5)
LESSON 47 (Speaking 10) MAIN SKILL FOCUS: Speaking THEME: Science and Technology

LEARNING OUTLINE

Play a game to review home-related vocabulary and expressions
Speaking 2.1 Speaking 2.1.5 from previous lessons. Alternatively, choose another appropriate proficient pupil can help and
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
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.
they have said
73
WEEK: __ LESSON 48 (Writing 9) MAIN SKILL FOCUS: Writing THEME: Science and Technology

LEARNING OUTLINE

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
they write about. Share ideas as a whole class. If pupils have no extension activities from the
intelligibly through and develop ideas
prior experience of writing letters to friends then ask them to think Vocabulary and Grammar
about other ways they communicate with friends (e.g. email, social activities on p. 64-65 of the
media on familiar familiar topics
topics media etc.). Student’s Book.
Lesson delivery
This lesson focuses on Activities A, B, C and D. See Teacher’s
Book for detailed guidance.
Complementary Complementary needs/interests and that will
Skill Skill help pupils develop further
In this lesson, pupils are beginning to prepare for writing a letter to
the main and/or
respond to a friend. Pupils will start actual writing in lesson 49
Reading 3.1 Reading 3.1.1 complementary skill for this
(Writing 10).
Understand a Understand the lesson.
variety of texts by main points in
using a range of longer texts on an Activity A and C focus on the main skill for this lesson. Activities B, For additional differentiation
C and D provide an opportunity to practise the complementary skill. strategies, please refer to the
reading strategies familiar topics provided list of differentiation
to construct
Ask pupils to identify with their talk partner(s) at least one new word appropriate strategy/
meaning
or expression that they have learned in relation to the lesson topic. strategies based on the
Encourage pupils to focus on words/expressions that can be used needs of the pupils.
for writing an informal letter to a friend. When pupils are ready,
collect and share words/expressions as a whole class.
74

LEARNING OUTLINE
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
from previous lessons. Alternatively, choose another appropriate sequence. After Activity H,
Writing 4.2 Writing 4.2.4 Close-Up Teacher’s
pre-lesson activity that better suits pupils’ needs/interests and that fast finishers can be given
Communicate Begin to use formal Book, p.57-58
will review language and/or vocabulary and prepare the pupils for extension activities from the
with appropriate and informal
language, form registers the lesson. Vocabulary and Grammar
activities on p. 64-65 of the
and style appropriate to the
Lesson delivery Student’s Book.
target audience in
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
writing task. that better suits pupils’
Complementary Complementary needs/interests and that will
The reading text type in this lesson is a letter (reference to Activity
Skill Skill help pupils develop further
D). The reading skill (i.e. understand specific details) is meant to
the main and/or
support the writing.
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.
using a range of information in For additional differentiation
Post-lesson strategies, please refer to the
appropriate longer texts on an
Ask pupils to review their learning in this lesson by completing an provided list of differentiation
reading strategies increased range of
to construct familiar topics exit card: ‘what went well in your learning?’ and ‘your learning would strategies and select
have been even b etter if…’ Collect the cards and use them for appropriate strategy/
meaning
planning the writing lessons in lesson cycle 6. strategies based on the
75
__

LEARNING OUTLINE
Focus on the themes. the needs of the pupils.
of literary text
types
76
UNIT 6
WEEK: __
TOPIC: Ready, Steady, Go! CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Sport related
Innovation vocabulary

LEARNING OUTLINE
Fast finishers can move on to

the next activity in the
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Note that Close-Up Student’s sequence. After Activity C,
Reading 3.1 Reading 3.1.5 pupils may need prompts to identify when they would hear the Book, p.69 - 71
Understand a Recognise with phrase ready, steady, go! (stage one of the opener). In stage two of fast finishers can be given the
Close-Up Teacher’s ‘Ideas Focus’ tasks on p. 71
variety of texts by support the attitude the activity pupils describe the picture on p. 69 of the Student’s Book
Book, p.60 of the Student’s Book as
using a range of or opinion of the and discuss as a class how they feel about the image.
either speaking or writing
appropriate writer in simple
tasks.
reading strategies longer texts on an Lesson delivery
to construct increased range of This lesson focuses on Activities A, B and C. See Teacher’s Alternatively, choose another
meaning familiar topics Book for detailed guidance. Note that in Activity A pupils are asked appropriate extension activity
to discuss their ideas with a talk partner. In Activity C pupils read the that better suits pupils’
‘Exam Task’ box on p.71 and are as ked to recognise needs/interests and that will
Complementary Complementary attitudes/opinions in this text. help pupils develop further
Skill Skill the main and/or
Activity C focuses on developing the main skill for this lesson. The complementary skill for this
Speaking 2.1 Speaking 2.1.4 discussion stages in Activity A provide an opportunity to practise the lesson.
Communicate Explain own point of complementary skill.
information, ideas, view For additional differentiation
opinions and Post-lesson strategies, please refer to the
feelings intelligibly Ask pupils to identify with their talk partner(s) at least one new word provided list of differentiation
on familiar topics or expression that they have learned in relation to the lesson topic. strategies and select
When pupils are ready, collect and share words/expressions as a appropriate strategy
whole class. /strategies based on the
77
Innovation vocabulary

LEARNING OUTLINE

Play a game to review sport related vocabulary from previous lessons.
Reading 3.1 Reading 3.1.3 Alternatively, choose another appropriate pre-lesson activity that better p.71 proficient pupil can help and
Understand a Guess the meaning suits pupils’ needs/interests and that will review language and/or Close-Up
variety of texts by of unfamiliar words vocabulary and prepare the pupils for the lesson. Teacher’s Book, Support can be given to less
using a range of from clues provided p.61 proficient pupils during Activity E
appropriate by other words and depending on their needs. For
reading strategies by context on an Lesson delivery
This lesson focuses on Activities D, E and F. See Teacher’s Book example, useful expressions for
to construct increased range of paraphrasing can be made
for detailed guidance. Note that in Activity E the class discussion of the
meaning familiar topics available.
answers provides an opportunity for pupils to paraphrase sections of
the text. See also the ‘Background Information’ box on p.61 of the Fast finishers can move on to the
Complementary Complementary Teacher’s Book for further information about each sport mentioned in next activity in the sequence.
the text. In Activity F pupils read the text to find words to complete gaps After Activity F, fast finishers can
Skill Skill
in sentences. Other forms of the words are given in the yellow word be given the Vocabulary tasks on
Speaking 2.1 Speaking 2.1.1 bank. Draw attention to the method of looking at word formation as a p.72 of the Student’s Book.
strategy for guessing the meaning of words. Alternatively, choose another
Communicate Paraphrase short
information, ideas, simple texts appropriate extension activity
Activity F focuses on developing the main skill for this lesson. The class that better suits pupils’
opinions and
discussion stage in Activity E provides an opportunity to practise the needs/interests and that will help
complementary skill. pupils develop further the main
on familiar topics
and/or complementary skill for
Post-lesson this lesson.
expression that they have learned in relation to the lesson topic. When For additional differentiation
pupils are ready, collect and share words/expressions as a whole class. strategies, please refer to the
78
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

LEARNING OUTLINE

the next activity in the
Ask ‘if’ sentence questions to pupils (or write questions on the Close-Up Student’s
This is a This is a grammar- board) and elicit responses (see questions in the pre-Grammar sequence. After Grammar
Book, p.73 Activity D, fast finishers can
grammar-focused focused lesson so lesson activity guidance on p.62 of the Teacher’s Book). Explain that
lesson so listening, speaking, the questions use conditionals. Close-Up Teacher’s be given Vocabulary activities
Book, p.62-63 on p.72 and p.76 and/or
Grammar activities on p.77.
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s For additional differentiation
are not explicitly Book for detailed guidance. strategies, please refer to the
covered. provided list of differentiation
Ask pupils to think of different ‘if’ sentence questions to ask their appropriate
peers. Pupils then share and respond to their questions in small strategy/strategies based on
groups. Monitor and assist to check correct usage of the the needs of the pupils.
conditionals (including use of the comma to separate clauses).
79
Innovation vocabulary/language for expressing emotions

LEARNING OUTLINE

Play a game to review sport related vocabulary from previous lessons.
Listening 1.1 Listening 1.1.5 Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
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.
questions read out by the teacher in order to practise the main skill To support less confident
Skill Skill
(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
Post-lesson CD when pupils feel more
Ask pupils to review their learning in this lesson by describing what confident.
discuss their ideas with their talk partner(s) before collecting ideas as
a class. Draw attention to connections between the pupils’ ideas and
the main and complementary skills.
80
Innovation vocabulary/language for expressing emotions

LEARNING OUTLINE

Play a game to review sport related vocabulary from previous
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 les son. 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
on an increased This lesson focuses on Activities C and D. See Teacher’s Book
for detailed guidance. Note that in Activity C pupils are asked to allow thinking time.
range of familiar Alternatively, read and pause
read the ‘Exam Close-up’ box and identify words they expect to hear
topics at specific intervals from the
that will express certain emotions (this is practice for both listening
audio script in the Teacher’s
and speaking) as well as the ‘Exam Task’ text.
Book if it helps less proficient
Complementary Complementary pupils to listen to your voice
Activities C and D focus on developing the main and complementary
Skill Skill rather than that of a native
skills.
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
and expressing the emotions mentioned in Activity B on p.74 of the For additional differentiation
opinions and feelings such as
Student’s Book — see the ‘Teaching Tip’ box on p.63 of the strategies, please refer to the
feelings intelligibly happiness,
Teacher’s Book. When ready, select pupils to demonstrate provided list of differentiation
on familiar topics sadness, surprise,
expressing the different emotions. strategies and select
and interest
81
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

LEARNING OUTLINE
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 s trategies
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.
82
Innovation vocabulary/language for giving opinions

LEARNING OUTLINE

Play a game to review sport related vocabulary from previous
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-
on familiar topics This lesson focuses on Activities A, C, D and E. See Teacher’s
Book for detailed guidance. Ensure that Activity A is a short lesson activity, depending on
their needs.
discussion activity in order to have suitable time for Activities D and
E. For additional differentiation
Skill Skill
Speaking 2.1 Speaking 2.1.5 Activities A, C, D and E focus on developing the main and provided list of differentiation
complementary skill for this lesson. strategies and select
Communicate Express and
information, ideas, appropriate strategy/
respond to common Post-lesson
opinions and strategies based on the
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
with form or pronunciation. Provide comments and feedback to the
and interest
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
Innovation vocabulary/clauses of purpose

LEARNING OUTLINE

See the pre-Writing lesson activity in Teacher’s Book. Read through 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,
fast finishers can be given
Communicate Spell written work look at the pictures on p.78-79. Pupils then discuss with talk partner(s) the Close-Up activities from the Vocabulary
with appropriate with moderate skills needed for the different sports, using clauses of purpose. Teacher’s Book,
language, form accuracy p.66-67 76-77 of the Student’s Book.
and style Lesson delivery
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
Complementary Complementary reads a sentence from Activity C and the other writes it. After they have
Skill Skill finished, they check their spelling and correct their errors. In Activity B ask
pupils to close their books and listen to the teacher reading the instruction
Listening 1.1 Listening 1.1.4 in order to address the complementary skill. the main and/or
lesson.
meaning in a independently Activity A is intended to enhance pupils’ writing skills.
variety of familiar longer sequences of Support can be given to less
contexts classroom Activity D and the follow-up activity focus on developing the main skill for proficient pupils during the
instructions this lesson. Activity B provides an opportunity to practise the pre-lesson speaking activity,
complementary skill. depending on their needs.
Post-lesson For additional differentiation

Ask pupils to write down sentences that contain clauses of purpose. Use a strategies, please refer to the
sentence starter based on the lesson topic (e.g. ‘We play sport…’). Monitor provided list of differentiation
and provide support for any problems with form or punctuation. When strategies and select
ready, select pupils to read out their sentences. Alternatively, choose appropriate strategy/
another appropriate post-lesson activity that better suits pupils’ strategies based on the
needs/interests and that will review language and/or vocabulary from this needs of the pupils.
lesson.
84
Innovation vocabulary/clauses of purpose

LEARNING OUTLINE

Play a game to review clauses of purpose covered in the previous
Writing 4.2 Writing 4.2.2 lesson. Alternatively, choose another appropriate pre-lesson activity sequence. After Activity G,
Communicate Spell written work that better suits pupils’ needs/interests and that will review language Book, p.67 activities from the Vocabulary
with appropriate with moderate and/or vocabulary and prepare the pupils for the lesson.
language, form accuracy
Lesson delivery 76-77 of the Student’s Book.
and style
This lesson focuses on Activities E, F and G. See Teacher’s Alternatively, choose another
Book for detailed guidance. Note that in Activity G pupils must appropriate extension activity
complete the sentences by writing them in their books. Focus that better suits pupils’
Skill Skill
attention on correct spelling during this activity. Also draw attention needs/interests and that will
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
position in the sentence. complementary skill for this
lesson.
The text type in this lesson is instruction and a quiz. The reading
appropriate longer texts on an Use the exit cards from
skill (i.e. understand specific details) is meant to support the
reading strategies increased range of Lesson 49 (‘what went well in
to construct familiar topics listening tasks in Activities F and G.
your learning?’ and ‘even
meaning b etter if…’ to identify any
Activity G focuses on developing the main skill for this lesson.
individual needs in this
Activities F and G provide an opportunity to practise the
lesson.
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
__

LEARNING OUTLINE
Literature in Literature in Teachers should ensure that their lesson covers the Literature in
Action Action and select appropriate
5.2 5.2.1
Analyse and Identify key stylistic
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them
86
UNIT 7
WEEK: __
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
extreme situations

LEARNING OUTLINE

Book, p. 83-85 the next activity in the
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils
sequence. After Activity B,
Reading 3.1 Reading 3.1.1 brainstorm words they know that can be associated with extreme Close-Up Teacher’s
Understand a Understand the situations. They then look at the picture on p.83 and describe to fast finishers can be given the
Book, p.71 ‘Ideas Focus’ tasks on p.85 of
variety of texts by main points in their talk partner(s) what they think is happening in the picture.
using a range of longer texts on an
speaking or writing tasks.
appropriate increased range of Lesson delivery
reading strategies familiar topics This lesson focuses on Activities A and B. See Teacher’s Book
to construct for detailed guidance. Note that in Activity A pupils are asked to appropriate extension activity
meaning discuss their answers in small groups.
Complementary Complementary Activities A and B focus on developing the main skill for this lesson.
the main and/or
Skill Skill Activity A provides an opportunity to practise the complementary
skill. complementary skill for this
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
87
extreme situations

LEARNING OUTLINE

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
review language and/or vocabulary and prepare the pupils for the Vocabulary activities on p.86
lesson. of the Student’s Book.
using a range of longer texts on an
reading strategies familiar topics Lesson delivery appropriate extension activity
This lesson focuses on Activities C, D and E. See Teacher’s that better suits pupils’
to construct
Book for detailed guidance. Note that in Activity C pupils read the needs/interests and that will
meaning
‘Exam Close-up’ box and this provides an opportunity to link the help pupils develop further
skills that are explained in this box to the main skill. In order to the main and/or
Skill Skill address the complementary skill, in Activity D pupils must be complementary skill for this
allowed to use dictionaries (print and/or online) to help them find the lesson.
meaning of the words in the yellow word bank.
Reading 3.1 Reading 3.1.4 For additional differentiation
Understand a Use independently strategies, please refer to the
variety of texts by familiar print and provided list of differentiation
using a range of digital resources to Activity C focuses on developing the main skill for this lesson.
Activity D provides an opportunity to practise the complementary strategies and select
appropriate check meaning and appropriate strategy
skill.
reading strategies extend /strategies based on the
to construct understanding needs of the pupils.
If you have time, cover Activity E or assign it as homework.
meaning
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
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

LEARNING OUTLINE

See pre-Grammar lesson activity on p.73 in Teacher’s Book for Book, p.87 the next activity in the
This is a grammar This is a grammar detailed guidance. Ask pupils questions using the past perfect Close-Up Teacher’s Activity E, fast finishers can
focused lesson so focused lesson so simple and past perfect continuous. Book, p.73-74
be given other activities in the
listening, listening, speaking,
speaking, reading reading and writing Lesson delivery
and writing skills skills are not This lesson focuses on Activities A, B, C, D and E. See Learning Outline (i.e.
activities F-H).
are not explicitly explicitly covered. Teacher’s Book for detailed guidance.
covered. For additional differentiation
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
89
extreme situations

LEARNING OUTLINE
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
about why people might be walking across the desert. Allow pupils
meaning in a independently To support less confident
variety of familiar longer sequences of to discuss their ideas with their talk partner(s) before collecting ideas Student’s Book Audio pupils, pause the listening
as a class. CD
contexts classroom track at selected intervals to
instructions allow thinking time.
Lesson delivery
Alternatively, read and pause
This lesson focuses on Activities A and B. See Teacher’s Book
at specific intervals from the
for detailed guidance. Note that in Activity B pupils must be asked to
Complementary Complementary audio script in the Teacher’s
close the Student’s Book and to listen to the classroom instruction
Skill Skill Book if it helps less proficient
and task read aloud by the teacher in order to address the main
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 what they should do in Activity B.
Understand a Guess the meaning speaker. Play the track from
variety of texts by of unfamiliar words the CD when pupils feel more
In activity A, some pupils may find a few of the highlighted words
using a range of from clues provided confident.
appropriate by other words and difficult. While completing the sentences , they can guess their
meaning and decide if they fit in the gap. They can then check their For additional differentiation
guesses during feedback. strategies, please refer to the
to construct increased range of
meaning familiar topics provided list of differentiation
Activity B focuses on developing the main skill for this lesson strategies and select
(including the teacher reading instruction). Activity A provides an appropriate strategy/
opportunity to practise the complementary skill. strategies based on the
Post-lesson
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
extreme situations

LEARNING OUTLINE
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
Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Listening 1.1 Listening 1.1.2 Close-Up Teacher’s
better suits pupils’ needs/interests and that will review language support a less proficient pupil.
Understand Understand Book, p.75
and/or vocabulary and prepare the pupils for the lesson.
meaning in a independently 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
Book for detailed guidance. Note that in Activity D and E pupils are
increased range of and pause at specific
asked to pay attention to their spelling (see also the ‘Exam Close -
familiar topics intervals from the audio script
up’ box).
in the Teacher’s Book if it
helps less proficient pupils to
Activities C, D and E focus on developing the main skill for this
Complementary Complementary listen to your voice rather
Skill Skill lesson. Activities D and E provide an opportunity to practise the
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
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
and style
whole class. provided list of differentiation
91
extreme situations

LEARNING OUTLINE

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 Support can be given to less
strategies exchanges by proficient pupils during
Lesson delivery
asking a speaker to Activity A depending on their
slow down, speak This lesson focuses on Activities A and B. See Teacher’s Book
for detailed guidance. Note that in Activity A pupils must be needs.
encouraged to keep the interaction going for as long as possible. In Fast finishers can move on to
they have said
Activity B pupils must guess the meaning of any unfamiliar words in the ‘Ideas Focus’ tasks.
the sentences they read by using strategies for guessing meaning
Complementary Complementary For additional differentiation
Skill Skill that have been covered in previous lessons (pupils may need to be
reminded of these strategies). strategies, please refer to the
Reading 3.1 Reading 3.1.3 strategies and select
Activity A focuses on developing the main skill for this lesson.
Understand a Guess the meaning appropriate strategy/
Activity B provides an opportunity to practise the complementary
variety of texts by of unfamiliar words strategies based on the
using a range of from clues provided skill.
appropriate by other words and
Post-lesson
or expression that they have learned in relation to the topic of the
meaning familiar topics
lesson. When pupils are ready, collect and share words/expressions
as a whole class.
92
TOPIC: Extreme Situations CROSS-CURRICULAR ELEMENT: Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Useful expressions
for paraphrasing

LEARNING OUTLINE
Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Speaking 2.1 Speaking 2.1.1 Close-Up Teacher’s
better suits pupils’ needs/interests and that will review language support a less proficient pupil.
Communicate Paraphrase short Book, p.75-76
information, ideas, simple texts Support can be given to less
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
Extend activity C by preparing two texts (approximately 150 words provided list of differentiation
Skill Skill
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/
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
In Activity D pupils listen to their descriptions of the photographs.
asking a speaker to
slow down, speak
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
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
extreme situations/past perfect simple and past perfect
continuous.

LEARNING OUTLINE
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
and/or vocabulary from previous lessons. Alternatively, choose another p.92 sequence. After Activity C,
Writing 4.2 Writing 4.2.2
appropriate pre-lesson activity that better suits pupils’ needs/interests and fast finishers can be given
Communicate Spell written work Close-Up
that will review language and/or vocabulary and prepare the pupils for the extension activities from the
with appropriate with moderate Teacher’s Book,
lesson. Vocabulary and Grammar
language, form accuracy p.78
and style activities on p. 90-91 of the
Lesson delivery Student’s Book. Alternatively,
This lesson focuses on Activities A, B and C. See Teacher’s Book for choose another appropriate
detailed guidance. Note that before starting Activity A, pupils must read extension activity that better
Skill Skill
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
specific details in the story by recognising the correct use of past tenses. As develop further the main
Understand a Understand
a follow-up activity to Activity C, and to practise the main skill for this lesson, and/or complementary skill
variety of texts by specific details
read out the correct answers for Activity C and ask pupils to write these for this lesson.
using a range of and information in
words down (after closing the textbook). Then check correct spelling.
appropriate longer texts on an For additional differentiation
reading strategies increased range strategies, please refer to the
The text type in this lesson is instruction and a quiz. The reading skill (i.e.
to construct of familiar topics provided list of differentiation
understand specific details) is meant to support the writing activities.
meaning strategies and select
Activity A focuses on developing the main skill for this lesson. Learning
appropriate
Focus and Activity C provide an opportunity to practise the complementary
skill.
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 group s.
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
extreme situations/past perfect simple and past perfect
continuous.

LEARNING OUTLINE
Pre-lesson Close-Up Student’s
Main Skill Main Skill the next activity in the
Use Activity D as a lesson starter. Pupils need to read the model Book, p.93 sequence. After Activity H, fast
story again to do this activity. See Teacher’s Book for detailed
Writing 4.2 Writing 4.2.3 Close-Up Teacher’s finishers can be given
guidance.
Communicate Produce a plan or Book, p.78-79 extension activities from the
with appropriate draft of two Vocabulary and Grammar
Lesson delivery
language, form paragraphs or more activities on p. 90-91 of the
This lesson focuses on Activities E, F, G and H. See Teacher’s
and style and modify this Student’s Book. Alternatively,
Book for detailed guidance. Note that in Activity F pupils need to
appropriately choose another appropriate
guess the meaning of unfamiliar words by matching parts of
independently extension activity that better
sentences. For Activity H pupils should be encouraged to use the suits pupils’ needs/interests
past perfect simple and past perfect continuous in their stories. and that will help pupils
Complementary Complementary develop further the main and/or
Skill Skill Activities E and G focus on developing the main skill for this lesson. complementary skill for this
Activity F provides an opportunity to practise the complementary
lesson.
Reading 3.1 Speaking 3.1.3 skill. Support can be given to less
Understand a Guess the meaning proficient pupils for the
Post-lesson
variety of texts by of unfamiliar words planning work in this lesson,
using a range of from clues provided such as producing a mind map
appropriate by other words and or a writing frame, depending
reading strategies by context on an have been even b etter if…’ Collect the cards and use them for on their needs.
appropriate strategy/ strategies
based on the needs of the
pupils.
95
WEEK: LESSON 71 (Literature in Action 7) MAIN SKILL FOCUS: Literature in Action THEME: Teacher to select
__

LEARNING OUTLINE
5.2 5.2.1
Analyse and Identify key stylistic
evaluate a variety features of a text
of literary text and explain briefly
types why the author uses
them
96
UNIT 8
WEEK: __
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship free time

LEARNING OUTLINE

Use ‘Unit opener’ in the Teacher’s Book as a lesson starter. Pupils Book, p.95-96 the next activity in the
discuss in small groups the picture on p.95 of their Student’s Book. sequence. After Activity C,
Explore and Read enjoy and fast finishers can be given the
Lesson delivery Book, p.81 ‘Ideas Focus’ activities on
expand ideas for give a personal
This lesson focuses on Activities A, B and C. See Teacher’s p.97 of the Student’s Book as
personal response to fiction /
Book for detailed guidance. As a follow-up activity to Activity C, and either speaking or writing
development by non-fiction and
to practise further the main s kill for this lesson, give pupils in small tasks. Alternatively, choose
reading other suitable print
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
discuss what they find most interesting in their reading. Collect activity that better suits pupils’
widely interest
some responses as a whole class. needs/interests and that will
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.
Post-lesson
opinions and or expression that they have learned in relation to the lesson topic.
When pupils are ready, collect and share words/expressions as a strategies and select
feelings intelligibly appropriate
whole class.
on familiar topics strategy/strategies based on
97

LEARNING OUTLINE
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
pupils’ needs/interests and that will review language and/or vocabulary and Activity F, fast finishers
Understand a Guess the Close-Up
prepare the pupils for the lesson. can be given Vocabulary
variety of texts by meaning of Teacher’s Book,
activities on p.98 of the
using a range of unfamiliar words p.81-82
Lesson delivery Student’s Book.
appropriate from clues
reading strategies provided by other This lesson focuses on Activities D, E and F. See Teacher’s Book for Alternatively, choose
detailed guidance. Note that in Activity D the pupils read the ‘Exam Close-up’ another appropriate
to construct words and by
advice, which helps with practising the main skill. In Activity E the word options extension activity that
meaning context on an
that pupils need for the task are in the Teacher’s Book (p. 82). For Activities E better suits pupils’
increased range
and F pupils should be instructed to write down the words they choose to fill needs/interests and that
of familiar topics
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
must be drawn to the correct spelling of the words pupils choose. complementary skill for
this lesson.
Skill Skill
Activities D, E and F focus on developing the main skill for this lesson.
For additional
Writing 4.2 Writing 4.2.2 Activities D, E and F also provide an opportunity to practise the complementary
skill. differentiation strategies,
Communicate Spell written work please refer to the
with appropriate with moderate provided list of
Post-lesson
language, form accuracy differentiation strategies
and style 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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Modals and semi-
Citizenship modals

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill See pre-Grammar lesson activity on p.83 in Teacher’s Book for Close-Up Student’s Fast finishers can move on to
detailed guidance. Ask pupils questions that contain modal verbs.
This is a This is a grammar- Close-Up Teacher’s
Activity C, fast finishers can
grammar-focused focused lesson so Lesson delivery Book, p.83 be given Vocabulary and/or
lesson so listening, speaking, This lesson focuses on Activities A, B, and C. See Teacher’s
listening, reading and writing Book for detailed guidance. Grammar activities on p. 98
and/or p.102-103.
and writing skills explicitly covered. Post-lesson For additional differentiation
are not explicitly Use Activity D to check pupils’ learning. See Teacher’s Book for strategies, please refer to the
covered. detailed guidance. provided list of differentiation
appropriate
99

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
that better suits pupils’ needs/interests and that will review language pupil.
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 Student’s Book
Book for detailed guidance. Note that in Activity A pupils do not 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,
pause the listening track at
Activity C focuses on developing the main skill for this lesson.
Speaking 2.1 Speaking 2.1.4 selected intervals to allow thinking
Activity B provides an opportunity to practise the complementary
Communicate Explain own point of time. Alternatively, read and pause
skill.
information, ideas, view at specific intervals from the audio
opinions and Post-lesson script in the Teacher’s Book if it
feelings intelligibly 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.
learning in the lesson. strategies, please refer to the
100

LEARNING OUTLINE
Play a game to review vocabulary related to free time and/or modal Book, p.100 grouping so that a more
verbs. Alternatively, choose another appropriate pre-lesson activity proficient pupil can help and
that better suits pupils’ needs/interests and that will review language support a less proficient pupil.
meaning in a independently 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
Writing 4.2 Writing 4.2.2 strategies, please refer to the
check pupils’ understanding.
Communicate Spell written work provided list of differentiation
with appropriate with moderate strategies and select
Activity D and E focus on developing the main skill for this lesson.
language, form accuracy appropriate
Activity D provides an opportunity to practise the complementary
and style skill, see the instructions in the Teacher’s Book.
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
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility

LEARNING OUTLINE

Play a game to review vocabulary related to free time and/or modal verbs. Student’s Book, grouping so that a more
Speaking 2.1 Speaking 2.1.5 Alternatively, choose another appropriate pre-lesson activity that better suits p.101 proficient pupil can help and
pupils’ needs/interests and that will review language and/or vocabulary and support a less proficient
Communicate Express and Close-Up
prepare the pupils for the lesson. pupil.
information, ideas, respond to common Teacher’s Book,
opinions and feelings such as Lesson delivery p.84-85 Support can be given to
feelings intelligibly happiness, This lesson focuses on Activities A and B. See Teacher’s Book for less proficient pupils during
on familiar topics sadness, surprise, detailed guidance. Note that in Activity A pupils are asked to work in pairs the speaking tasks,
and interest and take turns answering the questions. As well as expressing their feelings depending on their needs.
in response to the questions, pupils can also be encouraged to express their
responses to each other’s answers to the questions. In addition, during the
Complementary Complementary strategies, please refer to
monitoring of Activity A, and as part of the answer check as a class for
Skill Skill the provided list of
Activity B, check that pupils explain their attitudes or opinions of their talk
partner. For Activity B pupils compare and justify their answers with a talk differentiation strategies
Speaking 2.1 Speaking 2.1.4 and select appropriate
partner and this provides a further opportunity to practise the main skill.
Communicate Explain own point of strategy/ strategies based
information, ideas, view on the needs of the pupils.
Activities A and B focus on developing the main and complementary skills.
opinions and
feelings intelligibly Post-lesson
on familiar topics Ask pupils to review their learning in this lesson by describing what they have
learnt in the lesson and how they learnt it. Allow pupils to discuss their ideas
with their talk partner(s) before collecting ideas as a class.
102
LESSON 78 (Speaking 15) MAIN SKILL FOCUS: Speaking THEME: People and Culture
WEEK: __
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship to talk about possibility

LEARNING OUTLINE
Play a game to review vocabulary related to free time and/or modal Book, p.101 grouping so that a more
verbs. Alternatively, choose another appropriate pre-lesson activity that proficient pupil can help and
Speaking 2.1 Speaking 2.1.3 Close-Up Teacher’s
better suits pupils’ needs/interests and that will review language and/or support a less proficient pupil.
Communicate Describe future Book, p.84-85
information, ideas, plans and ambitions 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
Complementary Complementary Activities C and D focus on developing the main skill for this lesson. constructions to help the pupil
Skill Skill Activity D provides an opportunity to practise the complementary skill. produce sentences.
Speaking 2.3.1 For additional differentiation

Speaking 2.3 Post-lesson
Use appropriate Keep interaction Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p.
going in longer provided list of differentiation
communication 101 of the Student’s Book. Monitor discussions and provide support for
exchanges by any problems with form or pronunciation. Provide comments and strategies and select
strategies
asking a speaker to appropriate strategy/
feedback to the whole class on their us e of expressions for talking
slow down, speak strategies based on the
about possibility.
up or to repeat what needs of the pupils.
they have said
103
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases

LEARNING OUTLINE

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
about this picture. activities from the Vocabulary
and Grammar activities on
Lesson delivery p.102-103 of the Student’s
topics This lesson focuses on Activities A, B and C. See Teacher’s Book Book. Alternatively, choose
for detailed guidance. This lesson focuses on recognising linking words another appropriate extension
and phrases (in activities A and C). It is important to explain to pupils activity that better suits pupils’
that they will need to use these linking words and phrases in their own needs/interests and that will
Skill Skill
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
Activities A and C focus on developing the main skill for this lesson. complementary skill for this
Communicate Spell written work
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
b etter if…’ to identify any
friend in another class or school). Pupils need to re-use linking words
individual needs in this lesson
and phrases from the lesson. Allow pupils to practise reading their
and the next.
postcard to a talk partner before selecting pupils to read their postcard
to the class. For additional differentiation
104
LESSON 80 (Writing 16) MAIN SKILL FOCUS: Writing THEME: People and Culture
WEEK: __
TOPIC: Time to Spare CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Linking words and
Citizenship phrases

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

LEARNING OUTLINE
5.3 5.3.1
Focus on PowerPoint presentation and visuals. the needs of the pupils.
Express an Respond
imaginative imaginatively and
response to intelligibly through
literary texts creating power
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
106
UNIT 9
LESSON 82 (Reading 17) MAIN SKILL FOCUS: Reading THEME: Science and Technology
WEEK: __
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Technology-related
Communications Technology vocabulary

LEARNING OUTLINE

See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils look Book, p.109-111 the next activity in the
at the picture on p.109 of the Student’s Book and discuss this picture sequence. After Activity D,
Understand a Recognise with with a talk partner. See also ‘Background Information’ on p.91 of the fast finishers can be given the
Teacher’s Book. Book, p.91-92 Vocabulary activities on p.112
variety of texts by support the attitude
of the Student’s Book.
using a range of or opinion of the
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’
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
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.
Speaking 2.1 Speaking 2.1.4 strategies, please refer to the
Activities B, C and D focus on developing the main skill for this lesson.
Communicate Explain own point of provided list of differentiation
Activity A provides an opportunity to practise the complementary skill.
information, ideas, view strategies and select
opinions and appropriate
Post-lesson
feelings intelligibly strategy/strategies based on
on familiar topics the needs of the pupils.
expression that they have learned in relation to the topic for the lesson.
When pupils are ready, collect and share words/expressions as a whole
class.
107
WEEK: __ LESSON 83 (Reading 18) MAIN SKILL FOCUS: Reading THEME: Science and Technology

LEARNING OUTLINE

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
review language and/or vocabulary and prepare the pupils for the Vocabulary activities on p.112
variety of texts by familiar print and
lesson. and/or p.116 of the Student’s
using a range of digital resources to
appropriate check meaning and
reading strategies extend Lesson delivery another appropriate extension
This lesson focuses on Activity E and the ‘Ideas Focus’. See activity that better suits pupils’
to construct understanding
Teacher’s Book for detailed guidance. Note that in this lesson pupils needs/interests and that will
meaning
need to be supplied with dictionaries (print or digital) to practise the help pupils develop further
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.
Activity E focuses on developing the main skill for this lesson. The
‘Ideas Focus’ provides an opportunity to practise the complementary
opinions and skill.
feelings intelligibly appropriate strategy
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.
108
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

LEARNING OUTLINE

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
grammar-focused focused lesson so Book, p.93
Lesson delivery be given other activities in the
This lesson focuses on Activities A, B, C and D. See Teacher’s textbook not covered in the
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).
p.110-111 of the Student’s Book). In Activity D pupils also encounter
are not explicitly See also p.116 in Student’s
the passive voice constructed using the present perfect simple (has
b een cleaned), past perfect simple (had b een put in) and future
activities that can be used as
simple (will b e shown). See p.169-170 of Student’s Book for further
extension tasks and/or
support with the passive voice.
homework.
Post-lesson For additional differentiation
Ask pupils to look at the picture in the top right-hand corner of p.113 strategies, please refer to the
of the Student’s Book. Pupils then write questions about the picture provided list of differentiation
using the passive voice. Ask pupils to practise asking and answering strategies and select
their questions with talk partner(s) before selecting questions (and appropriate
answers to the questions ) from pupils as a class. strategy/strategies based on
109

LEARNING OUTLINE

Play a game to review technology-related vocabulary from previous Book, p.114 grouping so that a more
activity that better suits pupils’ needs/interests and that will review Close-Up Teacher’s support a less proficient pupil.
language and/or vocabulary and prepare the pupils for the lesson.
meaning in a independently the 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
on an increased This lesson focuses on the pre-Listening lesson activity and
Activities A and B. Note that in the pre-Listening activity (on p.94 in on their needs, such as by
range of familiar providing sentence starters
Teacher’s Book) pupils take it in turns to describe to a talk partner
topics and model sentence
the picture on p.114 of the Student’s Book. Pupils are then able to
constructions using future
discuss why scientists make robots and how robots might help us in
tenses, to help the pupil
Complementary Complementary the future. Attention needs to be given to future tenses for this
activity in order to practise the complementary skill. produce sentences.
Skill Skill
Activity B focuses on developing the main skill for this lesson. The strategies, please refer to the
pre-Listening activity (on p.94 in Teacher’s Book) and Activity B provided list of differentiation
Communicate Describe future
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
Ask pupils to identify with their talk partner(s) at least one new word needs of the pupils.
on familiar topics
When pupils are ready, collect and share words/expressions as a
whole class. Alternatively, choose another appropriate post-lesson
learning in the lesson.
110

LEARNING OUTLINE
lessons. Alternatively, choose another appropriate pre-lesson proficient pupil can help and
activity that better suits pupils’ needs/interests and that will review support a less proficient pupil.
Understand Understand Book, p.94-95
meaning in a independently 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
Book for detailed guidance. Note that in Activity C pupils read the
topics differentiation strategies,
‘Exam Close-up’ guidance. In Activity C pupils also read and
please refer to the provided
underline the key words in the ‘Exam Task’.
Complementary Complementary and select appropriate
The text type in this lesson is instruction and a quiz.
Skill Skill strategy/strategies based on
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.
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
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

LEARNING OUTLINE

strategies exchanges by proficient pupils depending on
Lesson delivery
asking a speaker to their needs, such as by
slow down, speak This lesson focuses on Activities A, B and C. See Teacher’s
Book for detailed guidance. Note that in Activity A pupils should be providing vocabulary to use in
up or to repeat what a speaking task, or sentence
asked to listen to the questions read out by the teacher, before they
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
produce sentences.
Complementary Complementary partner and to discuss any differences in their answers before the
answers are checked as a class. In Activity C pupils must then For additional differentiation
Skill Skill
agree with their partner on a combined answer. In all three activities strategies, please refer to the
in this lesson it is important to remind pupils that they need to keep provided list of differentiation
Listening 1.1 Listening 1.1.5
their interaction going and to draw attention to how they can do this. strategies and select
meaning in a independently more appropriate strategy/
Activities A, B and C focus on developing the main skill for this strategies based on the
variety of familiar complex questions
lesson. Activity A provides an opportunity to practise the needs of the pupils.
contexts
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
TOPIC: High-Tech World CROSS-CURRICULAR ELEMENT: Information and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Communications Technology for making decisions

LEARNING OUTLINE

Use appropriate Keep interaction Book, p.95-96
strategies exchanges by proficient pupils during the
Lesson delivery
asking a speaker to discussion activities,
slow down, speak This lesson focuses on Activity D and the ‘Ideas Focus’. Note in
Activity D pupils must read the ‘Useful Expressions’, which they depending on their needs.
need to use in their group discussions. For the ‘Ideas Focus’ For additional differentiation
they have said
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
Activity D and ‘Ideas Focus’ both focus on developing the main appropriate
Skill Skill
complementary skills for this lesson. strategy/strategies based on
Speaking 2.1 Speaking 2.1.4 the needs of the pupils.
Post-lesson
information, ideas, view Ask pupils to shut their textbooks and to write down useful
expressions for reaching decisions in a group discussion. Monitor
opinions and
and provide support for any problems with spelling. When ready,
select pupils to read out their ideas and, if necessary, provide
on familiar topics
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
Communications Technology vocabulary/collocations

LEARNING OUTLINE
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
pupils time to discuss their ideas with their talk partner(s) before Grammar activities on p.117 of
intelligibly through content from what
collecting ideas as a class. the Student’s Book. Alternatively,
print and digital they have read or
choose another appropriate
media on familiar heard
topics Lesson delivery extension activity that better s uits
This lesson focuses on Activities A, B, and C. See Teacher’s pupils’ needs/interests and that
Book for detailed guidance. Note that in Activity C pupils must be will help pupils develop further
asked to write down their answers as complete sentences in order the main and/or complementary
Skill Skill
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 80 (‘what went well in your
Activity B focuses on developing the complementary skill.
with appropriate with moderate learning?’ and ‘even b etter if…’)
language, form accuracy to identify any individual needs in
Post-lesson
and style this lesson and the next.
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
114
Communications Technology vocabulary/collocations

LEARNING OUTLINE

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
needs/interests and that will review language and/or vocabulary and activities from the Grammar
prepare the pupils for the lesson. activities on p.117 of the
Student’s Book and/or the
and style
Lesson delivery ‘Ideas Focus’ questions on
This lesson focuses on Activities D, E, F, G and H. See p.120 of the Student’s Book
Teacher’s Book for detailed guidance. Note that in Activity D pupils as writing tasks. Alternatively,
Skill Skill
are asked to speculate on why certain words in the writing task have choose another appropriate
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
H pupils must pay attention to spelling. and that will help pupils
information, ideas, view.
develop further the main
opinions and
Activities E, F and H focus on developing the main skill for this and/or complementary skill
lesson. Activity D provides an opportunity to practise the for this lesson.
on familiar topics
Post-lesson
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.
115
__

LEARNING OUTLINE
5.3 5.3.1
Focus on Posters and visuals. the needs of the pupils.
Express an Respond
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
116
UNIT 10
WEEK: __
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Entertainment
Innovation related vocabulary

LEARNING OUTLINE
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.
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 choose another appropriate
appropriate increased range 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 lesson.
Skill Skill pupils have opportunities to discuss their answers with talk partner(s) before
checking answers as a class, in order to practise the complementary skill. Support can be given to less
Speaking 2.1 Speaking 2.1.4 proficient pupils for the pre-
Communicate Explain own point Activities B and C focus on developing the main skill for this lesson. Activities lesson activity depending on
information, ideas, of view A, B and C provide an opportunity to practise the complementary skill. their needs, such as by
opinions and providing sentence starters and
feelings intelligibly Post-lesson model sentence constructions,
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or to help the pupil produce
expression that they have learned in relation to the lesson topic. When pupils sentences.
are ready, collect and share words/expressions as a whole class. Alternatively, 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
117

LEARNING OUTLINE

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
review language and/or vocabulary and prepare the pupils for the can be given the Vocabulary
variety of texts by of unfamiliar words
lesson. activities on p.124 and/or p.
using a range of from clues provided
128 of the Student’s Book.
reading strategies by context on an Lesson delivery Alternatively, choose another
This lesson focuses on Activities D, E and ‘Ideas Focus’. See appropriate extension activity
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
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
The ‘Ideas Focus’ provides an opportunity to practise the lesson.
Use appropriate Keep interaction For additional differentiation
communication going in longer strategies, please refer to the
strategies exchanges by Post-lesson
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.
118
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Reported speech
Innovation

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Play a game to review entertainment-related vocabulary from Close-Up Student’s Fast finishers can move on to
previous lesson. Alternatively, choose another appropriate pre-
This is a This is a grammar- lesson activity that better suits pupils’ needs/interests and that will Close-Up Teacher’s
Activity D, fast finishers can
grammar-focused focused lesson so review language and/or vocabulary and prepare the pupils for the Book, p.102 be given other activities in the
lesson so listening, speaking, lesson.
listening, reading and writing textbook not covered in the
activities E-F).
and writing skills explicitly covered. This lesson focuses on Activities A, B, C and D. See Teacher’s
are not explicitly Book for detailed guidance. Note that further support and See also p.129 in Student’s
covered. explanation of the grammar in this lesson is available on p.170-171 Book for further grammar
of the Student’s Book. activities that can be used as
extension tasks and/or
Post-lesson homework.
Ask pupils to write sentences that report on what other pupils have
said in this lesson. Ask pupils to show these to their talk partner(s), For additional differentiation
to practise saying the sentences and to receive peer feedback on strategies, please refer to the
them, before selecting pupils to read out their sentences to the provided list of differentiation
class. strategies and select
appropriate
119

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
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.
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
instructions This lesson focuses on Activities A, B and C. See Teacher’s Student’s Book
Book for detailed guidance. Note that in Activity B the word ‘props’ example, by providing vocabulary
Audio CD to use during the speaking task, or
refers to any objects used on the stage by actors during a
sentence starters and model
performance. In all activities pupils must be asked to listen to the
Complementary Complementary sentence constructions to help the
activity instruction, in order to practise the main skill. Ask pupils to
Skill Skill pupil produce sentences.
close their textbooks while giving instruction and check for pupils’
understanding of instructions before they open their books again. To support less confident pupils,
Communicate Explain own point of pause the listening track at
Activities A, B and C focus on developing the main skill for this selected intervals to allow thinking
lesson. Activity B provides an opportunity to practise the time.
opinions and
feelings intelligibly complementary skill.
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

LEARNING OUTLINE
Play a game to review entertainment-related vocabulary from Book, p.126 grouping so that a more
previous lessons. Alternatively, choose another appropriate pre- proficient pupil can help and
lesson activity that better suits pupils’ needs/interests and that will support a less proficient pupil.
review language and/or vocabulary and prepare the pupils for the
meaning in a independently To support less confident
variety of familiar specific information lesson. Student’s Book Audio pupils, pause the listening
contexts and details in longer CD track at selected intervals to
Lesson delivery
texts on an allow thinking time.
This lesson focuses on Activities D, E and F. See Teacher’s
increased range of
Book for detailed guidance. Note that in Activity D pupils are asked For additional differentiation
familiar topics
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
reading strategies by context on an When pupils are ready, collect and share words/expressions as a
whole class.
121
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things

LEARNING OUTLINE

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.
better suits pupils’ needs/interests and that will review language and/or
strategies exchanges by proficient pupils depending on
asking a speaker to their needs, such as by
slow down, speak Lesson delivery
This lesson focuses on Activities A, B and C. See Teacher’s Book providing vocabulary to use in
up or to repeat what a speaking task, or sentence
for detailed guidance. Activate pupils’ prior knowledge of useful
they have said starters and model sentence
expressions for describing people, places or things.
produce sentences.
Complementary Complementary Activities A, Band C focus on developing the main skill for this lesson.
Activity A also provides an opportunity to practise the complementary For additional differentiation
Skill Skill
skill. strategies, please refer to the
Speaking 2.1 Speaking 2.1.5 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
TOPIC: That’s Entertainment CROSS-CURRICULAR ELEMENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Innovation for describing people, places or things

LEARNING OUTLINE

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 Support can be given to less
review language and/or vocabulary and prepare the pupils for the
opinions and feelings such as proficient pupils depending on
lesson.
feelings intelligibly happiness, 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.
Both Activity D and ‘Ideas Focus’ provide an opportunity to practise
Complementary Complementary produce sentences.
Skill Skill the complementary skill.
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/
• Your talk partner has done well strategies based on the
asking a speaker to
slow down, speak needs of the pupils.
they have said
123
Innovation related vocabulary/phrases for ordering ideas

LEARNING OUTLINE

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
detailed guidance. activities from the Vocabulary
intelligibly through processes
print and digital
Lesson delivery 128-129 of the Student’s
media on familiar
topics This lesson focuses on Activities A, B and C. See Teacher’s Book. Alternatively, choose
Book for detailed guidance. As a follow-up activity to Activity A, and another appropriate extension
to practise further the main skill for this lesson, ask pupils to write an activity that better suits pupils’
explanation of a simple process (e.g. how to make a cup of tea or needs/interests and that will
Skill Skill
change a bicycle tire) using phrases for ordering ideas. help pupils develop further
Reading 3.1 Reading 3.1.1 the main and/or
The text type in this lesson is instruction and a letter. complementary skill for this
Understand a Understand the
Activity A and the follow-up activity focus on developing the main lesson.
skill for this lesson. Activity C and ‘Learning Focus’ provide an
using a range of longer texts on an For additional differentiation
opportunity to practise the complementary skill. Activity B prepares
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/
or expression that they have learned in relation to the topic of the
124
Innovation related vocabulary/phrases for ordering ideas

LEARNING OUTLINE
Pre-lesson Close-Up Student’s
Main Skill Main Skill the next activity in the
Play a game to review entertainment-related vocabulary from Book, p.131 sequence. After Activity G,
Writing 4.1 Writing 4.1.5 previous lessons and/or phrases for ordering ideas. Alternatively, fast finishers can be given
choose another appropriate pre-lesson activity that better suits Close-Up Teacher’s
Communicate Organise, Book, p.107 activities from the Vocabulary
intelligibly through sequence and and Grammar activities on p.
print and digital develop ideas 128-129 of the Student’s
media on familiar Book. Alternatively, choose
within short texts Lesson delivery
topics another appropriate extension
on familiar topics This lesson focuses on Activities D, E, F and G. See Teacher’s activity that better suits pupils’
Book for detailed guidance. Note that in Activity G pupils should be needs/interests and that will
given time to plan their letter or story in the lesson. The writing task help pupils develop further
can then be set as homework if necessary. There is additional the main and/or
Complementary Complementary support for the writing task in the Student’s Book: for writing letters complementary skill for this
Skill on p.177; for writing stories on p.179.
Skill lesson.
Support can be given to less
Writing 4.2.3 Activities D-G focus on developing the main and complementary
Writing 4.2 proficient pupils depending on
Produce a plan or skills for this lesson.
Communicate their needs, such as by
draft of two
with appropriate providing a writing frame to
paragraphs or more Post-lesson
language, form use in Activity G (e.g.
and modify this Ask pupils to review their learning by telling a story about their
and style sentence starters and/or
appropriately learning in this lesson. Pupils need to re-use the phrases for
model sentence
independently ordering ideas that they learnt in this lesson and the previous constructions).
lesson. Allow pupils to practise telling their story to a talk partner
before selecting pupils to tell their story to the class. For additional differentiation
125
__

LEARNING OUTLINE
5.3 5.3.1
Focus on blogs and webpages. the needs of the pupils.
Express an Respond
points, visuals,
posters, blogs and
webpages
Other imaginative
responses as
appropriate
126
UNIT 11
WEEK: __
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Vocabulary related to
Citizenship education

LEARNING OUTLINE

Student’s the next activity in the sequence.
See ‘Unit opener’ in Teacher’s Book for detailed guidance. Pupils write down in
Book, p.135- After the ‘Ideas Focus’
Reading 3.2 Reading 3.2.1 one minute as many words and phrases they know related to education. They
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
given the Vocabulary activities
expand ideas for give a personal think the boy in the picture is feeling. Close-Up on p.138 of the Student’s Book.
personal response to Teacher’s Alternatively, choose another
development by fiction / non- Lesson delivery Book, p.111- appropriate extension activity
reading fiction and other This lesson focuses on Activities A, B, C and ‘Ideas Focus’. See Teacher’s 112
independently and suitable print Book for detailed guidance. Note that in Activity C pupils are asked to scan the that better suits pupils’
needs/interests and that will help
widely and digital texts texts, this is to address ‘reading’ in 3.2.1. Pupils’ answer which courses are
pupils develop further the main
of interest creative and non-creative. After Activity C, ask pupils to discuss in small groups
and/or complementary skill for
the first question in the ‘Ideas Focus’ activity (‘Are you interested in any of the
this lesson.
activities mentioned in the texts? Which ones?’).Encourage pupils to give a
Complementary Complementary personal response in the discussion in order to practise the main skill for the Support can be given to less
Skill Skill lesson. proficient pupils during the
speaking elements of activities,
Speaking 2.1 Speaking 2.1.4 Activity C and ‘Ideas Focus’ discussion activity focuses on developing the main depending on their needs, such
Communicate Explain own skill for this lesson. Activities A and B provide opportunities to practise the as by providing vocabulary to
information, ideas, point of view complementary skill. use or sentence starters and
opinions and model sentence constructions to
feelings intelligibly Post-lesson help the pupil produce
on familiar topics Ask pupils to identify with their talk partner(s) at least one new word or sentences.
expression that they have learned in relation to the lesson topic. When pupils
are ready, collect and share words/expressions as a whole class. Alternatively, For additional differentiation
choose another appropriate post-lesson activity that better suits pupils’ strategies, please refer to the
needs/interests and that will review learning in the lesson. provided list of differentiation
127

LEARNING OUTLINE
Pre-lesson Close-Up
Main Skill Main Skill the next activity in the sequence.
Play a game to review education-related vocabulary from the previous Student’s Book, After the ‘Ideas Focus’
Reading 3.1 Reading 3.1.6 lesson. Alternatively, choose another appropriate pre-lesson activity that p.136-137 discussion, fast finishers can be
better suits pupils’ needs/interests and that will review language and/or
Understand a Recognise with Close-Up given the Vocabulary activities
variety of texts by support typical Teacher’s Book, on p.138 and/or p.142 of the
using a range of features at word, p.111-112 Student’s Book. Alternatively,
Lesson delivery
appropriate sentence and text choose another appropriate
reading strategies levels of a range of This lesson focuses on Activities D, E, F and ‘Ideas Focus’. See extension activity that better
Teacher’s Book for detailed guidance. Note that Activity E requires the
to construct genres suits pupils’ needs/interests and
following additional phase: explain to the pupils what the term ‘persuasion’
meaning that will help pupils develop
means; ask pupils to look for word and sentence level features in the further the main and/or
adverts that help persuade the reader (such as rhetorical questions that the
Complementary Complementary complementary skill for this
Skill Skill advert answers and attention-grabbing adjectives); ask pupils to explain lesson.
how these features persuade the reader. For the ‘Ideas Focus’ discussion, Support can be given to less
pupils discuss the second and third question (the first question is covered
Speaking 2.1 Speaking 2.1.4 proficient pupils during the
in the previous lesson).
Communicate Explain own point of ‘Ideas Focus’ discussions,
information, ideas, view depending on their needs, such
opinions and Activity E (with the added phase) focuses on developing the main skill for as by providing vocabulary to
this lesson. The ‘Ideas Focus’ provides an opportunity to practise the
feelings intelligibly use or sentence starters and
on familiar topics model sentence constructions to
help the pupil produce
Post-lesson sentences.
expression that they have learned in relation to the lesson topic. When For additional differentiation
pupils are ready, collect and share words/expressions as a whole class. strategies, please refer to the
Alternatively, choose another appropriate post-lesson activity that better provided list of differentiation
suits pupils’ needs/interests and that will review learning in the lesson. strategies and select appropriate
128
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Gerunds and

infinitives

LEARNING OUTLINE
Pre-lesson
Main Skill Main Skill Use the pre-Grammar lesson activity on p.116 in Teacher’s Book.
Pose the questions to pupils and collect responses. Explain that the
This is a This is a vocabulary questions use gerunds and infinitives and explain what these are. sequence. After Grammar
Close-Up Teacher’s Activity F, fast finishers can
vocabulary and and grammar Book, p.116 be given other activities in the
grammar focused focused lesson so Lesson delivery
lesson so listening, speaking, This lesson focuses on Activities A, B, C, D, E and F. See
listening, reading and writing Teacher’s Book for detailed guidance.
speaking, reading skills are not activities G-K).
and writing skills explicitly covered. Post-lesson For additional differentiation
are not explicitly Ask pupils to write questions that use gerunds and infinitives. Allow strategies, please refer to the
covered. pupils to practise asking and answering questions with a talk partner provided list of differentiation
before selecting pupils to ask questions to the class. strategies and select
Complementary Complementary appropriate
Skill Skill strategy/strategies based on
the needs of the pupils
This is a This is a vocabulary
vocabulary and and grammar
grammar focused focused lesson so
and writing skills explicitly covered.
are not explicitly
covered.
129

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.
Student’s Book. 141
Understand Understand 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
explanation of the content of Exam Close-up. The teacher’s appropriate strategy/strategies based
explanation should be clear. Respond to all pupils’ questions on the needs of the pupils.
Skill Skill
before they return to the task. Then pupils can open their books
and underline the key words in the Exam Task.
Listening 1.1 Listening 1.1.4
Note that in Activity C pupils are asked to work with a partner and
meaning in a independently
compare the words they underlined in Activity B.
variety of familiar longer sequences
contexts of classroom
Activities C and D focus on developing the main skill for this
instructions
lesson. Activity B provides an opportunity to practise the
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
130
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

of their pupils. please refer to the provided list of
differentiation strategies and select
This is a listening This is a listening 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
based on the needs of the pupils.
teacher to choose teacher to choose pupils would benefit from practising again.
from the listening from the listening
learning learning standards
standards
131
TOPIC: Lessons to Learn CROSS-CURRICULAR ELEMENT: Patriotism and LANGUAGE/GRAMMAR FOCUS: Useful expressions
Citizenship for discussions

LEARNING OUTLINE

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 Support can be given to less
feelings intelligibly speaking tasks, depending on
This lesson focuses on Activities A, B, C and D. See Teacher’s their needs.
Book for detailed guidance. Note that time will need to be closely For additional differentiation
monitored for Activities A, B and C in order to have sufficient time for strategies, please refer to the
Skill Skill
Activity D. provided list of differentiation
Reading 3.1 Reading 3.1.3 strategies and select
Activities A, C and D focus on developing the main skill for this appropriate strategy/
Understand a Guess the meaning
lesson. Activity B provides an opportunity to practise the strategies based on the
complementary skill. needs of the pupils.
reading strategies by context on an Post-lesson
discuss their ideas with their talk partner(s) before collecting ideas
as a class.
132
WEEK: LESSON 108 (Writing 21) MAIN SKILL FOCUS: Writing THEME: Teacher to select
__

LEARNING OUTLINE
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
lessons content in the textbook (p144-145) focuses on report writing list of differentiation strategies
which is not part of Form 3 learning. and select appropriate
Communicate Produce a plan or
with appropriate draft of two
language, form paragraphs or more
and style and modify this
appropriately
independently
Skill Skill

Communicate Organise, sequence
topics
133
WEEK: LESSON 109 (Revision 4) MAIN SKILL FOCUS: Revision THEME: N/A
__

LEARNING OUTLINE
This is a revision This is a revision Relevant revision materials from the Student’s Book include: Review
lesson so several lesson so several and select appropriate
4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
skills will be skills will be
covered. covered.
134
SCHEME OF WORK: TEXTBOOK BASED LESSON
WEEK: LESSON 110 (Revision 5) MAIN SKILL FOCUS: Revision THEME: N/A
__

LEARNING OUTLINE
This is a revision This is a revision Relevant revision materials from the Student’s Book include: Review
lesson so several lesson so several and select appropriate
4 (p.107-108); Review 5 (p.133-134); Review 6 (p.159-160). strategy/strategies based on
skills will be skills will be
covered. covered.
135
WEEK: __ LESSONS 111-112 (Project-Based Learning 1 MAIN SKILL FOCUS: Listening, Speaking, Reading THEME: Teacher to select
& 2) and Writing

LEARNING OUTLINE
Teachers will need to develop their own lessons based on Teacher to select their For differentiation strategies,
Teachers to select Teachers to select
topic/themes and resources that they select. Ideas for projects own materials please refer to the provided
an appropriate an appropriate main
main skill and skill and should be based on the needs and interests of the pupils. list of differentiation strategies
and select appropriate
complementary complementary skill
skill based on the based on the needs
needs and and interest of the
interest of the pupils,
pupils,
136
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9,
Kompleks Kerajaan Parcel E,
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH MENENGAH

Content Overview .................................................................................................................................................................................................................. 7

1. Content and organisation of the Scheme of Work

3. Differentiation strategies for secondary pupils

4. Glossary of terms in the Form 3 Curriculum Framework

5. Scheme of Work (Lessons 1 – 112)

What does the Secondary Form 3 Scheme of Work consist of?

The Scheme of Work consists of the following two types of lesson:

How are the Secondary Form 3 Scheme of Work lessons organised?

Typical lesson cycles

Teachers should note the following:

Exam Close-up and Exam Task:

2. Main Skill Focus

Each lesson will have one main skill focus.

The four given themes are:

 People and Culture

Topics are taken from the textbook.

5. Cross Curricular Elements

7. Content Standards and Learning Standards

8. Main Skill and Complementary Skill

10. Materials / References

11. Differentiation Strategies

Strategy 1: Differentiate by instruction and feedback

Strategy 3: Differentiate by the type and amount of support provided

Strategy 4: Differentiate by the outcome expected from pupils

Strategy 5: Differentiate by the time pupils are given to complete a task.

Strategy 7: Differentiate by the types of question asked

4. Glossary of terms in Form 3

pre-lesson Activity at the beginning of a lesson to activate pupils’ prior knowledge.

a small number of spoken genres

short simple texts

some familiar contexts

TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Family-related

CONTENT LEARNING MATERIALS / DIFFERENTIATION

TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Family-related

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Family-related

CONTENT LEARNING MATERIALS /

TOPIC: Family Ties CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: Family-related

CONTENT LEARNING MATERIALS /

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Organise talk partners or

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Fast finishers can move on to

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Student’s Fast finishers can move on to

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Close-Up Organise talk partners or

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Organise talk partners or

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Organise talk partners or

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Pre-lesson Close-Up Organise talk partners or

CONTENT LEARNING MATERIALS / DIFFERENTIATION

Close-Up Fast finishers can move on to